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 philosophy often emphasizes sustainability and responsible living. Concepts like simple living, vegetarianism, and respect for all living beings may resonate with themes of sustainable consumption and production. 6. SDG 13: Climate Action Hinduism holds a deep connection to nature, and teachings from texts like the Vedas or Puranas often emphasize the sanctity of the natural world. This could contribute to climate action education by promoting values that support environmental stewardship, care for ecosystems, and sustainable living. 7. SDG 3: Good Health and Well-being Many aspects of Hindu teachings promote physical, mental, and spiritual well-being, including practices such as yoga, Ayurveda, and meditation. A course could integrate these health practices, contributing to an understanding of holistic health and well-being. In summary, a Hindu Religious Education course can intersect with several SDGs, particularly through its emphasis on education, equality, sustainability, justice, peace, and well-being. The specific SDGs addressed would depend on how the course is framed and the themes it emphasizes. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131102 | METODE PENELITIAN LINGUISTIK | LINGUISTIC RESEARCH METHODS | Linguistic research methods encompass various approaches and techniques used to study language, its structure, use, and development. | 1. SDG 4: Quality Education Linguistic research methods contribute to inclusive and equitable quality education by teaching students how to scientifically analyze language. This course develops critical thinking, research skills, and data literacy, all of which are key to advancing educational opportunities. It also promotes understanding of language acquisition, literacy, and communication, which are essential for effective teaching and learning. 2. SDG 10: Reduced Inequalities Linguistic research often focuses on the diversity of languages, including minority and endangered languages. Understanding linguistic diversity and promoting the study of under-researched languages can help reduce inequalities. This course could include methodologies for studying marginalized language communities, contributing to social equity by recognizing the value of all languages. 3. SDG 5: Gender Equality The study of language and gender is a significant research area within linguistics. A course in linguistic research methods could address how language use reflects, reinforces, or challenges gender norms. By analyzing discourse and language in various cultural contexts, the course can contribute to discussions on gender equality by exploring how language shapes perceptions of gender roles. 4. SDG 16: Peace, Justice, and Strong Institutions Linguistic research methods can be used to study communication in conflict resolution, peace negotiations, and institutional discourse. Understanding how language functions in legal, political, and social contexts can aid in promoting peaceful and inclusive societies. Analyzing the role of language in justice systems and government institutions can lead to more inclusive communication strategies that support transparent and fair governance. 5. SDG 11: Sustainable Cities and Communities Language plays a crucial role in creating inclusive communities. Linguistic research methods can help assess language policies in multilingual urban areas and ensure that language planning supports community inclusivity. By researching language use in cities, the course can contribute to more linguistically inclusive urban planning that preserves linguistic heritage and promotes intercultural communication. 6. SDG 8: Decent Work and Economic Growth Linguistic research can be applied to workplace communication, especially in multilingual and multicultural environments. Understanding how language impacts productivity, communication, and inclusivity in professional settings can foster decent work and promote economic growth by creating more effective and inclusive work environments. 7. SDG 9: Industry, Innovation, and Infrastructure Linguistic research methods involve the use of cutting-edge technologies, such as computational linguistics and natural language processing (NLP), which drive innovation in fields like artificial intelligence, translation, and communication systems. This contributes to building innovative linguistic infrastructures, enhancing communication technologies that support diverse populations. 8. SDG 17: Partnerships for the Goals Linguistics research often involves international collaboration to study languages across borders, fostering cross-cultural partnerships that align with the goal of strengthening global cooperation for sustainable development. 9. SDG 3: Good Health and Well-being Linguistic research is crucial in health communication, especially in multilingual and multicultural healthcare settings. The course could involve research methods used in analyzing doctor-patient communication, health literacy, and public health campaigns to improve well-being. 10. SDG 15: Life on Land (Cultural and Linguistic Diversity) Linguistic research methods can support the documentation and preservation of endangered languages, many of which are connected to indigenous knowledge and environmental stewardship. This aligns with the goal of protecting cultural and linguistic diversity, which is crucial for sustainable development and the preservation of heritage. In summary, a Linguistic Research Methods course intersects with SDGs focused on education, equality, innovation, inclusivity, peace, and cultural preservation. The course helps build capacities in research that can be applied to understanding and addressing various societal challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131202 | METODE PEMBELAJARAN BAHASA MANDARIN | MANDARIN LANGUAG LEARNING METHODS | Learning Mandarin can be both exciting and challenging due to its unique tones, characters, and grammar. | 1. SDG 4: Quality Education The course directly contributes to inclusive and equitable quality education by providing students with the tools and methods to effectively learn Mandarin, one of the most widely spoken languages in the world. Language learning promotes cognitive skills, intercultural competence, and global communication, all of which are critical aspects of comprehensive education. By focusing on language learning methods, the course can help develop innovative pedagogical approaches for teaching Mandarin, contributing to educational quality. 2. SDG 10: Reduced Inequalities By promoting language learning, particularly for non-native speakers, the course can help reduce inequalities by giving students from diverse backgrounds the opportunity to access one of the world’s most important languages for business, education, and diplomacy. Learning Mandarin can provide individuals with better opportunities in the global marketplace, thus reducing economic and social inequalities. It also helps break down communication barriers between Mandarin-speaking regions and the rest of the world, promoting inclusivity. 3. SDG 8: Decent Work and Economic Growth Mandarin is key to engaging with one of the world’s largest economies, China. Proficiency in Mandarin can open up employment opportunities in fields such as business, international relations, and education, contributing to decent work and economic growth. Language learning improves global mobility and access to job markets that require bilingual or multilingual proficiency. 4. SDG 16: Peace, Justice, and Strong Institutions Language is central to diplomacy, international cooperation, and the building of peaceful and inclusive societies. Learning Mandarin equips students to engage more effectively in global conversations, negotiations, and cross-cultural exchanges. It fosters intercultural understanding and communication, which are key elements in conflict resolution, peacebuilding, and fostering trust between nations. 5. SDG 17: Partnerships for the Goals The study of Mandarin language learning methods facilitates global partnerships by enhancing communication skills between Mandarin-speaking countries (notably China) and the rest of the world. This course enables students to build the linguistic capacity needed to participate in international collaborations, which is crucial for advancing the global partnership for sustainable development. 6. SDG 11: Sustainable Cities and Communities Learning Mandarin promotes inclusive and sustainable cities and communities by fostering linguistic inclusivity, especially in multicultural urban environments where Mandarin is increasingly spoken. As cities become more globalized, Mandarin proficiency helps bridge communication gaps, fostering integration and inclusion in diverse communities. 7. SDG 9: Industry, Innovation, and Infrastructure Proficiency in Mandarin is essential for participating in industries related to technology, trade, and innovation, especially those tied to China’s technological advancements and industrial growth. This course prepares students to engage with Mandarin-speaking markets and sectors, helping to build innovative infrastructure and strengthen global trade relationships. 8. SDG 3: Good Health and Well-being Understanding Mandarin can be vital for healthcare communication in regions with Mandarin-speaking populations, helping to improve health literacy and access to healthcare information in multilingual settings. It enables professionals to provide better healthcare services by overcoming language barriers in patient communication. 9. SDG 5: Gender Equality Language learning can support gender equality by offering equal opportunities for men and women to access the benefits of speaking Mandarin, which can lead to career advancement and personal growth. The course might also explore how Mandarin (and its dialects) reflects gender roles and norms in Chinese-speaking societies, fostering critical discussions around language and gender. 10. SDG 12: Responsible Consumption and Production Mandarin language proficiency can support sustainable consumption and production by facilitating communication between businesses and individuals in Mandarin-speaking regions, particularly around global trade, ethical practices, and sustainability. Effective communication in supply chains, which often involve Chinese industries, is essential for promoting sustainable business practices. In summary, a Mandarin Language Learning Methods course contributes to SDGs related to education, equality, economic growth, peace, sustainability, and global partnerships. By equipping students with the linguistic tools to engage with the Mandarin-speaking world, the course helps build skills that are essential for fostering intercultural understanding, global communication, and sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131302 | METODE PENELITIAN KEBUDAYAAN | CULTURAL RESEARCH METHODS | Cultural research methods are diverse approaches used to study cultural phenomena, practices, and meanings. | 1. SDG 4: Quality Education The course contributes to inclusive and equitable quality education by equipping students with tools to critically study cultures, social norms, and values. It fosters a deep understanding of cultural diversity, social behaviors, and traditions, which are essential for promoting global citizenship and intercultural competence. Research methods in cultural studies can also improve the quality of education in fields like anthropology, sociology, and global studies. 2. SDG 10: Reduced Inequalities Cultural research often focuses on marginalized or underrepresented groups, helping to highlight and address inequalities related to race, ethnicity, gender, class, and other social factors. The course can encourage research that challenges stereotypes and supports policies aimed at reducing inequalities within and between nations. By understanding the role culture plays in reinforcing or challenging social hierarchies, students can contribute to solutions that promote equity and inclusivity. 3. SDG 5: Gender Equality Cultural research often includes the study of gender roles and norms in different societies, allowing students to critically analyze how cultures contribute to or resist gender inequality. The course can address how different cultures perceive gender and how gendered experiences shape social and economic participation, thus fostering dialogue on achieving gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Understanding cultural practices and values is key to promoting peaceful and inclusive societies. Research methods that focus on cultural differences and similarities can help mitigate conflicts arising from misunderstandings or cultural insensitivity. The course could also explore how cultural studies inform policies related to justice, human rights, and institution-building, promoting more inclusive governance that respects cultural diversity. 5. SDG 11: Sustainable Cities and Communities Cultural research helps in understanding the role of cultural heritage in shaping the identity of cities and communities. It can contribute to the sustainable development of urban spaces by recognizing the importance of cultural diversity and preserving cultural sites. The course can provide insights into how multiculturalism impacts urban life, helping to build inclusive, safe, resilient, and sustainable communities. 6. SDG 13: Climate Action Cultural research can explore how traditional knowledge systems and indigenous practices contribute to environmental sustainability and climate resilience. Many cultures have long-standing traditions of living in harmony with nature, and studying these can offer valuable insights into climate action. The course could include methods for studying how cultural values influence environmental behaviors, supporting policies that promote sustainable living and resource management. 7. SDG 8: Decent Work and Economic Growth The course can support decent work and economic growth by promoting the study of how cultural industries (e.g., tourism, arts, fashion) contribute to the global economy. By researching the economic potential of cultural heritage and creative industries, students can help shape policies that balance economic growth with cultural preservation and ethical practices. 8. SDG 9: Industry, Innovation, and Infrastructure Cultural research informs innovation in industries such as media, design, and technology. It helps create products and services that are sensitive to cultural needs and preferences. The course may explore the role of cultural research in promoting cultural industries and the development of infrastructure that supports cultural production and dissemination. 9. SDG 17: Partnerships for the Goals Cultural research facilitates global partnerships by fostering cross-cultural understanding, which is crucial for international cooperation and sustainable development. The course can explore how cultural diplomacy and intercultural dialogue promote partnerships across borders, encouraging global collaboration in achieving the SDGs. 10. SDG 12: Responsible Consumption and Production Cultural research helps to understand how consumption patterns are influenced by cultural beliefs and values. By examining traditional practices and contemporary consumer behaviors, the course can contribute to promoting responsible consumption and production. Research in this area may also explore how cultural norms can encourage or discourage sustainable production methods, offering solutions for more sustainable economic practices. 11. SDG 15: Life on Land (Cultural and Natural Heritage) Cultural research often overlaps with the study of indigenous knowledge systems, which are closely tied to land and natural resource management. The course can contribute to the protection and preservation of cultural and natural heritage, as these are deeply intertwined in many societies. It can support efforts to safeguard cultural traditions and biodiversity, especially in indigenous and rural communities where cultural practices are integral to sustainable land use. 12. SDG 3: Good Health and Well-being Cultural research methods can examine how cultural beliefs and practices influence health and well-being, including the role of traditional medicine, dietary practices, and mental health approaches in different cultures. Understanding these cultural dynamics can lead to more culturally sensitive healthcare practices and policies, contributing to better health outcomes. In summary, a Cultural Research Methods course supports SDGs related to education, equality, peace, sustainability, health, and economic growth. It equips students with the skills to analyze cultural phenomena critically, fostering inclusive and sustainable solutions to global challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131402 | KOMUNIKASI LINTAS BUDAYA | CROSS-CULTURAL COMMUNICATION | Cross-cultural communication refers to the ways in which people from different cultural backgrounds communicate, interact, and understand each other. | 1. SDG 4: Quality Education Cross-Cultural Communication enhances inclusive and equitable quality education by fostering intercultural competence, global awareness, and communication skills. The course teaches students how to effectively communicate in diverse cultural settings, which is essential in today’s interconnected world. It also helps reduce cultural barriers in educational environments, promoting more inclusive learning for students from diverse backgrounds. 2. SDG 10: Reduced Inequalities This course can play a crucial role in reducing inequalities by promoting respect for cultural diversity and encouraging practices that reduce discrimination based on language, ethnicity, or culture. It helps students recognize and address biases and barriers that contribute to inequality, fostering more inclusive communication practices in both social and professional settings. 3. SDG 5: Gender Equality Cross-cultural communication includes understanding gender roles and dynamics in different societies, which can contribute to promoting gender equality. The course can address how communication styles and cultural norms impact gender relations, empowering students to advocate for more equitable gender practices in intercultural contexts. 4. SDG 16: Peace, Justice, and Strong Institutions Cross-cultural communication is key to promoting peaceful and inclusive societies. By teaching students how to navigate and resolve misunderstandings and conflicts arising from cultural differences, the course contributes to building more peaceful and just societies. The course can also explore how effective intercultural communication supports strong institutions by enabling more inclusive governance, fairer legal systems, and conflict resolution processes. 5. SDG 17: Partnerships for the Goals Effective cross-cultural communication is critical for global partnerships, whether in diplomacy, business, or international development. The course helps students build skills to foster collaborative relationships across borders and cultural boundaries. It contributes to the global partnership for sustainable development by preparing students to engage in international dialogues, negotiations, and collaborations more effectively. 6. SDG 11: Sustainable Cities and Communities As cities become more multicultural, the ability to communicate effectively across cultures is vital for building inclusive, safe, resilient, and sustainable communities. The course can address challenges of multicultural urban settings and help students learn how to promote cohesion and understanding among diverse cultural groups, contributing to socially sustainable communities. 7. SDG 8: Decent Work and Economic Growth In a globalized economy, cross-cultural communication skills are essential for individuals and organizations seeking to participate in international markets and work environments. The course prepares students to engage in diverse professional contexts, contributing to more inclusive workplaces and supporting decent work and economic growth by improving cross-border business relations. 8. SDG 9: Industry, Innovation, and Infrastructure Effective communication across cultures is important for global industries, innovation, and infrastructure development, especially when working on international projects or with multicultural teams. The course can support students in navigating the challenges of cross-cultural communication in industries such as technology, construction, and engineering, contributing to innovation and sustainable infrastructure. 9. SDG 3: Good Health and Well-being In healthcare, cross-cultural communication is essential for improving health outcomes by enabling professionals to interact effectively with patients from diverse cultural backgrounds. The course can contribute to better health communication practices, addressing language barriers, cultural sensitivities, and different health beliefs, thereby improving health and well-being in multicultural settings. 10. SDG 12: Responsible Consumption and Production The course can contribute to promoting responsible consumption and production by helping individuals and organizations understand cultural attitudes toward consumption, sustainability, and ethical practices. It fosters global communication that respects different cultural values regarding resource use, production, and consumption, promoting sustainability in global trade and commerce. 11. SDG 13: Climate Action Cross-cultural communication plays a role in global efforts to address climate change by facilitating international cooperation on environmental issues. Effective communication between diverse cultural groups can enhance global environmental action. The course can prepare students to engage in climate-related dialogues, ensuring that messages about climate action are culturally relevant and impactful across different societies. In summary, a Cross-Cultural Communication course supports SDGs related to education, equality, peace, sustainability, and global cooperation. It equips students with essential skills to navigate and contribute to a more interconnected and culturally diverse world, helping them address global challenges through better communication and collaboration. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131502 | SEMINAR PRA SKRIPSI | PRE THESIS SEMINAR | A pre-thesis seminar is an important step in the academic process for students preparing to undertake their thesis research. | 1. SDG 4: Quality Education The Seminar Pra Skripsi directly supports inclusive and equitable quality education by guiding students in developing research skills, critical thinking, and academic writing, which are crucial for producing high-quality scholarly work. The course helps students refine their research proposals, improve methodology, and engage in peer feedback, which contributes to the overall quality of education and academic standards. 2. SDG 9: Industry, Innovation, and Infrastructure Many students may choose research topics related to technological advancements, industry innovation, or infrastructure development. A pre-thesis seminar encourages innovative thinking and the application of research methods that can contribute to industry innovation and infrastructure improvements. The course can help students develop research in fields such as engineering, technology, and the sciences, which supports sustainable development through innovation. 3. SDG 10: Reduced Inequalities If students choose topics that address social justice, marginalization, or policies that reduce economic and social inequalities, the course supports reducing inequalities. The seminar may encourage students to research issues related to gender, economic disparity, education gaps, or ethnic inequality, promoting equity and inclusive growth in their findings and contributions. 4. SDG 5: Gender Equality For students focusing on gender studies, the seminar can help them refine their research on topics that promote gender equality. It encourages critical analysis of gender issues, such as gender roles, access to education, gender-based violence, or policies that promote gender equity, contributing to SDG 5 through research and academic discourse. 5. SDG 13: Climate Action Students working on environmental and sustainability topics can contribute to climate action through research on renewable energy, environmental conservation, climate policies, or sustainable practices. The seminar provides a platform for discussing and refining research that supports global efforts to combat climate change. 6. SDG 16: Peace, Justice, and Strong Institutions If students focus on political science, law, or public policy, their research may align with peace, justice, and strong institutions. The seminar can support research on governance, human rights, conflict resolution, and the strengthening of institutions, contributing to more just and peaceful societies through academic inquiry. 7. SDG 3: Good Health and Well-being Research topics in public health, medicine, psychology, or mental health would support good health and well-being. Students may explore issues such as healthcare access, mental health, health education, or disease prevention, contributing to SDG 3 by providing research that informs health policies and practices. 8. SDG 7: Affordable and Clean Energy Students researching renewable energy, energy efficiency, or policies to improve energy access can contribute to affordable and clean energy. The seminar can help these students refine their research methods and approaches to address global energy challenges. 9. SDG 8: Decent Work and Economic Growth Research on economics, labor markets, and sustainable business practices directly contributes to decent work and economic growth. Students may explore topics such as entrepreneurship, job creation, fair trade, or economic policies that promote sustainable growth, which are essential to SDG 8. 10. SDG 12: Responsible Consumption and Production Students working on sustainability topics, particularly in areas like waste management, sustainable agriculture, or circular economies, would be addressing responsible consumption and production. The seminar supports research into sustainable production practices, resource management, and environmentally conscious consumer behavior. 11. SDG 11: Sustainable Cities and Communities Research focused on urban development, housing, transportation, and environmental planning can contribute to sustainable cities and communities. The pre-thesis seminar helps students refine their research in these areas, promoting sustainable urban planning and management practices. 12. SDG 15: Life on Land Students researching biodiversity, conservation, land management, or ecological sustainability contribute to life on land. The seminar can guide students in conducting research that supports the protection and sustainable use of terrestrial ecosystems, contributing to conservation efforts and policy development. 13. SDG 14: Life Below Water Research topics focused on marine ecosystems, ocean pollution, or sustainable fisheries can contribute to life below water. The seminar provides a platform for students to develop robust research that addresses the challenges facing ocean conservation and marine biodiversity. 14. SDG 17: Partnerships for the Goals A Seminar Pra Skripsi often involves collaboration with supervisors, peers, and sometimes external organizations, contributing to partnerships for the goals. The course encourages interdisciplinary research and partnerships with academic, governmental, and non-governmental organizations, fostering collaboration that can advance sustainable development goals. In summary, a Seminar Pra Skripsi can support a wide array of SDGs depending on the research topics chosen by students. The course encourages critical thinking, interdisciplinary research, and scholarly work that contributes to addressing global challenges, ranging from education and inequality to sustainability and innovation. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09140206 | SKRIPSI | THESIS | Writing a thesis is a significant academic undertaking that demonstrates your ability to conduct independent research, synthesize information, and contribute to your field of study. | 1. SDG 4: Quality Education The Thesis course directly supports quality education by encouraging students to apply critical thinking, research, and academic skills to create original, high-quality work. It promotes the development of knowledge in various fields, improving educational resources, and contributing to the body of academic literature. 2. SDG 9: Industry, Innovation, and Infrastructure Research that focuses on technological innovation, industry practices, or infrastructure development contributes to industry, innovation, and infrastructure. Theses in fields such as engineering, technology, and urban planning can offer solutions to real-world challenges, helping to develop sustainable infrastructure and fostering innovation. 3. SDG 10: Reduced Inequalities A thesis that explores topics related to social justice, marginalized groups, or policies aimed at reducing economic, racial, or gender inequalities aligns with reducing inequalities. By focusing on inequality, students can provide research that informs public policy, social programs, or advocacy initiatives aimed at promoting equity. 4. SDG 5: Gender Equality Theses that focus on gender dynamics, women’s rights, or the social, economic, and political roles of different genders contribute to gender equality. Research in gender studies can lead to a deeper understanding of barriers to equality and inform strategies to overcome them, empowering women and promoting gender fairness. 5. SDG 13: Climate Action Theses addressing environmental issues such as climate change, sustainable energy, or environmental policy contribute to climate action. Research on renewable energy, climate mitigation, or environmental conservation helps to inform policies and practices aimed at combating global climate challenges. 6. SDG 16: Peace, Justice, and Strong Institutions A thesis that focuses on governance, human rights, conflict resolution, or legal systems supports peace, justice, and strong institutions. Research in political science, law, or international relations can lead to recommendations for strengthening institutions, promoting justice, and fostering peaceful societies. 7. SDG 8: Decent Work and Economic Growth Theses that explore labor markets, economic development, entrepreneurship, or business ethics contribute to decent work and economic growth. Research in economics, business, or development studies can offer insights into how to promote sustainable economic practices and create jobs that provide fair wages and work conditions. 8. SDG 7: Affordable and Clean Energy Research in energy systems, renewable resources, or energy policy contributes to affordable and clean energy. A thesis focused on sustainable energy solutions can help address global energy challenges by proposing new technologies, policies, or practices for efficient and renewable energy production. 9. SDG 11: Sustainable Cities and Communities A thesis in urban planning, architecture, or community development contributes to sustainable cities and communities. Research in this area might focus on smart city design, affordable housing, public transportation, or community resilience, promoting more inclusive and sustainable urban environments. 10. SDG 12: Responsible Consumption and Production Research on sustainable business practices, waste management, circular economies, or ethical production contributes to responsible consumption and production. A thesis in environmental science, economics, or business that examines sustainable consumption can lead to recommendations for reducing waste, improving resource efficiency, and promoting responsible business practices. 11. SDG 3: Good Health and Well-being A thesis in healthcare, public health, psychology, or medicine contributes to good health and well-being by researching ways to improve healthcare delivery, mental health, disease prevention, or public health education. Research in health-related fields can help inform policies and practices that improve the quality and accessibility of healthcare services. 12. SDG 14: Life Below Water Theses focused on marine ecosystems, ocean conservation, sustainable fishing, or marine pollution contribute to life below water. Research in marine biology, environmental science, or conservation policy helps protect marine biodiversity and promote the sustainable use of ocean resources. 13. SDG 15: Life on Land Research on biodiversity, deforestation, land use, or conservation contributes to life on land by addressing challenges to terrestrial ecosystems. A thesis in ecology, agriculture, or conservation can propose solutions to protect habitats, promote sustainable land use, and preserve biodiversity. 14. SDG 17: Partnerships for the Goals A thesis that involves international collaboration or cross-disciplinary research supports partnerships for the goals by fostering global cooperation and partnerships. Research that integrates various fields or involves multiple institutions or countries promotes knowledge sharing and collaboration, which is essential for addressing global challenges. 15. SDG 6: Clean Water and Sanitation A thesis that explores water resource management, sanitation, or water quality contributes to clean water and sanitation. Research in environmental engineering, public health, or water policy can offer solutions for ensuring access to clean water and improving sanitation practices. 16. SDG 2: Zero Hunger Research in agriculture, food security, or sustainable farming practices contributes to zero hunger by addressing global food production and distribution challenges. Theses in agronomy, food science, or development studies can propose methods to increase food production, improve nutrition, and promote sustainable agriculture. In summary, a Thesis course can support a wide array of SDGs depending on the student’s research focus. Whether addressing social, economic, environmental, or technological challenges, the thesis allows students to apply their academic skills to real-world problems, contributing to sustainable development at both local and global levels. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130403 | MEMBACA BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN READING | Advanced Mandarin reading involves engaging with complex texts that challenge your comprehension skills and deepen your understanding of the language. | 1. SDG 4: Quality Education The course promotes inclusive and equitable quality education by enhancing students’ proficiency in Mandarin, which improves literacy in one of the world’s most spoken languages. By advancing reading skills, the course fosters deeper engagement with Chinese literature, culture, and academic texts, contributing to global education goals by opening access to diverse knowledge and perspectives. 2. SDG 10: Reduced Inequalities Learning a language like Mandarin can help bridge cultural and linguistic gaps, reducing inequalities by promoting intercultural communication and understanding. It provides students from non-Chinese backgrounds with the opportunity to engage in Chinese-speaking environments, helping reduce inequalities in global communication and access to Chinese-language resources. 3. SDG 17: Partnerships for the Goals Proficiency in Mandarin can foster global partnerships by improving students’ ability to collaborate with Chinese-speaking communities and engage in international business, diplomacy, and academic exchanges. The course supports global cooperation by preparing students to participate in cross-cultural dialogues and partnerships, which are essential for achieving sustainable development goals on a global scale. 4. SDG 8: Decent Work and Economic Growth Mandarin proficiency is increasingly valuable in the global economy, especially with China’s role as a major economic player. By advancing reading skills in Mandarin, students become more competitive in international job markets, contributing to decent work and economic growth. The course equips students with the ability to navigate Chinese texts in fields such as business, trade, and technology, which are crucial for economic growth and international commerce. 5. SDG 11: Sustainable Cities and Communities Understanding Mandarin and Chinese texts can give students insights into the cultural, social, and environmental issues faced by Chinese-speaking cities and communities. Through reading advanced materials on urban development, sustainability, and community dynamics in China, the course can contribute to students’ understanding of how to build more sustainable cities and communities worldwide. 6. SDG 16: Peace, Justice, and Strong Institutions Language skills are essential for promoting peaceful and inclusive societies. Advanced Mandarin reading allows students to engage with Chinese legal, political, and social texts, contributing to a better understanding of governance, justice, and institutional structures in Chinese-speaking countries. It helps foster international dialogue and cooperation, which is crucial for peacebuilding and strengthening institutions globally. 7. SDG 5: Gender Equality The course may include reading materials that address gender roles and gender equality issues within Chinese-speaking societies. By understanding these cultural nuances, students can contribute to promoting gender equality. Mandarin literature, articles, and studies focusing on women’s rights, gender relations, and equality issues can enhance students’ awareness and critical thinking on gender equity in Chinese contexts. 8. SDG 13: Climate Action By reading advanced texts on environmental policies, climate change efforts, and sustainability initiatives in China, students gain insights into how one of the world’s largest economies is addressing climate action. The course can help students understand how language and cultural perspectives influence environmental policies and global climate solutions. 9. SDG 12: Responsible Consumption and Production Students may engage with Mandarin texts focused on sustainable practices, environmental conservation, and corporate responsibility in China, supporting responsible consumption and production. Reading about sustainable development initiatives in Chinese-speaking regions can help students understand the role of language in promoting environmental responsibility. In summary, an Advanced Mandarin Reading course supports SDGs related to education, reducing inequalities, global partnerships, economic growth, and sustainability. It equips students with linguistic and cultural knowledge that contributes to their ability to engage meaningfully with global challenges and opportunities in Chinese-speaking contexts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130502 | KRITIK SASTRA | LITERARY CRITICISM | Literary criticism is the study, evaluation, and interpretation of literature. It encompasses a wide range of approaches and theories that help analyze texts, considering their themes, structures, and cultural contexts. | 1. SDG 4: Quality Education Literary Criticism enhances quality education by developing students’ analytical and interpretive skills, encouraging deep engagement with literary texts, and promoting higher-order thinking. The course fosters academic rigor, critical thinking, and effective communication, which are essential components of a well-rounded education. 2. SDG 5: Gender Equality Many literary criticism courses engage with feminist criticism and texts that examine gender roles, inequalities, and women’s rights. By analyzing literature through a gender lens, the course contributes to promoting gender equality and helps students understand how literature reflects and challenges societal norms regarding gender. 3. SDG 10: Reduced Inequalities Literary criticism often involves analyzing texts that explore social class, race, ethnicity, and power dynamics, which can contribute to a deeper understanding of inequalities. Students critically engage with literature that addresses marginalization, discrimination, and social justice, fostering awareness and sensitivity toward reducing social and economic inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions Literary Criticism can engage with texts that deal with themes of justice, human rights, conflict resolution, and the role of institutions, contributing to peace, justice, and strong institutions. By analyzing works that critique societal systems, literature often offers insights into how societies can become more just and inclusive, encouraging students to think critically about the role of institutions in maintaining peace and justice. 5. SDG 11: Sustainable Cities and Communities Literature often reflects the complexities of urbanization, community development, and social challenges within cities. Through literary criticism, students can explore themes related to identity, migration, and community dynamics in urban settings, supporting sustainable cities and communities. The course may involve texts that offer commentary on how literature represents and influences the development of more inclusive and resilient communities. 6. SDG 13: Climate Action Ecocriticism, a branch of literary criticism that explores the relationship between literature and the environment, directly supports climate action by engaging with themes of nature, environmental degradation, and sustainability. By analyzing texts that deal with environmental concerns, students gain insights into how literature can raise awareness about climate change and environmental protection. 7. SDG 12: Responsible Consumption and Production Literary criticism may include discussions on how literature addresses themes of consumerism, waste, and sustainability. Texts that critique irresponsible consumption practices contribute to promoting responsible consumption and production. By analyzing works that focus on the environmental and social consequences of overconsumption, students gain a better understanding of sustainability in a global context. 8. SDG 8: Decent Work and Economic Growth Literature often explores themes of labor, economic disparity, and the working class. Through literary criticism, students can engage with works that critique labor practices and economic systems, contributing to discussions on decent work and economic growth. Analyzing texts that address these topics can offer insights into the impact of economic structures on individuals and societies, fostering a more nuanced understanding of economic sustainability. 9. SDG 17: Partnerships for the Goals Literary criticism promotes cross-cultural dialogue by analyzing works from different parts of the world, encouraging an understanding of global perspectives and fostering international cooperation. By engaging with literature from diverse cultures and regions, the course contributes to global partnerships by promoting cultural exchange, empathy, and shared human values. In summary, a Literary Criticism course supports SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, and climate action. By analyzing literature from various critical perspectives, students are encouraged to engage with global challenges, understand diverse viewpoints, and reflect on how literature can contribute to sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130602 | PENULISAN AKADEMIK | ACADEMIC WRITING | Academic writing is a formal style of writing used in academic settings, characterized by clarity, precision, and adherence to specific conventions. Here’s an overview of its key features, structure, and tips for effective academic writing. | 1. SDG 4: Quality Education An Academic Writing course directly supports quality education by developing students’ ability to write effectively, think critically, and communicate complex ideas clearly. The course promotes academic literacy, helping students excel in their studies and contributing to a well-educated, informed society. 2. SDG 10: Reduced Inequalities Academic writing improves students’ ability to express their thoughts and ideas, empowering individuals from diverse backgrounds to communicate their perspectives in academic and professional settings. This can help reduce inequalities in access to higher education and professional opportunities. By teaching writing skills that are crucial for success in academia and beyond, the course helps level the playing field for students from underrepresented or marginalized groups. 3. SDG 16: Peace, Justice, and Strong Institutions Through the study of academic writing, students learn to engage with topics such as governance, human rights, and social justice. Strong writing skills enable students to contribute effectively to discussions on peace, justice, and institutional reform. The course promotes clear and critical communication on topics related to peace, justice, and strong institutions, enabling students to influence positive societal change through their written work. 4. SDG 5: Gender Equality Academic writing courses often encourage students to research and write on topics related to gender issues, helping to raise awareness and foster discussions on gender equality. By empowering students with the skills to articulate arguments and advocate for gender equity, the course contributes to advancing understanding and solutions for gender-related challenges. 5. SDG 17: Partnerships for the Goals Effective writing is essential for academic collaboration, global research, and partnerships across borders. Academic Writing supports partnerships for the goals by enabling students to communicate their research and ideas clearly and persuasively in international contexts. The course encourages collaborative learning and may involve group projects that promote teamwork and partnerships, which are key to achieving sustainable development goals. 6. SDG 8: Decent Work and Economic Growth Strong writing skills are essential in virtually all professional fields. An Academic Writing course helps students become more competitive in the job market by equipping them with the skills needed to write reports, proposals, and professional documents, contributing to decent work and economic growth. The ability to communicate effectively in writing is critical for professional development and leadership in various sectors, supporting sustainable economic growth. 7. SDG 12: Responsible Consumption and Production Students may write research papers or essays on topics related to sustainability, responsible consumption, and environmental issues. By engaging in academic writing on these topics, students contribute to raising awareness about responsible consumption and production. The course encourages students to think critically about the environmental and social impacts of human activities and to advocate for more sustainable practices through their writing. 8. SDG 13: Climate Action An Academic Writing course may include assignments focused on environmental issues, climate science, and policies related to climate action. Students learn to research and write persuasively about solutions to climate change, contributing to the global discourse on sustainability and environmental protection. 9. SDG 11: Sustainable Cities and Communities Students may be encouraged to explore topics related to urban development, social justice, or sustainability within their writing assignments. This fosters critical engagement with the challenges and opportunities in building sustainable cities and communities. Through research and writing on urban issues, students can contribute to discussions on how to create more inclusive, resilient, and sustainable communities. 10. SDG 9: Industry, Innovation, and Infrastructure Writing about innovation, technological advancements, and sustainable infrastructure projects can help students contribute to academic and public debates on these topics. Academic Writing courses support industry, innovation, and infrastructure by training students to communicate effectively about new technologies and their potential to drive sustainable development. In summary, an Academic Writing course supports SDGs related to education, reducing inequalities, gender equality, peace and justice, and sustainability. By equipping students with essential communication and research skills, the course empowers them to contribute meaningfully to global discussions on sustainable development, fostering informed, articulate, and engaged citizens. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130702 | STRATEGI HSK & HSKK | STRATEGI HSK & HSKK | The HSK (Hanyu Shuiping Kaoshi) and HSKK (Hanyu Shuiping Kouyu Kaoshi) are standardized tests designed to assess Chinese language proficiency for non-native speakers. | 1. SDG 4: Quality Education The course directly supports quality education by enhancing students’ Mandarin language skills, particularly in listening, speaking, reading, and writing. Preparing for the HSK and HSKK tests promotes academic achievement and lifelong learning, helping students attain higher levels of language proficiency. 2. SDG 10: Reduced Inequalities Learning Mandarin through this course can help bridge language gaps, reducing inequalities in access to education, resources, and opportunities for non-Chinese speakers. By providing the tools to communicate effectively in Mandarin, the course can empower students from diverse backgrounds to engage more fully in Chinese-speaking environments, promoting social inclusion. 3. SDG 17: Partnerships for the Goals Proficiency in Mandarin can enhance collaboration and partnerships between Chinese-speaking and non-Chinese-speaking communities and organizations, contributing to global partnerships. The course fosters understanding and cooperation among cultures, which is essential for addressing global challenges and achieving sustainable development. 4. SDG 8: Decent Work and Economic Growth Mandarin language skills are increasingly valuable in the global job market, particularly as China’s economy grows. The course prepares students for decent work by improving their employability and competitiveness. By equipping students with language proficiency, the course enhances their ability to work in international business, trade, and diplomacy. 5. SDG 5: Gender Equality The course can include discussions on gender in language and cultural contexts, contributing to gender equality. By understanding the role of language in gender dynamics, students can be more informed advocates for equality and inclusion in both Chinese and global contexts. 6. SDG 12: Responsible Consumption and Production The course may explore themes related to Chinese culture, sustainability, and responsible practices, encouraging discussions on responsible consumption and production. Learning about Chinese perspectives on sustainability can help students understand the importance of ethical consumption in a global context. 7. SDG 11: Sustainable Cities and Communities Understanding Mandarin and Chinese culture can foster discussions about urban development, community dynamics, and sustainability in Chinese-speaking regions, contributing to sustainable cities and communities. The course may include content related to how language reflects social and environmental challenges in urban settings. 8. SDG 13: Climate Action The course may address environmental issues in China and the role of language in advocating for climate action. By preparing students to communicate effectively about environmental challenges and solutions in Mandarin, the course can contribute to the global discourse on sustainability. In summary, a course on Strategi HSK & HSKK supports SDGs related to education, reducing inequalities, gender equality, economic growth, and sustainability. By fostering language proficiency and cultural understanding, the course empowers students to engage in meaningful dialogues, enhancing their ability to participate in global discussions and contribute to sustainable development goals. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130802 | ANALISIS WACANA | DISCOURSE ANALYSIS | Discourse analysis is a qualitative research method used to study written, spoken, or visual communication. | 1. SDG 4: Quality Education Discourse analysis promotes quality education by enhancing students’ critical thinking and analytical skills, enabling them to deconstruct and understand various forms of communication. The course encourages deeper engagement with texts, fostering a comprehensive understanding of how discourse shapes knowledge and learning environments. 2. SDG 5: Gender Equality Many discourse analysis courses focus on language use in relation to gender, examining how discourse can reinforce or challenge gender norms and inequalities. By analyzing texts and conversations, students gain insights into the role of language in shaping gender identities and relationships, contributing to discussions on gender equality. 3. SDG 10: Reduced Inequalities Discourse analysis often explores themes of power, privilege, and marginalization, making it a valuable tool for understanding and addressing inequalities. The course helps students critically examine how language can perpetuate or challenge social inequalities related to race, class, gender, and other identity factors. 4. SDG 16: Peace, Justice, and Strong Institutions Discourse analysis can provide insights into how language influences perceptions of justice, governance, and social order. It enables students to critically engage with discourse surrounding law, politics, and human rights. By examining how language shapes narratives around peace and conflict, the course contributes to understanding peace, justice, and strong institutions. 5. SDG 11: Sustainable Cities and Communities Language plays a crucial role in shaping community identities and discussions about urban development. Discourse analysis can explore how language reflects and influences the dynamics of sustainable cities and communities. The course may include studies of how discourse around urban planning and community issues affects public perception and action. 6. SDG 13: Climate Action Discourse analysis can be applied to study how environmental issues are framed in public discourse, media, and policy. Understanding the language of climate change can help advocate for climate action. By analyzing how different stakeholders communicate about environmental issues, students can better understand strategies for promoting sustainability. 7. SDG 17: Partnerships for the Goals Effective communication is essential for collaboration and partnerships across cultures and disciplines. Discourse analysis equips students with the skills to analyze and improve communication strategies, fostering global partnerships. By understanding how language can facilitate or hinder cooperation, students can contribute to more effective international collaboration on development goals. 8. SDG 8: Decent Work and Economic Growth Discourse analysis can be applied to the study of language in professional settings, enhancing students’ understanding of workplace communication and its impact on decent work and economic growth. By examining how discourse shapes professional relationships and organizational culture, the course can help prepare students for effective communication in diverse work environments. In summary, a Discourse Analysis course supports various SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with the skills to analyze and interpret language, the course fosters critical engagement with social issues, enabling them to contribute to meaningful dialogues and actions toward sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130902 | METODE PENELITIAN SASTRA | LITERARY RESEARCH METHODS | Literary research methods encompass a variety of approaches used to analyze, interpret, and evaluate literary texts. | 1. SDG 4: Quality Education The course enhances quality education by teaching students essential research skills, including how to locate, evaluate, and analyze literary texts and secondary sources. It promotes critical thinking and analytical skills that are fundamental to academic success and lifelong learning. 2. SDG 5: Gender Equality Literary research methods often involve analyzing texts through various critical lenses, including feminist criticism. This engagement helps students understand and address issues related to gender equality in literature and society. By exploring the representation of gender in literary works, students can develop a nuanced understanding of the role literature plays in shaping gender norms and identities. 3. SDG 10: Reduced Inequalities The course can address themes of representation and voice, focusing on how marginalized groups are portrayed in literature. This critical examination fosters discussions on inequalities in society. Students learn to analyze texts from diverse cultural, social, and historical contexts, which can promote empathy and understanding toward underrepresented communities. 4. SDG 16: Peace, Justice, and Strong Institutions Literary texts often engage with themes of justice, conflict, and governance. By studying these works, students can gain insights into how literature reflects and critiques societal structures, contributing to discussions on peace, justice, and strong institutions. The course encourages students to consider the role of literature in advocating for social change and human rights. 5. SDG 11: Sustainable Cities and Communities Literary research methods may involve exploring urban literature and texts that reflect the dynamics of city life, community identity, and social challenges, contributing to discussions on sustainable cities and communities. Students can analyze how literature represents community issues, resilience, and the impact of urbanization on society. 6. SDG 12: Responsible Consumption and Production The course can examine how literature critiques consumer culture and environmental issues. Through research, students can explore themes related to responsible consumption and production. Analyzing texts that engage with sustainability and ethical practices fosters critical discussions about societal values and responsibilities. 7. SDG 13: Climate Action Literary research methods may include studying eco-critical literature, which focuses on the relationship between literature and the environment. This engagement can contribute to understanding and advocating for climate action. By analyzing how literature addresses environmental issues, students can develop a critical perspective on sustainability and environmental ethics. 8. SDG 17: Partnerships for the Goals Research in literature often involves collaboration across disciplines and cultures. The course promotes global partnerships by encouraging students to engage with literary texts from diverse backgrounds and traditions. Understanding literature as a global conversation helps students appreciate the interconnectedness of human experiences and cultural expressions. In summary, a Literary Research Methods course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with the tools to conduct literary research, the course fosters critical engagement with texts and promotes understanding of the social and cultural issues reflected in literature, enabling them to contribute to sustainable development and social change. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131002 | BUDAYA DALAM KARYA SASTRA TIONGKOK | CULTURE IN CHINESE LITERATURE WORKS | Chinese literature is deeply intertwined with cultural, historical, and philosophical elements that reflect the richness of Chinese society. | 1. SDG 4: Quality Education This course contributes to quality education by fostering an understanding of Chinese literature and culture, enhancing students’ knowledge and critical thinking skills. It promotes cultural literacy and an appreciation for diverse literary traditions, encouraging lifelong learning and academic engagement. 2. SDG 10: Reduced Inequalities Analyzing Chinese literature can shed light on issues of social inequality, class, and cultural marginalization. This exploration helps students understand and critique the inequalities present in society. The course may focus on works by marginalized voices in Chinese literature, contributing to discussions about representation and social justice. 3. SDG 5: Gender Equality The study of Chinese literature often involves examining gender roles and the representation of women in literary works. This analysis contributes to understanding gender equality within the cultural context. By engaging with feminist literary criticism and gender studies, students can explore how literature reflects and challenges societal norms regarding gender. 4. SDG 16: Peace, Justice, and Strong Institutions Literature can reflect and critique social justice issues and governance. The course encourages students to analyze how Chinese literary works engage with themes of peace, justice, and strong institutions. By studying the historical and cultural contexts of these works, students can better understand the role of literature in advocating for social change and justice. 5. SDG 11: Sustainable Cities and Communities Chinese literature often reflects the dynamics of urbanization, community identity, and social challenges. The course can explore how these themes contribute to discussions about sustainable cities and communities. Analyzing literary representations of urban life can foster discussions about social cohesion and the challenges faced by communities in contemporary China. 6. SDG 12: Responsible Consumption and Production The course may examine themes related to consumerism and environmental issues in Chinese literature. Understanding how literature critiques societal values can promote discussions on responsible consumption and production. By exploring how literary works address consumption patterns, students can engage with broader conversations about sustainability and ethical practices. 7. SDG 13: Climate Action Some Chinese literary works may engage with environmental themes and the relationship between humans and nature. The course can contribute to discussions about climate action through the lens of literature. Analyzing how literature reflects environmental challenges can raise awareness and encourage advocacy for sustainability. 8. SDG 17: Partnerships for the Goals Literature serves as a bridge between cultures, and studying Chinese literature can foster understanding and cooperation among diverse communities, contributing to global partnerships. By engaging with Chinese literary traditions, students can appreciate the interconnectedness of global cultures and the shared human experience. In summary, a course on Culture in Chinese Literature Works supports several SDGs related to education, reducing inequalities, gender equality, peace and justice, sustainable communities, climate action, and global partnerships. By exploring the cultural, social, and historical contexts of Chinese literature, the course fosters critical engagement with important issues and encourages students to contribute to a more just and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122002 | PENULISAN KREATIF BAHASA MANDARIN | CREATIVE WRITING IN MANDARIN | Creative writing in Mandarin offers a rich avenue for self-expression and linguistic exploration. Here are some key aspects, tips, and exercises to enhance your creative writing skills in Mandarin. | 1. SDG 4: Quality Education This course enhances quality education by developing students’ language proficiency, critical thinking, and writing skills in Mandarin. It promotes creative expression and encourages students to engage deeply with language and literature, contributing to a well-rounded education. 2. SDG 5: Gender Equality Creative writing can be a platform for exploring and expressing gender issues, empowering students to address gender equality through their narratives. The course can encourage students to write about diverse perspectives, including those of marginalized genders, fostering awareness and dialogue around gender roles and identities. 3. SDG 10: Reduced Inequalities The course may focus on giving voice to underrepresented communities in Mandarin literature, contributing to a deeper understanding of inequalities in society. By encouraging students to write about their experiences and cultural backgrounds, the course promotes inclusivity and representation in literary expression. 4. SDG 16: Peace, Justice, and Strong Institutions Creative writing can engage with themes of social justice, conflict resolution, and civic engagement, contributing to discussions on peace, justice, and strong institutions. Students can explore how narrative and storytelling can be powerful tools for advocacy and change, fostering understanding of complex social issues. 5. SDG 11: Sustainable Cities and Communities Students may write about urban life, community dynamics, and the challenges faced by cities in contemporary China, contributing to discussions about sustainable cities and communities. Creative writing can encourage reflection on community identity and the role of storytelling in fostering social cohesion and resilience. 6. SDG 12: Responsible Consumption and Production The course can include themes of consumerism and sustainability in creative works, prompting students to critically examine societal values and practices related to responsible consumption and production. Writing about environmental issues and ethical consumption can help raise awareness and inspire action through creative expression. 7. SDG 13: Climate Action Creative writing can engage with environmental themes, allowing students to explore and express their thoughts on climate action through narrative and poetry. By addressing environmental challenges in their writing, students can contribute to awareness and advocacy for sustainability. 8. SDG 17: Partnerships for the Goals The course can foster collaboration among students from diverse backgrounds, encouraging partnerships in storytelling and creative projects that reflect global perspectives and experiences. By sharing and discussing their creative works, students can build connections and understanding across cultures, contributing to global partnerships. In summary, a course on Creative Writing in Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By fostering creativity and expression in Mandarin, the course empowers students to engage with important social issues, encouraging them to contribute to a more just and sustainable world through their writing.1. SDG 4: Quality Education This course enhances quality education by developing students’ language proficiency, critical thinking, and writing skills in Mandarin. It promotes creative expression and encourages students to engage deeply with language and literature, contributing to a well-rounded education. 2. SDG 5: Gender Equality Creative writing can be a platform for exploring and expressing gender issues, empowering students to address gender equality through their narratives. The course can encourage students to write about diverse perspectives, including those of marginalized genders, fostering awareness and dialogue around gender roles and identities. 3. SDG 10: Reduced Inequalities The course may focus on giving voice to underrepresented communities in Mandarin literature, contributing to a deeper understanding of inequalities in society. By encouraging students to write about their experiences and cultural backgrounds, the course promotes inclusivity and representation in literary expression. 4. SDG 16: Peace, Justice, and Strong Institutions Creative writing can engage with themes of social justice, conflict resolution, and civic engagement, contributing to discussions on peace, justice, and strong institutions. Students can explore how narrative and storytelling can be powerful tools for advocacy and change, fostering understanding of complex social issues. 5. SDG 11: Sustainable Cities and Communities Students may write about urban life, community dynamics, and the challenges faced by cities in contemporary China, contributing to discussions about sustainable cities and communities. Creative writing can encourage reflection on community identity and the role of storytelling in fostering social cohesion and resilience. 6. SDG 12: Responsible Consumption and Production The course can include themes of consumerism and sustainability in creative works, prompting students to critically examine societal values and practices related to responsible consumption and production. Writing about environmental issues and ethical consumption can help raise awareness and inspire action through creative expression. 7. SDG 13: Climate Action Creative writing can engage with environmental themes, allowing students to explore and express their thoughts on climate action through narrative and poetry. By addressing environmental challenges in their writing, students can contribute to awareness and advocacy for sustainability. 8. SDG 17: Partnerships for the Goals The course can foster collaboration among students from diverse backgrounds, encouraging partnerships in storytelling and creative projects that reflect global perspectives and experiences. By sharing and discussing their creative works, students can build connections and understanding across cultures, contributing to global partnerships. In summary, a course on Creative Writing in Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By fostering creativity and expression in Mandarin, the course empowers students to engage with important social issues, encouraging them to contribute to a more just and sustainable world through their writing. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122102 | SASTRA BANDINGAN | COMPARATIVE LITERATURE | Comparative literature is an interdisciplinary field that examines literature across cultures, languages, and time periods. It seeks to understand how different literary traditions interact, influence one another, and reflect shared themes and issues. Here’s an overview of key concepts, approaches, and themes in comparative literature. | 1. SDG 4: Quality Education The course enhances quality education by teaching students critical reading and analytical skills, promoting an understanding of different literary traditions and methodologies. It encourages students to engage deeply with texts from various cultures, fostering academic inquiry and intellectual growth. 2. SDG 10: Reduced Inequalities Comparative literature often examines themes of representation, power, and marginalization across different cultures. This focus helps students understand and critique inequalities in literature and society. By analyzing works from diverse voices and backgrounds, the course promotes empathy and awareness of social justice issues. 3. SDG 5: Gender Equality The course can include discussions on gender in literature, exploring how different cultures represent gender roles and identities. This analysis contributes to understanding gender equality and the role of literature in shaping societal norms. Students can engage with feminist literary theories and texts that challenge traditional gender narratives. 4. SDG 16: Peace, Justice, and Strong Institutions Comparative literature often addresses themes of justice, conflict, and human rights. By studying these works, students can gain insights into how literature reflects and critiques social issues related to peace, justice, and strong institutions. The course encourages critical engagement with texts that advocate for social change and human rights. 5. SDG 11: Sustainable Cities and Communities The course may explore how literature represents urban life and community dynamics in different cultural contexts, contributing to discussions about sustainable cities and communities. Analyzing literary representations of city life can help students understand social challenges and the role of literature in shaping community identities. 6. SDG 12: Responsible Consumption and Production Comparative literature can examine how different cultures portray consumerism and ethical practices in their narratives, promoting discussions on responsible consumption and production. Analyzing literature that critiques societal values can encourage students to reflect on their own consumption habits and ethical responsibilities. 7. SDG 13: Climate Action The course may include eco-critical literature from various cultures that addresses environmental themes and the relationship between humans and nature. This engagement can contribute to understanding and advocating for climate action. By analyzing how different literary traditions respond to environmental issues, students can develop a critical perspective on sustainability. 8. SDG 17: Partnerships for the Goals Comparative literature fosters collaboration and dialogue between different cultures and literary traditions, contributing to global partnerships. By studying texts from various backgrounds, students can appreciate the interconnectedness of human experiences and cultural expressions, promoting cross-cultural understanding. In summary, a Comparative Literature course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with diverse literary traditions, the course fosters critical thinking and cultural understanding, empowering students to contribute to a more just and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122202 | SEMANTIK BAHASA MANDARIN | MANDARIN LANGUAGE SEMANTICS | Mandarin language semantics is the study of meaning in the Chinese language, focusing on how words, phrases, and sentences convey meaning within various contexts. | 1. SDG 4: Quality Education The course supports quality education by teaching students about the principles of semantics in Mandarin, enhancing their linguistic skills and critical thinking. It promotes understanding of how meaning is constructed in language, contributing to a deeper grasp of communication and literacy. 2. SDG 10: Reduced Inequalities Understanding semantics can help students analyze how language can perpetuate or challenge inequalities. By studying the nuances of Mandarin, students can better understand issues related to representation and access in communication. The course can address how semantics affects social interactions and power dynamics, fostering a more inclusive approach to language use. 3. SDG 5: Gender Equality The study of semantics may involve examining gendered language and the ways in which language reflects and influences gender equality. By analyzing how semantics shapes perceptions of gender in Mandarin, students can gain insights into the role of language in reinforcing or challenging gender norms. 4. SDG 16: Peace, Justice, and Strong Institutions The course can explore how language and semantics influence political discourse, justice, and social cohesion. Understanding the semantics of language can contribute to discussions about peace, justice, and strong institutions. By examining how language shapes societal narratives and power structures, students can develop a critical perspective on communication in governance and justice. 5. SDG 11: Sustainable Cities and Communities Semantics plays a crucial role in how communities communicate about urban issues. The course may address how language shapes community identity and discussions about sustainable cities and communities. Understanding the semantics of urban discourse can help students engage with social challenges and contribute to community development. 6. SDG 12: Responsible Consumption and Production The course can involve examining how language influences consumer behavior and societal values related to responsible consumption and production. By analyzing marketing language and its implications, students can better understand the relationship between language, culture, and consumption practices. 7. SDG 13: Climate Action Language plays a vital role in communicating environmental issues and advocating for climate action. The course may explore how semantics shapes discourse around sustainability and environmental ethics. By understanding the semantics of environmental communication, students can contribute to more effective advocacy and awareness efforts. 8. SDG 17: Partnerships for the Goals Understanding semantics is crucial for effective communication and collaboration across cultures. The course can enhance students’ skills in fostering global partnerships through better understanding of language use and cultural nuances. By studying how semantics influences cross-cultural communication, students can promote cooperation and dialogue in diverse contexts. In summary, a course on Mandarin Language Semantics supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By deepening students’ understanding of language and meaning in Mandarin, the course empowers them to engage with important social issues and contribute to sustainable development goals through effective communication. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122302 | BAHASA ASING | FOREIGN LANGUAGE | Learning a foreign language can be a rewarding and enriching experience, offering numerous benefits both personally and professionally. | 1. SDG 4: Quality Education A foreign language course directly supports quality education by providing students with language skills essential for academic and professional success. It promotes cognitive development, critical thinking, and global awareness, contributing to a well-rounded education. 2. SDG 10: Reduced Inequalities Language education can help bridge communication gaps and reduce inequalities in access to information and opportunities, especially for marginalized communities. By learning a foreign language, students can engage with diverse cultures and perspectives, promoting inclusivity and understanding. 3. SDG 5: Gender Equality Foreign language courses can include discussions about how language reflects and shapes gender roles and identities in different cultures. Understanding language can empower students to challenge gender stereotypes and advocate for gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Language skills are essential for effective communication in global contexts, which can contribute to peace, justice, and strong institutions. The course may address how language can be used to advocate for human rights and social justice, fostering critical engagement with societal issues. 5. SDG 11: Sustainable Cities and Communities Learning a foreign language can enhance students’ understanding of urban issues and community dynamics in different cultural contexts, contributing to discussions about sustainable cities and communities. By studying foreign cultures and languages, students can engage with global urban challenges and solutions. 6. SDG 12: Responsible Consumption and Production The course can explore how language influences consumer behavior and societal values related to responsible consumption and production in different cultures. Understanding cultural narratives around consumption can help students become more conscious consumers. 7. SDG 13: Climate Action Language education can raise awareness about global environmental issues and the role of communication in advocating for climate action. By learning how different cultures address environmental challenges, students can contribute to global conversations on sustainability. 8. SDG 17: Partnerships for the Goals A foreign language course fosters cross-cultural communication and collaboration, which is vital for global partnerships. By learning a language, students can engage more effectively in international dialogues, promoting cooperation and understanding across cultures. In summary, a Foreign Language course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with language skills and cultural knowledge, the course empowers them to engage with global issues and contribute to sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130103 | BAHASA MANDARIN KOMPREHENSIF LANJUTAN | ADVANCED COMPREHENSIVE MANDARIN | Advanced comprehensive Mandarin focuses on developing proficiency in the language across various skills: speaking, listening, reading, and writing. | 1. SDG 4: Quality Education This course promotes quality education by advancing students’ language skills, enabling them to engage with complex texts and concepts in Mandarin. It fosters critical thinking and analytical skills through in-depth study of language, literature, and culture, contributing to a comprehensive educational experience. 2. SDG 5: Gender Equality Advanced study of Mandarin can include discussions of gender representation in literature and media, helping students explore issues related to gender equality. Analyzing how language reflects and shapes gender roles can empower students to advocate for gender equality within different cultural contexts. 3. SDG 10: Reduced Inequalities The course may address language disparities and communication barriers that contribute to social inequalities. By improving language skills, students can better engage with diverse communities and perspectives. Understanding the nuances of Mandarin can also foster appreciation for marginalized voices in Chinese literature and culture. 4. SDG 16: Peace, Justice, and Strong Institutions Advanced Mandarin studies can engage with themes of social justice and civic engagement, contributing to discussions about peace, justice, and strong institutions. The course may explore how language can be a tool for advocacy, highlighting its role in social movements and legal discourse. 5. SDG 11: Sustainable Cities and Communities The study of advanced Mandarin can involve discussions on urban culture, community dynamics, and social issues in contemporary China, contributing to discussions about sustainable cities and communities. Analyzing how language shapes community identity can foster a deeper understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine themes of consumerism and sustainability within Chinese culture and literature, prompting discussions about responsible consumption and production. Understanding how language is used to convey messages about consumption can influence students’ perspectives on ethical practices. 7. SDG 13: Climate Action Advanced studies may include eco-critical literature and discussions on environmental issues in Mandarin. This engagement can raise awareness about the importance of climate action. Analyzing how different narratives address environmental challenges can empower students to advocate for sustainability. 8. SDG 17: Partnerships for the Goals Mastery of advanced Mandarin can facilitate cross-cultural communication and collaboration, essential for global partnerships. By understanding the cultural nuances of the language, students can engage more effectively in international dialogues and collaborations. In summary, a course on Advanced Comprehensive Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language proficiency and cultural understanding, the course empowers students to engage with important global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130203 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN LISTENING AND SPEAKING | Advanced Mandarin listening and speaking skills are crucial for achieving fluency and confidence in real-life situations. | 1. SDG 4: Quality Education The course contributes to quality education by developing advanced listening and speaking skills in Mandarin, which are essential for academic and professional success. It fosters critical thinking and effective communication, enhancing students’ overall educational experience. 2. SDG 5: Gender Equality The course can include discussions about gender representation and issues in spoken Mandarin, allowing students to explore concepts of gender equality. By analyzing how language and discourse reflect and shape gender roles, students can become advocates for gender equality in their communications. 3. SDG 10: Reduced Inequalities Advanced listening and speaking skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By engaging with diverse voices and perspectives in Mandarin, students can better understand and address social inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how language facilitates discussions about peace, justice, and strong institutions. Effective communication is crucial in advocating for human rights and social justice. Students can learn to articulate their thoughts on social issues, contributing to civic engagement and advocacy. 5. SDG 11: Sustainable Cities and Communities The course may address urban issues and community dynamics through listening and speaking exercises, promoting discussions about sustainable cities and communities. Engaging with local communities through advanced communication can foster a deeper understanding of urban challenges. 6. SDG 12: Responsible Consumption and Production Discussions in the course may involve topics related to consumer behavior and sustainability in Mandarin, encouraging students to think critically about responsible consumption and production. By examining how language influences societal values around consumption, students can reflect on their practices and attitudes. 7. SDG 13: Climate Action The course can engage with discussions about environmental issues and sustainability in Mandarin, raising awareness about climate action. Students can practice articulating their thoughts on environmental challenges and advocating for sustainability in their communities. 8. SDG 17: Partnerships for the Goals Mastering advanced listening and speaking skills in Mandarin can enhance students’ ability to communicate and collaborate with diverse cultures, which is vital for global partnerships. Effective communication fosters understanding and cooperation in international contexts, enabling students to participate in global dialogues. In summary, a course on Advanced Mandarin Listening and Speaking supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing communication skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130303 | MENULIS BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN WRITING | Advanced Mandarin writing focuses on refining your ability to express complex ideas clearly and effectively while employing sophisticated vocabulary and structures. | 1. SDG 4: Quality Education The course contributes to quality education by enhancing students’ writing skills in Mandarin, which are essential for academic success and effective communication. It encourages critical thinking, creativity, and clarity in expression, all of which are vital components of a comprehensive education. 2. SDG 5: Gender Equality Advanced writing can include discussions about gender representation in literature and media, allowing students to explore concepts of gender equality. Analyzing how language reflects and influences gender roles can empower students to challenge stereotypes and advocate for gender equality in their writing. 3. SDG 10: Reduced Inequalities The course can address language disparities and promote understanding of how writing can perpetuate or challenge inequalities. By engaging with diverse voices and perspectives in Mandarin, students can become advocates for inclusivity and representation in their written work. 4. SDG 16: Peace, Justice, and Strong Institutions Writing skills are essential for effective communication in advocacy and civic engagement. The course can help students articulate their views on peace, justice, and strong institutions. By examining how language can be used to promote social justice and human rights, students can develop their voices as advocates for change. 5. SDG 11: Sustainable Cities and Communities The course may explore how writing can reflect urban culture and community dynamics, contributing to discussions about sustainable cities and communities. Students can analyze and create written works that address social issues within urban settings, promoting awareness and solutions. 6. SDG 12: Responsible Consumption and Production The course can involve discussions on how language shapes narratives around consumer behavior and sustainability, prompting reflections on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Advanced writing courses can engage with environmental themes, raising awareness about the importance of climate action. Students can develop their writing skills to effectively communicate about sustainability and environmental challenges, advocating for change through their work. 8. SDG 17: Partnerships for the Goals Mastering advanced writing in Mandarin enhances students’ ability to communicate effectively across cultures, which is crucial for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on Advanced Mandarin Writing supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121302 | BAHASA MANDARIN KOMPREHENSIF MENENGAH 2 | INTERMEDIATE COMPREHENSIVE MANDARIN 2 | Intermediate Comprehensive Mandarin 2 focuses on further developing language skills across speaking, listening, reading, and writing. | 1. SDG 4: Quality Education This course supports quality education by developing intermediate-level Mandarin language skills, essential for academic and professional advancement. It encourages critical thinking and cultural awareness through language learning, promoting a well-rounded educational experience. 2. SDG 5: Gender Equality The course can include discussions on gender representation in Mandarin texts and media, allowing students to explore issues related to gender equality. By analyzing how language reflects and shapes gender roles, students can gain insights into advocating for gender equality in their communication. 3. SDG 10: Reduced Inequalities Language education can help bridge communication gaps and reduce inequalities by providing students with the skills to engage with diverse communities. Understanding Mandarin allows students to access a broader range of cultural narratives and perspectives, fostering inclusivity. 4. SDG 16: Peace, Justice, and Strong Institutions The course may cover topics related to social justice, human rights, and civic engagement, contributing to discussions about peace, justice, and strong institutions. Students can learn to articulate their thoughts on these issues in Mandarin, empowering them to participate in meaningful discourse. 5. SDG 11: Sustainable Cities and Communities The course can explore urban culture and community dynamics in Chinese-speaking contexts, promoting discussions about sustainable cities and communities. Engaging with local issues through language can foster understanding of urban challenges and solutions. 6. SDG 12: Responsible Consumption and Production The course can address topics related to consumer behavior and sustainability in Mandarin, encouraging students to think critically about responsible consumption and production. Understanding how language shapes narratives around consumption can influence students’ perspectives on ethical practices. 7. SDG 13: Climate Action Students may engage with discussions about environmental issues in Mandarin, raising awareness about the importance of climate action. By learning to communicate about sustainability, students can advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Mastering intermediate Mandarin enhances students’ ability to communicate across cultures, which is crucial for global partnerships. Effective communication fosters understanding and cooperation in international contexts, enabling students to engage in global dialogues. In summary, an Intermediate Comprehensive Mandarin 2 course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language proficiency and cultural understanding, the course empowers students to engage with important global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121402 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN MENENGAH 2 | LISTENING AND SPEAKING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Listening and Speaking 2 focuses on enhancing your ability to understand and communicate effectively in various contexts. Here are strategies, resources, and practice activities to help you advance your skills. | 1. SDG 4: Quality Education The course supports quality education by developing students’ listening and speaking skills in Mandarin, essential for academic success and effective communication. It promotes interactive learning environments that foster critical thinking and engagement through spoken language practice. 2. SDG 5: Gender Equality The course can include discussions on gender representation and issues in Mandarin discourse, allowing students to explore concepts of gender equality. Analyzing how language and communication reflect and shape gender roles can empower students to advocate for gender equality in their interactions. 3. SDG 10: Reduced Inequalities Advanced listening and speaking skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By engaging with diverse voices and perspectives in Mandarin, students can better understand and address social inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how effective communication contributes to peace, justice, and strong institutions. Language skills are vital for civic engagement and advocacy. Students learn to articulate their views on social issues, contributing to meaningful discourse on justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities The course may cover urban culture, community dynamics, and local issues in Mandarin, fostering discussions about sustainable cities and communities. Engaging with community-specific topics enhances students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine how language influences consumer behavior and societal values regarding responsible consumption and production. Understanding the cultural context around consumption can prompt students to reflect on their practices and attitudes. 7. SDG 13: Climate Action Engaging with discussions about environmental issues in Mandarin raises awareness of the importance of climate action. Students can practice articulating their thoughts on sustainability, advocating for environmental responsibility through their spoken communication. 8. SDG 17: Partnerships for the Goals Mastering intermediate-level listening and speaking skills in Mandarin enhances students’ ability to communicate effectively in diverse cultural settings, crucial for global partnerships. Effective communication fosters understanding and collaboration in international contexts, enabling students to contribute to global dialogues. In summary, a course on Listening and Speaking Intermediate Mandarin 2 supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing communication skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121502 | MEMBACA BAHASA MANDARIN MENENGAH 2 | READING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Reading 2 focuses on enhancing your reading comprehension skills through exposure to various texts, including articles, stories, and dialogues. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ reading comprehension and analytical skills in Mandarin, which are essential for academic and professional success. It encourages critical thinking and engagement with complex texts, fostering a deeper understanding of language and culture. 2. SDG 5: Gender Equality The course can include readings that address gender representation and issues in Mandarin literature and media, allowing students to explore concepts of gender equality. Analyzing how texts reflect and shape gender roles can empower students to advocate for gender equality through their understanding of literature. 3. SDG 10: Reduced Inequalities Engaging with diverse texts in Mandarin can help bridge communication gaps and reduce inequalities by providing students with insights into different cultural narratives and perspectives. Understanding varied voices in literature allows students to appreciate and advocate for inclusivity. 4. SDG 16: Peace, Justice, and Strong Institutions The course may explore themes related to peace, justice, and strong institutions through literature and texts that discuss social issues, human rights, and civic engagement. Students can learn to analyze and interpret texts that advocate for social justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities Reading materials may address urban culture, community dynamics, and social issues in Chinese-speaking contexts, contributing to discussions about sustainable cities and communities. Understanding the narratives surrounding urban life can foster awareness of local challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine texts that discuss consumer behavior, sustainability, and environmental issues, prompting reflections on responsible consumption and production. Understanding the cultural context around consumption can encourage students to think critically about their practices. 7. SDG 13: Climate Action Students may engage with readings about environmental challenges and sustainability efforts in Mandarin, raising awareness about the importance of climate action. Analyzing texts that address climate issues can empower students to advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Mastering reading skills in Mandarin enhances students’ ability to understand and engage with international texts and literature, which is vital for global partnerships. Exposure to diverse literary works fosters a deeper appreciation for different cultures and promotes collaboration in global contexts. In summary, a course on Reading Intermediate Mandarin 2 supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing reading skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121602 | MENULIS BAHASA MANDARIN MENENGAH 2 | WRITING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Writing 2 focuses on developing your ability to express ideas clearly and effectively in written form. | 1. SDG 4: Quality Education This course promotes quality education by developing students’ writing skills in Mandarin, essential for academic success and effective communication. It encourages creativity, critical thinking, and effective expression, all of which are crucial components of a comprehensive educational experience. 2. SDG 5: Gender Equality The course can include discussions about gender representation in Mandarin texts, allowing students to explore concepts of gender equality. By analyzing how language reflects and shapes gender roles, students can become advocates for gender equality in their writing and discourse. 3. SDG 10: Reduced Inequalities Writing skills can help bridge communication gaps and reduce inequalities by providing students with the tools to express themselves and engage with diverse communities. The course may emphasize the importance of inclusive writing that represents various cultural perspectives and experiences. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how writing contributes to discussions about peace, justice, and strong institutions. Effective communication is essential for advocacy and civic engagement. Students can learn to articulate their thoughts on social issues, contributing to meaningful discourse on justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities Writing assignments may address urban culture, community dynamics, and local issues in Chinese-speaking contexts, promoting discussions about sustainable cities and communities. Engaging with community-specific topics can enhance students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine narratives around consumer behavior and sustainability in Mandarin, encouraging students to reflect on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Students may engage with writing about environmental issues, raising awareness of the importance of climate action. Developing the ability to communicate about sustainability can empower students to advocate for environmental responsibility through their writing. 8. SDG 17: Partnerships for the Goals Mastering writing skills in Mandarin enhances students’ ability to communicate effectively across cultures, which is vital for global partnerships. Effective written communication fosters understanding and collaboration in international contexts, enabling students to contribute to global dialogues. In summary, a course on Menulis Bahasa Mandarin Menengah 2 (Intermediate Mandarin Writing 2) supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121702 | KORESPONDENSI BAHASA MANDARIN | MANDARIN LANGUAGE CORRESPONDENGE | Mandarin language correspondence involves writing and responding to letters, emails, or messages in Mandarin. | 1. **SDG 4: Quality Education – The course supports **quality education** by developing students’ written communication skills in Mandarin, essential for academic and professional success. – It encourages critical thinking and effective expression, facilitating a deeper understanding of language and context in correspondence. 2. **SDG 5: Gender Equality** – The course can explore themes related to gender representation in communication, allowing students to analyze how language reflects and shapes **gender equality**. – Discussions around the language used in correspondence can empower students to advocate for gender-sensitive communication practices. 3. **SDG 10: Reduced Inequalities** – Mastering correspondence skills can help bridge communication gaps and reduce **inequalities** in accessing information and opportunities. – Understanding how to communicate effectively with diverse audiences can foster inclusivity and representation. 4. **SDG 16: Peace, Justice, and Strong Institutions** – The course may address how effective correspondence contributes to **peace, justice, and strong institutions**. Clear and respectful communication is crucial for civic engagement and advocacy. – Students can learn to write effectively about social issues, promoting dialogue and understanding. 5. **SDG 11: Sustainable Cities and Communities** – Writing assignments may focus on urban issues and community engagement in Mandarin, fostering discussions about **sustainable cities and communities**. – Students can explore how correspondence can be used to address local challenges and solutions. 6. **SDG 12: Responsible Consumption and Production** – The course can include discussions about the language used in consumer communication, prompting reflections on **responsible consumption and production**. – Understanding how to write effectively about sustainability can influence students’ perspectives on ethical practices. 7. **SDG 13: Climate Action** – Students may engage with topics related to environmental communication in Mandarin, raising awareness about the importance of **climate action**. – Learning to articulate thoughts on sustainability can empower students to advocate for environmental responsibility through their correspondence. 8. **SDG 17: Partnerships for the Goals** – Mastering correspondence skills in Mandarin enhances students’ ability to communicate effectively in multicultural settings, which is crucial for **global partnerships**. – Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on **Mandarin Language Correspondence** supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing written communication skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121804 | TERJEMAHAN | TRANSLATION | A university course in translation typically focuses on the theory, techniques, and skills required to translate texts between languages. Students learn about various types of translation (literary, technical, legal, etc.), the cultural nuances that affect meaning, and the use of translation tools and software. The course may include practical exercises, discussions on ethics and professional practices, and exposure to real-world translation projects to help students develop their proficiency and prepare for careers in translation or related fields. | 1. SDG 4: Quality Education The course contributes to quality education by improving students’ Mandarin writing skills, essential for academic and professional communication. It fosters critical thinking and effective expression through practical exercises in correspondence. 2. SDG 5: Gender Equality The course can include discussions on gender representation and language use in correspondence, enabling students to explore and promote gender equality. Analyzing the language and tone in communication can empower students to advocate for gender-sensitive practices. 3. SDG 10: Reduced Inequalities Effective correspondence skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By learning to communicate effectively with diverse audiences, students can foster inclusivity and representation in their correspondence. 4. SDG 16: Peace, Justice, and Strong Institutions The course may focus on how effective correspondence contributes to peace, justice, and strong institutions. Clear and respectful communication is crucial for civic engagement and advocacy. Students can practice writing about social issues, promoting dialogue and understanding among different communities. 5. SDG 11: Sustainable Cities and Communities Assignments may address urban issues, community engagement, and social responsibility in Mandarin, fostering discussions about sustainable cities and communities. Students can explore how written communication can address local challenges and promote community solutions. 6. SDG 12: Responsible Consumption and Production The course can examine the language of consumer correspondence, encouraging reflections on responsible consumption and production. Understanding how to write effectively about sustainability can shape students’ perspectives on ethical consumption practices. 7. SDG 13: Climate Action Students may engage with topics related to environmental issues and sustainable practices in their correspondence, raising awareness about climate action. Learning to communicate about sustainability can empower students to advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Developing correspondence skills in Mandarin enhances students’ ability to communicate across cultures, which is essential for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to engage in global dialogues. In summary, a course on Mandarin Language Correspondence supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing written communication skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121902 | TELAAH KARYA SASTRA TIONGKOK | STUDY OF CHINESE LITERATURE WORKS | The study of Chinese literature encompasses a rich and diverse array of works spanning thousands of years, from ancient poetry to modern novels. Here’s a guide to help you explore and analyze Chinese literature effectively. | 1. SDG 4: Quality Education The course contributes to quality education by enhancing students’ understanding of Chinese literature, fostering critical thinking, analytical skills, and cultural literacy. It encourages interdisciplinary approaches, connecting literature with history, philosophy, and social studies. 2. SDG 5: Gender Equality The course can explore themes of gender representation in Chinese literature, allowing students to analyze and discuss issues of gender equality. Through literary analysis, students can understand how literature reflects and shapes societal views on gender roles and relationships. 3. SDG 10: Reduced Inequalities Studying diverse literary works can highlight different voices and perspectives, addressing issues of inequality within Chinese society and beyond. The course may emphasize marginalized voices in literature, fostering a greater understanding of social justice and inclusion. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often reflects social conflicts and justice themes, contributing to discussions about peace, justice, and strong institutions. Students can engage with texts that promote social awareness and encourage civic engagement, discussing how literature can inspire change. 5. SDG 11: Sustainable Cities and Communities The course may examine urban settings and community life in Chinese literature, promoting discussions about sustainable cities and communities. Analyzing how literature portrays urban challenges and solutions can enhance students’ understanding of contemporary issues. 6. SDG 12: Responsible Consumption and Production Literature often critiques consumer culture and societal values, prompting discussions about responsible consumption and production. Students can analyze how literary works reflect and influence societal attitudes toward consumption and ethical practices. 7. SDG 13: Climate Action The course may engage with environmental themes in Chinese literature, raising awareness about climate action and sustainability. Analyzing how authors depict nature and environmental issues can encourage students to think critically about their relationship with the environment. 8. SDG 17: Partnerships for the Goals Studying Chinese literature fosters intercultural understanding and global awareness, which are vital for global partnerships. Through literature, students can explore cultural exchanges and collaborations, promoting dialogue across cultures. In summary, a course on the Study of Chinese Literature Works supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with literature, students develop critical thinking skills and cultural awareness, empowering them to address significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120602 | MENULIS BAHASA MANDARIN MENENGAH 1 | WRITING INTERMEDIATE MANDARIN 1 | Intermediate Mandarin Writing 1 focuses on developing your ability to express thoughts clearly and accurately in written Mandarin. This stage emphasizes sentence structure, vocabulary building, and coherence in writing. Here’s a comprehensive guide to help you improve your writing skills. | 1. SDG 4: Quality Education This course promotes quality education by improving students’ writing proficiency in Mandarin, essential for academic success and effective communication. It encourages critical thinking and creativity, which are important components of a comprehensive educational experience. 2. SDG 5: Gender Equality The course can include discussions on gender representation in Mandarin writing, allowing students to explore themes of gender equality. Analyzing texts and writing assignments can empower students to advocate for gender-sensitive language and communication practices. 3. SDG 10: Reduced Inequalities Effective writing skills can help bridge communication gaps and reduce inequalities by enabling students to express their ideas and engage with diverse communities. The course may emphasize inclusive writing practices that reflect various cultural perspectives and experiences. 4. SDG 16: Peace, Justice, and Strong Institutions The course may address how writing contributes to discussions about peace, justice, and strong institutions. Effective communication is vital for civic engagement and advocacy. Students can learn to write persuasively about social issues, promoting dialogue and understanding among different communities. 5. SDG 11: Sustainable Cities and Communities Writing assignments may focus on urban culture, community dynamics, and local issues in Mandarin, fostering discussions about sustainable cities and communities. Engaging with community-specific topics can enhance students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can explore themes of consumer behavior and sustainability in writing, prompting reflections on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Students may engage with writing about environmental issues and sustainability in Mandarin, raising awareness of the importance of climate action. Developing the ability to articulate thoughts on sustainability can empower students to advocate for environmental responsibility through their writing. 8. SDG 17: Partnerships for the Goals Mastering writing skills in Mandarin enhances students’ ability to communicate effectively in multicultural settings, which is essential for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on Writing Intermediate Mandarin 1 supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120702 | BACAAN PILIHAN KESUSASTRAAN MODERN | SELECTED READINGS OF MODERN LITERATURE | Modern literature encompasses a wide range of themes, styles, and perspectives, reflecting the complexities of contemporary life. Here’s a guide to selected readings that capture the essence of modern literature, along with key themes and discussion points. | 1. SDG 4: Quality Education The course enhances students’ critical thinking, analytical skills, and cultural literacy, contributing to quality education. By engaging with various literary works, students develop a deeper understanding of modern societal issues and perspectives. 2. SDG 5: Gender Equality Modern literature often addresses themes of gender equality, allowing students to explore how different authors represent gender dynamics and challenge societal norms. Discussions can lead to a greater awareness of gender issues and the progress needed for equality. 3. SDG 10: Reduced Inequalities Many modern literary works focus on themes of social justice and inequality, enabling students to examine narratives that highlight the experiences of marginalized groups and promote reduced inequalities. This exploration can foster empathy and a deeper understanding of social issues. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often addresses themes of peace, justice, and strong institutions by exploring societal conflicts, human rights, and the role of governance. Students can analyze how literature advocates for social change and justice. 5. SDG 11: Sustainable Cities and Communities Selected readings may engage with urban themes, contributing to discussions about sustainable cities and communities. Analyzing narratives set in modern cities helps students understand the challenges and dynamics of urban living. 6. SDG 12: Responsible Consumption and Production The course can critique consumer culture, materialism, and ethical consumption, aligning with the goal of responsible consumption and production. Through literary analysis, students can reflect on societal values and their implications for sustainable practices. 7. SDG 13: Climate Action Modern literature increasingly incorporates environmental themes, allowing students to engage with narratives related to climate action and sustainability. This focus can raise awareness about contemporary environmental issues and encourage advocacy. 8. SDG 17: Partnerships for the Goals Diverse perspectives encountered in modern literature promote intercultural dialogue and understanding, essential for global partnerships. By analyzing literature from various cultures, students can appreciate the importance of collaboration in addressing global challenges. Conclusion In summary, a course on Selected Readings of Modern Literature supports several SDGs related to quality education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with modern literature, students not only enhance their literary skills but also gain insights into contemporary global issues, fostering a mindset geared toward positive social change. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120802 | RANCANGAN PEMBELAJARAN BAHASA MANDARIN | MANDARIN LANGUAGE LEARNING PLAN | Creating a Mandarin language learning plan can help you structure your studies and achieve your language goals effectively. Here’s a comprehensive framework that you can customize based on your needs and schedule. | 1. SDG 4: Quality Education This course directly supports quality education by providing structured methods and strategies for learning Mandarin, enhancing students’ language proficiency. It encourages active engagement and lifelong learning, critical components of educational development. 2. SDG 5: Gender Equality The course can incorporate discussions about the representation of gender in Mandarin language materials and texts, allowing students to explore themes related to gender equality. It can empower students to use language as a tool for advocating gender-sensitive communication. 3. SDG 10: Reduced Inequalities By promoting Mandarin language skills, the course helps bridge communication gaps, enabling students from diverse backgrounds to access educational and professional opportunities, thus supporting reduced inequalities. Understanding the nuances of the language can empower students to engage effectively in multicultural settings. 4. SDG 16: Peace, Justice, and Strong Institutions Learning Mandarin can facilitate better communication in multicultural environments, contributing to peace, justice, and strong institutions by fostering dialogue and understanding. The course may emphasize the role of language in civic engagement and social justice. 5. SDG 11: Sustainable Cities and Communities The course may address urban topics and community dynamics through the lens of language, fostering discussions about sustainable cities and communities. Students can engage with language resources that promote awareness of urban issues and community engagement. 6. SDG 12: Responsible Consumption and Production The course can explore themes of consumer behavior and ethical practices in Mandarin, prompting reflections on responsible consumption and production. Students can learn to articulate ideas related to sustainability in Mandarin, contributing to broader discussions about consumption practices. 7. SDG 13: Climate Action Students may engage with environmental vocabulary and discussions in Mandarin, raising awareness about climate action and sustainability. Learning to communicate effectively about environmental issues can empower students to advocate for responsible practices. 8. SDG 17: Partnerships for the Goals Mastering Mandarin enhances students’ ability to communicate effectively in global contexts, essential for global partnerships. Effective language skills foster collaboration and understanding in international settings, enabling students to contribute to global dialogues. Conclusion In summary, a course on Mandarin Language Learning Plan supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120902 | KEWIRAUSAHAAN | ENTREPRENEURS HIP | It sounds like you’re referring to “entrepreneurs HIP,” but could you clarify what you mean by “HIP”? Are you talking about a specific concept, acronym, or something related to entrepreneurs? It could stand for a variety of things—anything from “Health, Innovation, and Profit” to a cultural reference. | 1. SDG 4: Quality Education The course promotes quality education by providing students with knowledge and skills in entrepreneurship, critical thinking, and business management. It encourages experiential learning through practical projects and real-world applications. 2. SDG 5: Gender Equality The course can emphasize the importance of gender equality in entrepreneurship, encouraging the participation of women and underrepresented groups in business. It may include discussions on gender-sensitive business practices and the role of female entrepreneurs. 3. SDG 8: Decent Work and Economic Growth Entrepreneurship plays a crucial role in fostering economic growth and creating jobs, directly contributing to this goal. The course can equip students with the skills needed to start their own businesses, which can lead to job creation and economic development. 4. SDG 9: Industry, Innovation, and Infrastructure The course encourages innovation and supports the development of sustainable industries by teaching students to create business solutions that address current challenges. Students may engage in projects that promote technological advancement and sustainable infrastructure. 5. SDG 10: Reduced Inequalities Entrepreneurship can be a pathway to reduce inequalities by empowering marginalized groups and providing opportunities for economic participation. The course can focus on inclusive business models that aim to serve underrepresented communities. 6. SDG 11: Sustainable Cities and Communities Students can learn about creating businesses that contribute to sustainable communities, addressing local challenges and promoting urban development. The course may explore how entrepreneurial ventures can enhance community well-being and resilience. 7. SDG 12: Responsible Consumption and Production The course can highlight the importance of sustainable practices in business, teaching students about ethical sourcing, waste reduction, and responsible consumption. Entrepreneurs can be encouraged to develop business models that prioritize sustainability. 8. SDG 13: Climate Action Students can explore how entrepreneurship can address climate change through innovative solutions and sustainable business practices. The course may encourage the development of green businesses and initiatives aimed at environmental sustainability. 9. SDG 17: Partnerships for the Goals The course can emphasize the importance of collaboration and partnerships in entrepreneurship, encouraging students to build networks that can drive innovation and social impact. Students may learn how to engage with various stakeholders, including NGOs, government, and private sector, to achieve common goals. Conclusion In summary, a course on Entrepreneurship |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121002 | KOMPUTERISASI HANZI | HANZI COMPUTERIZATION | It seems like you are focusing on Hanzi Computerization, a process that has greatly evolved in the realm of computing and technology to make Chinese characters (Hanzi) more accessible and usable across digital platforms. | 1. SDG 4: Quality Education The course promotes quality education by teaching students about the technological tools and methodologies used in Hanzi (Chinese character) computerization. It encourages skills development in linguistics, computer science, and data analysis, which are essential for academic and professional success. 2. SDG 5: Gender Equality The course can explore gender representation in technology and language fields, promoting discussions about gender equality and encouraging diverse participation in tech-related disciplines. By addressing gender disparities in STEM (Science, Technology, Engineering, and Mathematics), the course can empower underrepresented groups. 3. SDG 9: Industry, Innovation, and Infrastructure Hanzi computerization relates directly to innovation in language processing and artificial intelligence (AI), contributing to advancements in technology and infrastructure. The course may cover the development of software and applications that improve Hanzi input methods and enhance user experience. 4. SDG 10: Reduced Inequalities The course can promote reduced inequalities by developing tools that improve access to education and resources for non-native speakers and learners of Mandarin. Technology can help bridge gaps in language learning, making it more accessible to diverse populations. 5. SDG 11: Sustainable Cities and Communities By enhancing communication tools and resources in Mandarin, the course can contribute to creating sustainable cities and communities that embrace linguistic diversity. Improved language accessibility can enhance community engagement and participation in urban development. 6. SDG 12: Responsible Consumption and Production The course may address how technology can lead to more efficient and responsible production methods in language education materials and resources. It can promote the creation of digital tools that minimize waste in traditional print resources by transitioning to online platforms. 7. SDG 13: Climate Action Discussions around the environmental impact of technology in education may arise, focusing on climate action by promoting digital resources that reduce paper consumption. The course can explore how technology can facilitate awareness and education on environmental issues through Mandarin language tools. 8. SDG 17: Partnerships for the Goals The course can emphasize collaboration among linguists, educators, and technologists to enhance Hanzi computerization, fostering global partnerships. Partnerships between universities, tech companies, and educational institutions can promote innovative solutions and best practices. Conclusion In summary, a course on Hanzi Computerization supports multiple SDGs related to quality education, gender equality, industry and innovation, reduced inequalities, sustainable cities and communities, responsible consumption, climate action, and partnerships. By integrating technology with language learning and processing, the course empowers students to contribute to sustainable development and enhance communication in diverse contexts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121102 | FILSAFAT CHINA | CHINESE PHILOSOPHY | Chinese philosophy is one of the world’s oldest and most influential intellectual traditions, with deep roots stretching back thousands of years. It is characterized by its focus on practical wisdom, ethics, and the cultivation of virtue. Unlike Western philosophy, which often emphasizes abstract reasoning and metaphysical speculation, Chinese philosophy traditionally revolves around the cultivation of personal and social harmony, ethical behavior, and the connection between humans and the natural world. | 1. SDG 4: Quality Education The course promotes quality education by enhancing students’ understanding of philosophical concepts, critical thinking, and analytical skills. Engaging with diverse philosophical traditions fosters a well-rounded education and encourages lifelong learning. 2. SDG 10: Reduced Inequalities Chinese philosophy often explores themes of justice, harmony, and social relations, contributing to discussions about reducing inequalities. The course may address philosophical perspectives on equity and the importance of understanding cultural contexts in addressing social issues. 3. SDG 16: Peace, Justice, and Strong Institutions Many aspects of Chinese philosophy emphasize harmony, ethics, and moral governance, directly relating to peace, justice, and strong institutions. Students can explore the role of philosophical thought in shaping social contracts, governance, and conflict resolution. 4. SDG 17: Partnerships for the Goals The course can emphasize the importance of global partnerships and intercultural dialogue, promoting understanding between Eastern and Western philosophical traditions. By studying Chinese philosophy, students learn to appreciate diverse perspectives, which can enhance collaboration on global challenges. 5. SDG 3: Good Health and Well-Being Chinese philosophy often incorporates concepts of balance, harmony, and well-being, which can inform discussions about health and wellness. Philosophical insights into the mind-body connection and holistic approaches to health can contribute to a broader understanding of well-being. 6. SDG 12: Responsible Consumption and Production The philosophical teachings related to simplicity, moderation, and ethical consumption can be linked to responsible consumption and production. Students may analyze how traditional Chinese philosophies advocate for a harmonious relationship with nature and sustainability. 7. SDG 13: Climate Action Discussions around the interconnectedness of life and nature in Chinese philosophy can inform students about climate action and environmental ethics. Philosophical frameworks can guide ethical considerations in addressing environmental challenges and promote sustainable practices. Conclusion In summary, a course on Chinese Philosophy supports multiple SDGs related to quality education, reduced inequalities, peace and justice, global partnerships, good health and well-being, responsible consumption, and climate action. By exploring philosophical concepts and their implications for contemporary issues, students are encouraged to think critically about ethics, social justice, and sustainability in a global context. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121202 | MASYARAKAT DAN KEBUDAYAAN TIONGKOK DI DUNIA | CHINESE SOCIETY AND CULTURE IN THE WORLD | rich historical legacy, dynamic philosophical traditions, and a vibrant cultural heritage, China has contributed significantly to global civilization in various ways. Today, its cultural, economic, and social impact is felt across every continent. | 1. SDG 4: Quality Education The course promotes quality education by providing students with in-depth knowledge about Chinese society, culture, and history. It encourages critical thinking and interdisciplinary approaches, enhancing students’ understanding of cultural dynamics in a global context. 2. SDG 5: Gender Equality The course can address issues of gender equality within Chinese culture, exploring the roles of women and men in society and the impact of cultural norms on gender dynamics. Discussions can foster awareness of gender issues and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities By examining social structures and cultural practices in China, the course can contribute to understanding and addressing inequalities within and outside of Chinese society. Students may explore how cultural factors influence access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends in China and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Students can explore how cultural practices shape urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Chinese society and culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can address the role of cultural heritage in fostering social cohesion and governance. 6. SDG 17: Partnerships for the Goals By exploring China’s role in the global context, the course emphasizes the importance of global partnerships and intercultural dialogue. Students can learn about collaborations between China and other countries, promoting mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Chinese values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. 8. SDG 13: Climate Action The course may examine how Chinese culture addresses environmental issues, fostering awareness about climate action and sustainability. Students can explore traditional ecological knowledge and practices that contribute to environmental stewardship. Conclusion In summary, a course on Chinese Society and Culture in the World supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By enhancing students’ understanding of Chinese culture and its global impact, the course encourages critical engagement with contemporary issues and promotes a more interconnected world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111302 | MASYARAKAT DAN KEBUDA | SOCIETY AND CULTURE | Society and culture are fundamental aspects of human life, shaping how people interact, think, behave, and live together. While these terms are closely related, they refer to different aspects of human existence. Society typically refers to the organized group of people who share common institutions, laws, and social structures, while culture refers to the shared beliefs, values, customs, practices, and artifacts of a group. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an understanding of societal dynamics and cultural diversity, fostering critical thinking and interdisciplinary approaches. It enhances awareness of different educational systems and cultural contexts, encouraging lifelong learning. 2. SDG 5: Gender Equality The course can explore the role of gender in societal structures, addressing issues related to gender equality and the impact of cultural norms on gender roles. It encourages discussions about advocacy for women’s rights and the importance of inclusive practices in society. 3. SDG 10: Reduced Inequalities By examining social hierarchies and cultural practices, the course can contribute to understanding and addressing inequalities within and between societies. Students may analyze how cultural factors influence access to resources and opportunities, promoting social justice. 4. SDG 11: Sustainable Cities and Communities The course can explore urbanization and its cultural implications, contributing to discussions about sustainable cities and communities. Students can examine how cultural heritage and practices influence urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding the cultural context of societies can foster better communication and collaboration, promoting peace, justice, and strong institutions. The course may address the role of cultural heritage in social cohesion and governance, highlighting the importance of inclusivity and representation. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, promoting collaboration across cultures to tackle shared challenges. Students can learn about cultural diplomacy and the role of cultural exchange in fostering mutual understanding. 7. SDG 12: Responsible Consumption and Production Discussions on cultural practices and their impact on consumption patterns can align with responsible consumption and production. The course can promote an understanding of how societal values influence sustainable practices and resource management. 8. SDG 13: Climate Action The course may address the cultural dimensions of environmental issues, fostering awareness about climate action and sustainability. Students can explore how cultural beliefs and practices affect attitudes toward environmental stewardship and climate change. Conclusion In summary, a course on Society and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By exploring the interplay between society and culture, the course encourages students to critically engage with contemporary issues and empowers them to become informed global citizens dedicated to fostering social justice and sustainability. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111402 | PENGANTAR KEBUDAYAAN TIONGKOK | INTRODUCTION TO CHINESE CULTURE | Chinese culture, one of the oldest and richest in the world, spans thousands of years and has significantly shaped the development of the Chinese civilization and its people. With over 1.4 billion people today, China remains a major force in global culture, politics, economics, and more. The diversity within Chinese culture—shaped by various regions, ethnic groups, religions, and historical periods—makes it a fascinating subject of study. | 1. SDG 4: Quality Education The course promotes quality education by providing students with foundational knowledge about Chinese cultural practices, traditions, and historical contexts. It enhances critical thinking and intercultural competence, preparing students for further studies in global contexts. 2. SDG 5: Gender Equality The course can explore gender roles within Chinese culture, examining the historical and contemporary issues surrounding gender equality. Discussions can foster awareness of cultural norms and their impact on gender dynamics, encouraging advocacy for gender equity. 3. SDG 10: Reduced Inequalities By analyzing the social structures and cultural practices in China, the course contributes to understanding and addressing inequalities within Chinese society and in cross-cultural contexts. Students may explore how cultural factors influence access to opportunities and resources, promoting social justice. 4. SDG 11: Sustainable Cities and Communities The course may examine urbanization in China and its cultural implications, contributing to discussions about sustainable cities and communities. Students can explore how traditional Chinese values influence contemporary urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Chinese culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can highlight the role of cultural heritage in social cohesion, governance, and conflict resolution. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, fostering collaboration and mutual understanding between cultures. Students can learn about China’s role in international relations and cultural exchange initiatives. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Chinese values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. 8. SDG 13: Climate Action The course may address how Chinese culture approaches environmental issues, fostering awareness about climate action and sustainability. Students can explore traditional ecological knowledge and practices that contribute to environmental stewardship. Conclusion In summary, an Introduction to Chinese Culture course supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By enhancing students’ understanding of Chinese culture and its global implications, the course encourages critical engagement with contemporary issues and promotes a more interconnected and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120102 | SINTAKSIS BAHASA MANDARIN MODERN | MODERN MANDARIN SYNTAX | Mandarin syntax, like that of other languages, deals with the structure of sentences—how words are arranged to form meaningful phrases and statements. Mandarin Chinese syntax, however, has distinct features, especially when compared to languages like English, due to its tonal nature, lack of inflection, and reliance on word order to convey meaning. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of Mandarin syntax, essential for mastering the language. It encourages critical thinking and analytical skills, helping students to analyze and produce complex sentence structures. 2. SDG 5: Gender Equality The course can explore gender representation in language and syntax, discussing how language reflects and shapes societal views on gender equality. It can foster awareness of gendered language in Mandarin and encourage discussions about inclusive language practices. 3. SDG 10: Reduced Inequalities By examining how syntax and language use can vary across different dialects and regions, the course can contribute to understanding inequalities in language access and education. Students may explore the social implications of language use and how certain dialects may be marginalized or prioritized. 4. SDG 11: Sustainable Cities and Communities The course may analyze how language plays a role in community identity and cohesion, contributing to discussions about sustainable cities and communities. Understanding linguistic diversity can foster social inclusion and cultural heritage preservation in urban settings. 5. SDG 16: Peace, Justice, and Strong Institutions Learning about syntax can enhance communication skills, promoting effective dialogue and understanding, which is essential for peace, justice, and strong institutions. The course can address the role of language in governance and legal systems, exploring how syntax affects clarity and interpretation in legal contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication, promoting collaboration between speakers of different languages. Students can learn about cross-cultural communication strategies that enhance mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on language use in media and advertising can align with responsible consumption and production, examining how language influences consumer behavior and cultural perceptions. The course can encourage awareness of ethical language use in marketing and communication. Conclusion In summary, a course on Modern Mandarin Syntax supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, and responsible consumption. By equipping students with advanced language skills and promoting cultural awareness, the course prepares them to engage critically with societal issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120202 | BAHASA MANDARIN KOMPREHENSIF MENENGAH 1 | INTERMEDIATE COMPREHENSIVE MANDARIN 1 | At the intermediate level, learners have a foundational understanding of basic Mandarin and are ready to dive into more complex structures, vocabulary, and expressions that will allow them to engage in more nuanced conversations. This stage focuses on expanding your grammatical knowledge, building a broader vocabulary, and enhancing your ability to understand and express ideas in Mandarin. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ language skills and providing a solid foundation in Mandarin. It encourages critical thinking and active learning through various linguistic exercises and cultural discussions. 2. SDG 5: Gender Equality The course can explore the role of gender in Mandarin language use, discussing how cultural norms and language intersect to reflect societal views on gender equality. It can foster awareness of gender-related vocabulary and encourage discussions about inclusive language practices. 3. SDG 10: Reduced Inequalities By examining the linguistic diversity within the Mandarin-speaking community, the course can contribute to understanding inequalities in language access and education. Students may analyze how different dialects and language varieties reflect social hierarchies and cultural identities. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and culture shape community identity, contributing to discussions about sustainable cities and communities. Understanding local dialects and cultural nuances can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing effective communication skills through language can enhance dialogue and understanding, which is essential for peace, justice, and strong institutions. The course can address the role of language in governance, legal contexts, and community engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication, promoting collaboration between Mandarin speakers and speakers of other languages. Students can learn about effective communication strategies that enhance mutual understanding and cooperation. Conclusion In summary, an Intermediate Comprehensive Mandarin 1 course supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ language skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120302 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN MENENGAH 1 | LISTENING AND SPEAKING INTERMEDIATE MANDARIN 1 | At the intermediate level of Mandarin, listening and speaking skills become increasingly important for everyday communication and interaction in more complex scenarios. This stage builds on your basic understanding and starts involving more nuanced grammar, vocabulary, and conversational strategies. | 1. SDG 4: Quality Education The course supports quality education by providing students with the listening and speaking skills necessary to communicate effectively in Mandarin. It fosters critical thinking and active participation through interactive activities and real-life conversations, enhancing language proficiency. 2. SDG 5: Gender Equality The course can include discussions about gender representation in Mandarin conversations, addressing how language can reflect and influence gender equality. It promotes awareness of gender issues in communication, encouraging respectful and inclusive dialogue. 3. SDG 10: Reduced Inequalities By exploring different dialects and speech patterns within Mandarin-speaking communities, the course contributes to understanding inequalities in language access and cultural expression. Students may analyze how language variation affects communication and social dynamics, promoting inclusivity. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language shapes community interactions and identities, contributing to discussions about sustainable cities and communities. Students can explore the role of effective communication in building community cohesion and addressing local issues. 5. SDG 16: Peace, Justice, and Strong Institutions Developing listening and speaking skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the importance of effective dialogue in conflict resolution and community engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the significance of global partnerships and intercultural communication, preparing students to collaborate with Mandarin speakers and others. It encourages students to develop skills for effective cross-cultural communication, enhancing mutual understanding and cooperation. Conclusion In summary, a course on Listening and Speaking Intermediate Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ listening and speaking skills, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120402 | MEMBACA BAHASA MANDARIN MENENGAH 1 | READING INTERMEDIATE MANDARIN 1 | At the Intermediate level, reading comprehension becomes more challenging as the texts you encounter include more complex vocabulary, grammar structures, and themes. Your goal at this stage is to strengthen your ability to understand longer texts, analyze content, and infer meaning from context. | 1. SDG 4: Quality Education The course promotes quality education by providing students with the reading skills necessary for comprehending and interpreting Mandarin texts. It encourages critical analysis of literature and other written materials, enhancing overall language proficiency and comprehension. 2. SDG 5: Gender Equality The course can explore themes of gender representation and issues within Mandarin literature, addressing how texts reflect and shape societal views on gender equality. It can foster discussions on the portrayal of women and men in literature, promoting awareness and advocacy for gender equity. 3. SDG 10: Reduced Inequalities By examining a diverse range of texts that reflect different cultural backgrounds and social issues, the course contributes to understanding inequalities in society. Students may analyze how language and literature can challenge or reinforce social hierarchies and cultural biases. 4. SDG 11: Sustainable Cities and Communities The course may include readings that discuss urbanization, community dynamics, and cultural heritage in China, contributing to discussions about sustainable cities and communities. Understanding these themes can foster awareness of the impact of literature on community identity and social cohesion. 5. SDG 16: Peace, Justice, and Strong Institutions Engaging with texts that address themes of justice, governance, and social issues can enhance students’ understanding of peace, justice, and strong institutions. The course can encourage critical discussions about the role of literature in advocating for social change and promoting dialogue. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural understanding through the study of Mandarin literature and its global context. Students can learn about cross-cultural dialogues and collaborations that promote mutual understanding and cooperation. Conclusion In summary, a course on Reading Intermediate Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ reading skills and cultural literacy, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120502 | GEOGRAPHY DAN KEBUDAYAAN TIONGKOK | CHINESE GEOGRAPHY AND CULTURE | China, with its vast territory and long history, offers a fascinating mix of geography and culture. The country’s geography is incredibly diverse, influencing its regional cultures, languages, customs, and way of life. Understanding the geography and culture of China provides deeper insights into the nation’s rich heritage and the lifestyles of its people. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an understanding of the geographical and cultural landscape of China. It encourages critical thinking and interdisciplinary approaches, enhancing students’ comprehension of how geography shapes cultural dynamics. 2. SDG 5: Gender Equality The course can address gender roles and cultural practices in different regions of China, exploring how geography influences gender equality. Discussions can foster awareness of cultural norms affecting gender dynamics and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities By examining the socio-economic disparities across different geographic regions in China, the course contributes to understanding and addressing inequalities within society. Students may analyze how geographic factors influence access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends, environmental challenges, and cultural practices in various Chinese cities, contributing to discussions about sustainable cities and communities. Understanding how geography shapes community development can foster awareness of urban sustainability and resilience. 5. SDG 13: Climate Action The course may explore the relationship between geography, climate change, and environmental challenges in China, fostering awareness about climate action. Students can investigate how cultural practices and local knowledge contribute to environmental stewardship and adaptation strategies. 6. SDG 16: Peace, Justice, and Strong Institutions Understanding the geographical and cultural context of China can promote better communication and collaboration, essential for peace, justice, and strong institutions. The course can address the role of geography in shaping social cohesion, governance, and community relations. 7. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, particularly regarding China’s role in international relations. Students can learn about collaborations between China and other countries, promoting mutual understanding and cooperation. Conclusion In summary, a course on Chinese Geography and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, climate action, peace and justice, and global partnerships. By enhancing students’ understanding of the interplay between geography and culture, the course encourages critical engagement with contemporary issues and promotes a more interconnected and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110602 | MEMBACA DAN MENULIS KARAKTER MANDARIN 1 | READING AND WRITING CHARACTERS 1 | Learning to read and write Chinese characters (汉字, Hànzì) is an essential part of mastering the Chinese language. Unlike alphabetic writing systems, Chinese characters are logograms, meaning each character represents a word or a morpheme (the smallest unit of meaning). At the beginner level, the focus is on familiarizing yourself with basic characters, understanding their structure, and learning how to write them correctly. | 1. SDG 4: Quality Education The course promotes quality education by providing foundational skills in reading and writing Chinese characters, which are essential for language proficiency. It encourages critical thinking and active learning through exercises that improve comprehension and composition skills. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in literature and language, exploring how Chinese characters and texts reflect societal views on gender equality. It can foster awareness of inclusive language practices and encourage advocacy for gender equity in language use. 3. SDG 10: Reduced Inequalities By examining the historical and social context of different characters and their usage, the course can contribute to understanding inequalities in language access and education. Students may explore how variations in character usage reflect social hierarchies and cultural differences. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and literacy contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding the role of written language in urban settings can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing reading and writing skills enhances communication, which is essential for fostering peace, justice, and strong institutions. The course can address the importance of literacy in governance and civic engagement, empowering students to participate in their communities. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of language and scripts. Students can learn about collaborations that promote literacy and education across cultural boundaries. Conclusion In summary, a course on Reading and Writing Characters 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By equipping students with essential literacy skills and promoting cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110702 | FONETIK FONOLOGI BAHASA MANDARIN MODERN | PHONOGY PHONOLOGY OF MODERN MANDARIN LANGUAGE | Phonology is the study of the sound system of a language, including how sounds are produced, perceived, and how they function in a given language. Modern Mandarin Chinese (现代汉语, Xiàndài Hànyǔ) has a distinct phonological system that is essential for understanding both pronunciation and intonation. The key components of Mandarin phonology include consonants, vowels, tones, and syllable structure. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of the phonological aspects of Mandarin, essential for effective communication and language proficiency. It fosters analytical skills and critical thinking as students engage with complex linguistic concepts. 2. SDG 5: Gender Equality The course can explore how language use, including phonological variations, can reflect and influence societal attitudes towards gender equality. Discussions can address how phonetics and phonology can differ across genders and promote awareness of inclusive language practices. 3. SDG 10: Reduced Inequalities By examining regional phonological variations and their social implications, the course contributes to understanding inequalities in language access and education. Students may analyze how pronunciation differences can reflect social hierarchies and cultural identities. 4. SDG 11: Sustainable Cities and Communities The course may explore the relationship between language, communication, and community dynamics, contributing to discussions about sustainable cities and communities. Understanding how phonological aspects can influence social interactions and community cohesion can foster inclusivity. 5. SDG 16: Peace, Justice, and Strong Institutions Developing phonological skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can emphasize the role of effective communication in conflict resolution and civic engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of phonology and its impact on understanding language in different contexts. Students can learn about collaborative efforts in linguistic research and education that promote mutual understanding across cultures. Conclusion In summary, a course on Phonology of Modern Mandarin Language supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of phonological concepts and their implications, the course prepares them to engage critically with contemporary linguistic and social issues, contributing to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110802 | BAHASA MANDARIN KOMPREHENSIF DASAR 2 | BASIC COMPREHENSIVE MANDARIN 2 | In Basic Comprehensive Mandarin 2, students expand on the foundational knowledge acquired in Mandarin 1 and move toward more practical language use, including building vocabulary, understanding sentence structures, and applying grammar rules. This level aims to enhance reading, writing, speaking, and listening skills in Mandarin Chinese. | 1. SDG 4: Quality Education The course promotes quality education by providing students with foundational skills in Mandarin, enabling them to communicate effectively in various contexts. It encourages active learning and critical thinking through interactive activities that enhance language proficiency and comprehension. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in Mandarin language use, exploring how language reflects societal views on gender equality. It can foster awareness of inclusive language practices and encourage discussions about gender dynamics in communication. 3. SDG 10: Reduced Inequalities By examining language use across different contexts and regions, the course contributes to understanding inequalities in access to language education and resources. Students may analyze how socio-economic factors influence language learning opportunities and communication. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and communication contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding local dialects and cultural nuances can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing language skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the role of effective communication in promoting understanding and cooperation in various contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin language and culture. Students can learn about collaborations that promote language learning and cross-cultural communication. Conclusion In summary, a course on Basic Comprehensive Mandarin 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ language skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110902 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN DASAR 2 | LISTENING AND SPEAKING BASIC MANDARIN 2 | In Basic Mandarin 2, your focus will be on improving your listening comprehension and speaking ability. At this level, you will practice more realistic conversational skills, understanding basic dialogues, and producing simple but coherent responses in Mandarin. The goal is to build confidence in engaging in day-to-day conversations. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ listening and speaking skills in Mandarin, essential for effective communication and interaction. It encourages active engagement and participatory learning through conversations, discussions, and interactive exercises. 2. SDG 5: Gender Equality The course can explore how language and communication styles may differ between genders, addressing issues related to gender equality in social contexts. It can encourage discussions about the importance of inclusive language and communication practices that promote gender equity. 3. SDG 10: Reduced Inequalities By examining language use and communication barriers among different social groups, the course contributes to understanding inequalities in access to language education and social interaction. Students may analyze how socio-economic factors influence language learning and communication opportunities. 4. SDG 11: Sustainable Cities and Communities The course may discuss how effective communication contributes to community building and social cohesion, linking to sustainable cities and communities. Understanding local dialects and cultural nuances can foster inclusion and enhance community interactions. 5. SDG 16: Peace, Justice, and Strong Institutions Developing listening and speaking skills enhances interpersonal communication, which is essential for fostering peace, justice, and strong institutions. The course can address the role of effective communication in conflict resolution, civic engagement, and community dialogue. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin language and culture. Students can learn about collaborative efforts in language learning that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Listening and Speaking Basic Mandarin 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ communication skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111002 | MEMBACA DAN MENULIS KARAKTER MANDARIN 2 | READING AND WRITE MANDARIN CHARACTERS 2 | In Reading and Writing Mandarin Characters 2, you will build on the knowledge of basic characters and start to explore more complex characters, sentence structures, and the practice of combining radicals and components to create more sophisticated vocabulary and sentences. You will also learn how to improve your ability to read and write with fluency while expanding your Chinese character recognition. | 1. SDG 4: Quality Education The course promotes quality education by advancing students’ literacy in reading and writing Mandarin characters, which are essential for effective communication and academic success. It encourages critical thinking and analytical skills as students engage with the structure and meaning of characters. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in literature and language, exploring how Mandarin characters reflect societal views on gender equality. Discussions can promote awareness of inclusive language practices and the importance of representation in written forms. 3. SDG 10: Reduced Inequalities By examining how different dialects and regions influence character usage, the course contributes to understanding inequalities in access to language education. Students may analyze how socio-economic factors affect literacy and educational opportunities in various communities. 4. SDG 11: Sustainable Cities and Communities The course may discuss the role of language and literacy in community identity and cohesion, linking to sustainable cities and communities. Understanding local dialects and the historical significance of characters can foster cultural heritage preservation and community engagement. 5. SDG 16: Peace, Justice, and Strong Institutions Developing reading and writing skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the role of effective literacy in governance, civic engagement, and community development. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin characters and language. Students can learn about collaborations that promote literacy and educational exchange across cultural boundaries. Conclusion In summary, a course on Reading and Writing Mandarin Characters 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By equipping students with essential literacy skills and promoting cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111102 | MORFOLOGI BAHASA MANDARIN | MORPHOLOGY OF THE MANDARIN LANGUAGE | Morphology is the study of the structure and formation of words. It focuses on understanding how morphemes (the smallest units of meaning) combine to form words. In Mandarin Chinese, the study of morphology is particularly interesting due to the language’s relatively simple word formation rules compared to languages with complex inflection systems (such as Latin or Russian). However, Mandarin still has unique aspects in its morphology that are essential to understand. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of morphological structures in Mandarin, essential for language proficiency and comprehension. It encourages analytical thinking as students engage with complex linguistic concepts and apply them in language learning and teaching contexts. 2. SDG 5: Gender Equality The course can explore how morphological variations may reflect and influence societal attitudes toward gender equality within the Mandarin language. Discussions can address the impact of language structure on gender representation and promote awareness of inclusive language practices. 3. SDG 10: Reduced Inequalities By examining regional variations in morphological usage and their social implications, the course contributes to understanding inequalities in language access and education. Students may analyze how morphological differences can reflect social hierarchies and cultural identities, influencing communication. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and communication contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding morphological aspects of the language can enhance communication within diverse communities, fostering social inclusion. 5. SDG 16: Peace, Justice, and Strong Institutions Developing a strong grasp of morphology enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can emphasize the role of effective communication in promoting social cohesion and governance. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of morphology and its impact on understanding language in different contexts. Students can learn about collaborative efforts in linguistic research that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Morphology of the Mandarin Language supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of morphological concepts and their implications, the course prepares them to engage critically with contemporary linguistic and social issues, contributing to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111202 | SEJARAH TIONGKOK | CHINESE HISTORY | Chinese history is one of the oldest and most influential in the world, spanning over 5,000 years of recorded history. It has seen the rise and fall of numerous dynasties, the evolution of philosophical and political systems, and significant advancements in science, technology, art, and culture. Here is an overview of key periods, events, and cultural milestones in Chinese history. | 1. SDG 4: Quality Education The course promotes quality education by offering students in-depth knowledge of historical events, cultural developments, and societal changes in China. It encourages critical thinking and analytical skills through the examination of historical texts, sources, and various interpretations of history. 2. SDG 5: Gender Equality The course can explore the roles of women and men throughout Chinese history, addressing issues of gender equality and how societal norms have evolved over time. Discussions can focus on significant female figures in Chinese history and their impact on society, promoting awareness of gender dynamics. 3. SDG 10: Reduced Inequalities By examining social structures, class disparities, and regional differences in historical contexts, the course contributes to understanding inequalities within Chinese society and their historical roots. Students may analyze how historical events have shaped access to resources and opportunities for various groups. 4. SDG 11: Sustainable Cities and Communities The course may discuss the development of cities in China and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Understanding historical urbanization trends and their consequences can inform current urban planning and community resilience efforts. 5. SDG 16: Peace, Justice, and Strong Institutions Studying Chinese history can foster better understanding of the historical context of peace, justice, and strong institutions in China and the broader region. The course can examine historical conflicts, governance structures, and the evolution of justice systems, contributing to discussions on contemporary governance and social stability. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships by exploring China’s historical interactions with other countries and cultures. Students can learn about collaborative efforts throughout history that have shaped international relations and cultural exchange. Conclusion In summary, a course on Chinese History supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of historical contexts and their implications, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110502 | Pendidikan Agama Budha | BUDDHIST EDUCATION | Buddhist education is deeply intertwined with the teachings, practices, and institutions of Buddhism. Its primary focus is the cultivation of wisdom, ethical conduct, and mental discipline, aimed at achieving enlightenment (nirvana) and transcending suffering (dukkha). Buddhist education emphasizes inner development over intellectual knowledge alone, but it also incorporates a systematic study of Buddhist scriptures, philosophy, meditation techniques, and monastic discipline. | 1. SDG 4: Quality Education The course promotes quality education by exploring Buddhist teachings and practices that emphasize lifelong learning, critical thinking, and the development of moral character. It encourages a holistic approach to education, integrating cognitive, emotional, and ethical dimensions of learning. 2. SDG 5: Gender Equality The course can address issues of gender equality by examining the roles of women in Buddhism and the historical context of gender dynamics within Buddhist communities. Discussions can focus on promoting gender equality in educational settings and the inclusion of diverse voices in Buddhist teachings. 3. SDG 10: Reduced Inequalities By exploring the social teachings of Buddhism, the course contributes to understanding inequalities and how compassion and equity can be integrated into educational practices. Students may analyze how Buddhist principles can promote social justice and address systemic inequalities. 4. SDG 11: Sustainable Cities and Communities The course may discuss the impact of Buddhist teachings on community building and environmental sustainability, linking to sustainable cities and communities. Understanding concepts like mindfulness and compassion can foster community resilience and social cohesion. 5. SDG 16: Peace, Justice, and Strong Institutions Buddhist education emphasizes non-violence, compassion, and ethical conduct, contributing to peace, justice, and strong institutions. The course can explore the role of Buddhist principles in conflict resolution, social harmony, and governance. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships and intercultural dialogue by examining the relevance of Buddhist education in diverse contexts around the world. Students can learn about collaborative initiatives that promote Buddhist values and practices in addressing global challenges. Conclusion In summary, a course on Buddhist Education supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By promoting ethical values and cultural understanding, the course prepares students to engage meaningfully with contemporary issues and contribute to a more compassionate and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110602 | Pendidikan Agama Khonghucu | CONFUCIAN RELIGIOUS EDUCATION | Confucianism is often categorized as a philosophical system or a social ethic, rather than a religion in the traditional sense. However, it has had a profound influence on the educational, moral, and spiritual life of individuals, particularly in East Asia. The teachings of Confucius (Kong Fuzi, 551–479 BCE) have shaped not only political and social structures but also the way people approach education, ethics, and personal development. | 1. SDG 4: Quality Education The course promotes quality education by exploring Confucian principles that emphasize moral education, critical thinking, and the development of character. It encourages students to engage with classical texts and teachings, fostering an understanding of ethics and philosophy. 2. SDG 5: Gender Equality The course can address historical gender roles within Confucian thought and how they have evolved, contributing to discussions on gender equality. It can promote awareness of women’s roles in education and society, encouraging critical examination of traditional perspectives and advocating for inclusivity. 3. SDG 10: Reduced Inequalities By examining Confucian ideals of social harmony and equity, the course contributes to understanding inequalities and how Confucian values can promote social justice. Discussions can focus on the importance of access to education for all and the role of moral education in addressing disparities. 4. SDG 11: Sustainable Cities and Communities The course may explore how Confucian principles can foster community cohesion and responsible citizenship, linking to sustainable cities and communities. Understanding the role of ethical leadership in urban planning and community development can encourage sustainable practices. 5. SDG 16: Peace, Justice, and Strong Institutions Confucian teachings emphasize harmony, respect for authority, and ethical governance, contributing to peace, justice, and strong institutions. The course can explore how Confucian values inform leadership and governance, promoting integrity and social responsibility. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships by examining the relevance of Confucian education in contemporary global issues and intercultural dialogue. Students can learn about collaborative efforts that promote Confucian values and practices in addressing shared challenges. Conclusion In summary, a course on Confucian Religious Education supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By promoting ethical values and social responsibility, the course prepares students to engage meaningfully with contemporary issues and contribute to a more harmonious and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110102 | PENGANTAR ILMU SASTRA | INTROUCTION TO LITERARY SCIENCE | Literary Science (also known as Literary Studies) is an academic field that explores the study of literature from a variety of disciplinary and theoretical perspectives. It seeks to understand the nature of literature, its forms, its historical development, and its relationship to culture, society, and human experience. Literary science involves analyzing texts, uncovering their meanings, and examining how literature reflects or shapes the world around us. | 1. SDG 4: Quality Education The course enhances quality education by fostering critical reading, analytical thinking, and writing skills through the study of various literary texts and genres. It encourages students to engage with diverse perspectives and cultural contexts, enhancing their understanding of literature’s role in society. 2. SDG 5: Gender Equality The course can explore gender representation in literature, addressing issues of gender equality and the portrayal of women and marginalized voices. Discussions can promote awareness of feminist literary criticism and the importance of diverse narratives in literature. 3. SDG 10: Reduced Inequalities By examining how literature reflects and critiques social inequalities, the course contributes to understanding inequalities within society. Students can analyze texts that address themes of class, race, and identity, fostering discussions on social justice and equity. 4. SDG 11: Sustainable Cities and Communities The course may discuss the representation of urban life and community dynamics in literature, linking to sustainable cities and communities. Understanding how literary narratives reflect cultural and social issues in urban settings can foster community engagement and awareness. 5. SDG 16: Peace, Justice, and Strong Institutions Literary texts often address themes of justice, conflict, and moral dilemmas, contributing to discussions on peace, justice, and strong institutions. The course can explore the role of literature in advocating for social change and promoting empathy and understanding among diverse groups. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships through the study of world literature and intercultural dialogue. Students can learn about collaborative literary initiatives that promote cultural exchange and understanding across borders. Conclusion In summary, a course on Introduction to Literary Science supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By fostering critical engagement with literature, the course prepares students to analyze contemporary issues and contribute to a more inclusive and equitable society. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110202 | PENGANTAR LINGUISTIK UMUM | INTRODUCTION TO GENERAL LINGUISTICS | Linguistics is the scientific study of language—its structure, use, and evolution. It encompasses a wide range of topics, from the study of phonetics (the sounds of speech) to the analysis of complex social and cultural aspects of language. General linguistics provides the foundational tools and theories for understanding how languages function, how they are learned, and how they vary across different communities. | 1. SDG 4: Quality Education The course promotes quality education by providing foundational knowledge of linguistic principles, theories, and methods. It encourages critical thinking and analytical skills as students explore language structures, functions, and variations. 2. SDG 5: Gender Equality The course can examine the relationship between language and gender, addressing issues of gender equality in linguistic representation and usage. Discussions may include how language can perpetuate or challenge gender stereotypes and the importance of inclusive language practices. 3. SDG 10: Reduced Inequalities By studying language diversity and the sociolinguistic factors that contribute to linguistic inequalities, the course contributes to understanding inequalities within and between language communities. Students can analyze how language access affects social mobility and the importance of preserving endangered languages. 4. SDG 11: Sustainable Cities and Communities The course may explore how language shapes community identity and cohesion, linking to sustainable cities and communities. Understanding language use in urban settings can inform discussions about multiculturalism and social integration. 5. SDG 16: Peace, Justice, and Strong Institutions Linguistics plays a crucial role in communication and conflict resolution, contributing to peace, justice, and strong institutions. The course can examine how language affects power dynamics, governance, and social justice, promoting effective communication in diverse contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes global partnerships through the study of language as a tool for intercultural communication and collaboration. Students can learn about linguistic initiatives that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Introduction to General Linguistics supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of language and its societal implications, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and equitable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110302 | MASYARAKAT DAN KEBUDAYAAN INDONESIA | INDONESIA SOCIETY AND CULTURE | Indonesia, an archipelago of over 17,000 islands, is home to a vast and diverse society, with rich cultural traditions, languages, religions, and social practices. Its society is marked by a deep historical heritage that has shaped its contemporary culture, creating a unique blend of indigenous traditions, Islamic influence, colonial legacies, and modern global interactions. | 1. SDG 4: Quality Education The course promotes quality education by providing students with in-depth knowledge about Indonesia’s diverse cultures, languages, and social structures. It encourages critical thinking and interdisciplinary approaches, enhancing students’ understanding of cultural dynamics and their implications for education. 2. SDG 5: Gender Equality The course can address issues of gender equality within Indonesian society, exploring the roles of women and men in various cultural contexts. Discussions can foster awareness of gender issues and encourage advocacy for equality, examining how traditional and contemporary practices affect gender dynamics. 3. SDG 10: Reduced Inequalities By examining social structures, cultural practices, and economic disparities within Indonesia, the course contributes to understanding and addressing inequalities. Students may explore how cultural factors influence access to resources, opportunities, and social mobility across different regions and communities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends in Indonesia and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Students can explore how traditional cultural practices shape urban development and community resilience, promoting sustainable living. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Indonesian society and culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can address the role of cultural heritage in fostering social cohesion and governance, examining historical and contemporary conflicts. 6. SDG 17: Partnerships for the Goals By exploring Indonesia’s role in the global context, the course emphasizes the importance of global partnerships and intercultural dialogue. Students can learn about collaborations between Indonesia and other countries, promoting mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Indonesian values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. Conclusion In summary, a course on Indonesian Society and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, and responsible consumption. By enhancing students’ understanding of Indonesian culture and its global impact, the course encourages critical engagement with contemporary issues and promotes a more equitable and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110402 | BAHASA MANDARIN KOMPREHENSIF DASAR 1 | BASIC COMPREHENSIVE MANDARIN LANGUAGE 1 | Basic Comprehensive Mandarin Language 1 is typically an introductory-level course designed to help learners build foundational skills in Mandarin Chinese. This course focuses on learning the language’s basic elements, including pronunciation, vocabulary, grammar, and simple conversational skills. It aims to equip students with the necessary tools to start understanding and speaking Mandarin in everyday situations. | 1. SDG 4: Quality Education The course supports quality education by providing foundational skills in Mandarin, enhancing students’ language proficiency and communication abilities. It fosters critical thinking and intercultural awareness as students learn about the cultural context of the language. 2. SDG 5: Gender Equality The course can promote gender equality by examining gender-related topics in Mandarin language and culture, encouraging discussions about representation and roles of different genders in Chinese society. By incorporating diverse materials and perspectives, the course can advocate for inclusivity in language education. 3. SDG 10: Reduced Inequalities Learning Mandarin can help reduce inequalities by providing students from different backgrounds access to a global language, enhancing their opportunities for communication and engagement in a multicultural world. The course can address issues of language access and its impact on social mobility. 4. SDG 11: Sustainable Cities and Communities The course may explore urban contexts where Mandarin is spoken, contributing to discussions about sustainable cities and communities. Understanding language use in urban settings can promote awareness of cultural diversity and community integration. 5. SDG 16: Peace, Justice, and Strong Institutions Language learning fosters communication skills essential for promoting peace, justice, and strong institutions. The course can emphasize the importance of language in conflict resolution, dialogue, and building relationships across cultures. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships through language learning, facilitating intercultural communication and collaboration. Students can learn about how language connects people and cultures, fostering understanding and cooperation. Conclusion In summary, a course on Basic Comprehensive Mandarin Language 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing language skills and cultural understanding, the course prepares students to engage meaningfully with diverse communities and contribute to a more inclusive and interconnected world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110502 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN DASAR 1 | LISTENING AND SPEAKING BASIC MANDARIN 1 | Mandarin is a tonal language with four primary tones, which means that the pitch at which you say a word can change its meaning. Listening and speaking skills are closely related, as they require you to actively listen to how words are pronounced and practice replicating those sounds. | 1. SDG 4: Quality Education The course enhances quality education by providing students with essential listening and speaking skills in Mandarin, which are crucial for language acquisition and communication. It fosters a supportive learning environment that encourages participation, collaboration, and critical thinking. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation and language use in Mandarin, promoting gender equality. By using diverse materials that reflect different gender roles and perspectives, the course can raise awareness about inclusivity in communication. 3. SDG 10: Reduced Inequalities Learning Mandarin can help reduce inequalities by providing access to a global language, enabling students from diverse backgrounds to engage in international dialogues and opportunities. The course may focus on language as a tool for empowerment and social mobility. 4. SDG 11: Sustainable Cities and Communities The course can explore language use in urban environments where Mandarin is spoken, contributing to discussions about sustainable cities and communities. Understanding the cultural context of language can enhance community engagement and awareness of local issues. 5. SDG 16: Peace, Justice, and Strong Institutions Effective communication is vital for promoting peace, justice, and strong institutions. This course emphasizes listening and speaking skills necessary for dialogue and conflict resolution. Students learn the importance of respectful communication in fostering understanding and cooperation. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships by promoting language learning as a means of connecting people and cultures. Students can engage in activities that foster intercultural communication and collaboration, enhancing mutual understanding. Conclusion In summary, a course on Listening and Speaking Basic Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing listening and speaking skills in Mandarin, the course prepares students to communicate effectively and engage meaningfully with diverse communities in an interconnected world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110702 | Pendidikan Pancasila | Pancasila Education | Pancasila Education is a course that focuses on the principles and values of Pancasila, the foundational philosophical theory of the Indonesian state. It typically covers the five core tenets of Pancasila, which emphasize democracy, social justice, human rights, and unity in diversity. The course aims to instill a sense of nationalism, moral integrity, and civic responsibility among students, fostering critical thinking and awareness of Indonesia’s cultural and historical context. Through discussions, case studies, and community engagement, students learn to apply these values in various aspects of life, contributing to societal harmony and development. | 1. SDG 4: Quality Education – Promotes inclusive and equitable quality education and lifelong learning opportunities, aligning with the educational goals of Pancasila. 2. SDG 16: Peace, Justice, and Strong Institutions – Focuses on promoting peaceful and inclusive societies, which resonates with Pancasila’s principles of democracy and social justice. 3. SDG 10: Reduced Inequalities – Encourages understanding and addressing inequalities, a key aspect of Pancasila’s emphasis on social justice. 4. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration in achieving sustainable development, reflecting Pancasila’s values of community and cooperation. By integrating these goals, Pancasila Education helps students develop a holistic understanding of their roles as citizens in a sustainable society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130703 | Metode Penelitian Kualitatif & Kuantitatif | Metode Penelitian Kualitatif & Kuantitatif | The course “Metode Penelitian Kualitatif & Kuantitatif” (Qualitative and Quantitative Research Methods) provides students with a comprehensive understanding of both qualitative and quantitative research methodologies. Students learn about the principles, techniques, and tools used in conducting research, including data collection, analysis, and interpretation. | 1. SDG 4: Quality Education – By teaching research methodologies, the course enhances the quality of education and equips students with skills to conduct rigorous research, fostering critical thinking. 2. SDG 10: Reduced Inequalities – Research methods can help investigate social inequalities, contributing to the understanding of disparities and informing policies aimed at reducing them. 3. SDG 16: Peace, Justice, and Strong Institutions – Qualitative and quantitative research can be used to evaluate governance, justice systems, and institutional effectiveness, promoting transparency and accountability. 4. SDG 17: Partnerships for the Goals – Emphasizing collaboration in research projects fosters partnerships between academia, communities, and governments, which is crucial for achieving sustainable development. By equipping students with these research skills, the course ultimately supports evidence-based decision-making and contributes to broader sustainable development efforts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130803 | Perbandingan Pemerintahan | Comparative Government | The course “Comparative Government” examines political systems, structures, and processes across different countries. It analyzes how various governments operate, including their political institutions, electoral systems, and policy-making processes. Students explore themes such as democracy, authoritarianism, political culture, and governance. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal is central to the study of comparative government, as it involves examining the effectiveness and integrity of different governance systems, promoting peace, and fostering inclusive institutions. 2. SDG 10: Reduced Inequalities: Analyzing how various governments address social, economic, and political inequalities can inform strategies to reduce disparities within and among countries. 3. SDG 17: Partnerships for the Goals: The course often highlights the importance of international cooperation and partnerships in governance, which is vital for achieving sustainable development goals globally. 4. mSDG 4: Quality Education: By fostering a deeper understanding of political systems, governance, and citizenship, the course contributes to quality education and informed citizenry. Through these connections, Comparative Government helps students critically analyze different political systems and their impacts on society, promoting awareness and understanding of global governance challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130903 | Kapita Selekta Pemerintahan | Capita Selecta Government | The course “Capita Selecta Government” focuses on advanced topics in government and political science, allowing students to explore specific issues, theories, and case studies in depth. It typically includes a selection of contemporary or historically significant themes, such as governance challenges, policy analysis, international relations, or the impact of political ideologies. | 1. SDG 16: Peace, Justice, and Strong Institutions: By exploring specific issues in governance, such as rule of law, public policy, and institutional effectiveness, this course directly contributes to understanding and promoting strong institutions. 2. SDG 10: Reduced Inequalities: Discussions around governance topics often include policies that address social and economic inequalities, fostering a deeper understanding of equity in governance. 3. SDG 4: Quality Education: Capita Selecta encourages critical thinking and informed discussions about contemporary governance issues, enhancing the quality of education in the field of political science and public administration. 4. SDG 17: Partnerships for the Goals: Many topics in this course can highlight the importance of collaboration among governments, civil society, and international organizations to achieve effective governance. By examining current issues and challenges in governance, the course prepares students to engage thoughtfully with the complexities of governance in relation to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05144504 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | The course “Real Work Lectures” (Kuliah Kerja Nyata, KKN) is a practical, field-based program that immerses students in community service and development projects. Typically part of the curriculum in Indonesian universities, this course allows students to apply theoretical knowledge in real-world settings, often in rural or underserved areas. | 1. SDG 4: Quality Education: Engaging in practical work enhances learning experiences and fosters a deeper understanding of educational theories in real-world contexts. 2. SDG 11: Sustainable Cities and Communities: KKN often involves projects aimed at improving local communities, promoting sustainable development practices, and addressing urban challenges. 3. SDG 10: Reduced Inequalities: By working directly with underserved communities, students can help identify and address inequalities, contributing to more equitable development. 4. SDG 17: Partnerships for the Goals: KKN emphasizes collaboration between students, local communities, and organizations, fostering partnerships that are crucial for achieving sustainable development. 5. SDG 16: Peace, Justice, and Strong Institutions: Through community engagement, students can support initiatives that promote social cohesion, justice, and effective governance. Overall, Real Work Lectures provide practical experience that connects students with sustainable development efforts at the community level. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05144406 | Skripsi/Tugas Akhir | Thesis/Final Project | The course “Real Work Lectures” (Kuliah Kerja Nyata, KKN) is a practical, field-based program that immerses students in community service and development projects. Typically part of the curriculum in Indonesian universities, this course allows students to apply theoretical knowledge in real-world settings, often in rural or underserved areas. | 1. SDG 4: Quality Education: The thesis process enhances critical thinking, research skills, and knowledge application, contributing to overall educational quality. 2. SDG 10: Reduced Inequalities: Many theses may focus on social justice, inequality, and inclusion, helping to identify and propose solutions to disparities within societies. 3. SDG 16: Peace, Justice, and Strong Institutions: Research projects may investigate governance, rule of law, and institutional integrity, promoting understanding and solutions for stronger institutions. 4. SDG 17: Partnerships for the Goals: Theses often involve collaboration with community organizations, governmental bodies, or businesses, highlighting the importance of partnerships in addressing complex issues. 5. SDG 3: Good Health and Well-being: Projects may focus on public health issues, contributing to a better understanding of health challenges and potential interventions. By allowing students to explore various topics, the Thesis/Final Project can play a significant role in advancing knowledge and practical solutions aligned with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131102 | Kepemimpinan Inovatif | Innovative Leadership | “Innovative Leadership” focuses on developing the skills and mindset necessary for effective leadership in a rapidly changing world. It covers key concepts such as creativity, strategic thinking, and adaptive problem-solving. Students explore various leadership styles and theories, with an emphasis on fostering innovation within teams and organizations. | 1. SDG 4: Quality Education: By fostering innovative thinking and leadership skills, the course enhances the educational experience and prepares students for future challenges. 2. SDG 9: Industry, Innovation, and Infrastructure: The focus on innovation directly supports the goal of building resilient infrastructure and promoting sustainable industrialization through creative leadership practices. 3. SDG 16: Peace, Justice, and Strong Institutions: Innovative leadership can promote effective governance, transparency, and accountability, contributing to stronger institutions and peaceful societies. 4. SDG 10: Reduced Inequalities: Encouraging inclusive leadership practices helps address inequalities and promotes diverse perspectives in decision-making processes. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration and partnerships among various stakeholders, essential for achieving sustainable development. Overall, Innovative Leadership equips students with the skills to drive positive change and foster sustainable practices in their future careers. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110402 | Ekonomi Pemerintahan | Government Economics | “Government Economics” explores the relationship between economic principles and government policy-making. It focuses on how government actions impact economic performance, including topics such as taxation, public spending, regulation, and the provision of public goods. | 1. SDG 1: No Poverty: By analyzing government policies related to economic growth and welfare, the course can address strategies for poverty reduction and social safety nets. 2. SDG 8: Decent Work and Economic Growth: Focuses on the role of government in promoting economic growth, job creation, and sustainable employment practices, fostering inclusive economic development. 3. SDG 10: Reduced Inequalities: Examines how government economic policies can mitigate income and wealth disparities, promoting equitable economic opportunities. 4. SDG 9: Industry, Innovation, and Infrastructure: Discusses government roles in supporting innovation, infrastructure development, and sustainable industrial practices. 5. SDG 16: Peace, Justice, and Strong Institutions: Analyzes the economic implications of governance and policy-making, contributing to the development of effective institutions. By exploring these intersections, Government Economics helps students understand the critical role of economic policies in achieving sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121603 | Psikologi Pemerintahan | Government Psychology | “Government Psychology” examines the psychological principles that influence political behavior, decision-making, and governance. It explores how individual and group psychology affect political attitudes, public opinion, and voter behavior. | 1. SDG 4: Quality Education: Understanding psychological principles can enhance educational approaches within government institutions, improving learning outcomes and educational equity. 2. SDG 10: Reduced Inequalities: By examining psychological factors that contribute to social behaviors and attitudes, the course can help identify ways to address and reduce inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions: Insights from psychology can improve governance by promoting conflict resolution, enhancing civic engagement, and fostering trust in institutions. 4. SDG 3: Good Health and Well-being: The course may explore mental health policies and their impact on societal well-being, contributing to a healthier population. 5. SDG 11: Sustainable Cities and Communities: Understanding the psychological aspects of community behavior can inform policies that promote sustainable urban living and social cohesion. Through these connections, Government Psychology helps students understand the interplay between psychological factors and effective governance, promoting better policy-making and community engagement. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130103 | Etika Pemerintahan dan Pembangunan Karakter | Government Ethics and Character Development | “Government Ethics and Character Development” explores the moral principles and ethical frameworks that guide public service and governance. It examines the importance of integrity, accountability, and transparency in governmental decision-making. | 1. SDG 16: Peace, Justice, and Strong Institutions: This course focuses on ethical governance, integrity, and accountability, which are essential for building strong, transparent institutions and promoting justice. 2. SDG 4: Quality Education: By emphasizing ethical principles and character development, the course contributes to fostering responsible citizenship and enhancing the overall quality of education in public service. 3. SDG 10: Reduced Inequalities: Ethical frameworks can help address systemic inequalities by promoting fairness and justice in policy-making and governance practices. 4. SDG 3: Good Health and Well-being: Ethical governance includes considerations of public health policies and the moral implications of decisions that affect community health and well-being. 5. SDG 17: Partnerships for the Goals: The course may encourage collaboration among various stakeholders, emphasizing the importance of ethical partnerships in achieving sustainable development. By instilling ethical values and promoting character development, this course equips students to engage thoughtfully in governance and contribute positively to society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130203 | Keuangan Daerah | Regional Finance | “Regional Finance” focuses on the financial management and economic development of specific regions, typically at the sub-national level, such as states, provinces, or municipalities. It covers topics like budgeting, revenue generation, expenditure management, and fiscal policy, emphasizing the unique financial challenges faced by regional governments. | 1. SDG 8: Decent Work and Economic Growth: This course examines financial mechanisms that can promote economic development in specific regions, fostering job creation and sustainable economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure: Regional finance often involves funding for infrastructure projects and innovation initiatives that support sustainable development in local communities. 3. SDG 10: Reduced Inequalities: By focusing on financing strategies that address regional disparities, the course can contribute to reducing inequalities within and among regions. 4. SDG 11: Sustainable Cities and Communities: Understanding regional finance helps in planning and developing sustainable urban environments, ensuring access to essential services and infrastructure. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration between governments, financial institutions, and private sectors to mobilize resources for sustainable development. By exploring these connections, Regional Finance prepares students to understand the financial aspects of regional development and their implications for sustainable growth and equity. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130303 | Manajemen Sumber Daya Manusia | Human Resource Management | “Human Resource Management” (HRM) focuses on the strategic approach to managing an organization’s workforce. It covers key topics such as recruitment, selection, training, performance management, compensation, and employee relations. | 1. SDG 8: Decent Work and Economic Growth: HRM focuses on creating fair employment practices, promoting decent work conditions, and supporting economic growth through effective workforce management. 2. SDG 4: Quality Education: HRM often involves training and development initiatives that enhance employees’ skills, contributing to lifelong learning and educational opportunities within organizations. 3. SDG 5: Gender Equality: Effective HRM practices promote gender equality in the workplace by implementing fair hiring practices, addressing discrimination, and supporting women’s empowerment. 4. SDG 10: Reduced Inequalities: HRM aims to create inclusive workplaces that value diversity and work to reduce inequalities in hiring, promotion, and compensation. 5. SDG 16: Peace, Justice, and Strong Institutions: HRM plays a role in fostering a positive organizational culture, ethics, and accountability, contributing to stronger institutions. By aligning HRM practices with these SDGs, the course prepares students to promote sustainable and equitable work environments that contribute to broader societal goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130403 | Kewirausahaan & Pemberdayaan Masyarakat | Entrepreneurship & Community Empowerment | “Entrepreneurship & Community Empowerment” explores the role of entrepreneurship in driving social and economic development within communities. It focuses on how innovative business practices can address local challenges, create jobs, and enhance overall quality of life. | 1. SDG 1: No Poverty: By fostering entrepreneurship, the course can help create job opportunities and generate income, contributing to poverty alleviation in communities. 2. SDG 8: Decent Work and Economic Growth: Promoting entrepreneurship encourages economic growth and job creation, essential for sustainable development. 3. SDG 10: Reduced Inequalities: The course can focus on empowering marginalized groups through entrepreneurship, addressing inequalities in economic opportunities. 4. SDG 11: Sustainable Cities and Communities: Entrepreneurship can drive local development, promoting sustainable practices and improving the quality of life in communities. 5. SDG 17: Partnerships for the Goals: The course may emphasize the importance of collaboration between entrepreneurs, local governments, and organizations to create supportive ecosystems for business development. By integrating these goals, the course equips students with the skills to drive community empowerment through entrepreneurship, fostering sustainable development and social impact. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130503 | Perencanaan Pembangunan Daerah | Regional Development Planning | “Regional Development Planning” focuses on the processes and strategies involved in planning for economic, social, and environmental development at the regional level. It covers key concepts such as land use, infrastructure development, resource management, and community engagement. | 1. SDG 11: Sustainable Cities and Communities: Focuses on planning for sustainable urban development, ensuring that cities are inclusive, safe, resilient, and sustainable. 2. SDG 8: Decent Work and Economic Growth: Emphasizes the importance of creating economic opportunities and promoting sustainable economic growth through effective regional planning. 3. SDG 1: No Poverty: Aims to address regional disparities and promote policies that reduce poverty and improve living standards in underserved areas. 4. SDG 10: Reduced Inequalities: Helps identify and develop strategies to reduce inequalities within regions, ensuring equitable access to resources and services. 5. SDG 17: Partnerships for the Goals: Highlights the need for collaboration among various stakeholders, including government, private sector, and communities, to achieve effective regional development. By aligning with these SDGs, the course prepares students to develop comprehensive and sustainable plans that enhance regional development and improve the quality of life for residents. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130603 | Analisis Pemerintahan | Governance Analysis | “Governance Analysis” examines the structures, processes, and practices that shape governance in various contexts, including public, private, and non-profit sectors. It focuses on understanding how governance impacts decision-making, policy implementation, and stakeholder engagement. | 1. SDG 16: Peace, Justice, and Strong Institutions: Governance analysis focuses on evaluating the effectiveness, transparency, and accountability of institutions, which is crucial for building strong governance frameworks. 2. SDG 10: Reduced Inequalities: By analyzing governance structures and policies, the course can help identify and address inequalities in access to resources and decision-making processes. 3. SDG 4: Quality Education: The course can enhance understanding of governance principles and practices, contributing to informed citizenship and better educational outcomes related to governance. 4. SDG 17: Partnerships for the Goals: Governance analysis often emphasizes the importance of multi-stakeholder engagement and collaboration in policymaking and implementation. 5. SDG 1: No Poverty: Effective governance is key to implementing policies aimed at poverty reduction and improving the living conditions of marginalized populations. By connecting with these goals, Governance Analysis equips students to critically assess governance systems and propose improvements that contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120903 | Kebijakan Pertanahan | Land Policy | “Land Policy” explores the principles and practices governing land use, management, and development. It examines the economic, social, and environmental dimensions of land policy, focusing on issues such as land tenure, zoning, urban planning, and environmental sustainability. | 1. SDG 1: No Poverty: Effective land policies can help secure land tenure for vulnerable populations, contributing to poverty reduction and improved livelihoods. 2. SDG 11: Sustainable Cities and Communities: Land policy plays a crucial role in urban planning, promoting sustainable land use, and ensuring access to housing and services in urban areas. 3. SDG 15: Life on Land: This goal focuses on sustainable land management and the conservation of terrestrial ecosystems. Land policy can help promote practices that protect biodiversity and natural resources. 4. SDG 10: Reduced Inequalities: Land policies that ensure equitable access to land and resources can help address social and economic inequalities within communities. 5. SDG 17: Partnerships for the Goals: Effective land policy development often requires collaboration among various stakeholders, including governments, local communities, and civil society organizations. By aligning with these goals, the course prepares students to understand and develop land policies that support sustainable development, equity, and environmental stewardship. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121003 | Kajian Ketahanan Nasional | National Resilience Study | “National Resilience Study” focuses on the strategies and frameworks that enhance a nation’s ability to withstand and recover from various crises, including natural disasters, economic challenges, and social upheavals. It examines concepts such as disaster risk reduction, emergency management, and the role of governance in building resilience. | 1. SDG 11: Sustainable Cities and Communities: This goal focuses on making cities safe and resilient. The study of national resilience often includes strategies for urban planning and disaster risk reduction. 2. SDG 13: Climate Action: National resilience encompasses preparedness and response to climate change impacts, promoting adaptive strategies to enhance environmental sustainability. 3. SDG 16: Peace, Justice, and Strong Institutions: Effective governance and strong institutions are essential for building national resilience, ensuring that societies can withstand and recover from crises. 4. SDG 3: Good Health and Well-being: Resilience studies often consider public health systems and their ability to respond to emergencies, contributing to overall societal well-being. 5. SDG 1: No Poverty: Building resilience includes addressing vulnerabilities that contribute to poverty, ensuring that communities can withstand economic shocks and other crises. By connecting with these goals, the National Resilience Study equips students to understand and develop strategies that enhance a nation’s capacity to respond to various challenges, fostering sustainability and security. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121103 | Hukum Tata Pemerintahan | Governance Law | “Governance Law” examines the legal frameworks and principles that underpin governance structures and processes. It explores the relationship between law and governance, focusing on how legal norms influence public policy, administrative practices, and the functioning of government institutions. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal is central to governance law, as it focuses on promoting the rule of law, ensuring access to justice, and building effective, accountable institutions. 2. SDG 4: Quality Education: Governance law contributes to understanding legal frameworks that underpin governance systems, enhancing education about rights, responsibilities, and legal processes. 3. SDG 10: Reduced Inequalities: By addressing legal frameworks that promote equity and access, governance law helps identify and mitigate systemic inequalities within governance structures. 4. SDG 17: Partnerships for the Goals: Governance law often emphasizes the importance of collaboration among government, civil society, and the private sector in implementing laws and policies effectively. 5. SDG 1: No Poverty: Effective governance law can lead to better policy-making and legal protections that address the needs of marginalized populations, contributing to poverty alleviation. Through these connections, the course prepares students to understand the intersection of law and governance, equipping them to advocate for justice and effective governance practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121203 | E-Government | E-Government | “E-Government” explores the use of information and communication technology (ICT) to enhance the delivery of government services, improve transparency, and increase citizen engagement. It examines the principles, tools, and practices that enable governments to operate more efficiently and effectively in the digital age. | 1. SDG 16: Peace, Justice, and Strong Institutions: E-Government enhances transparency, accountability, and public participation, strengthening institutions and promoting good governance. 2. SDG 9: Industry, Innovation, and Infrastructure: The use of technology in governance supports innovative solutions and infrastructure development, improving service delivery. 3. SDG 10: Reduced Inequalities: E-Government can improve access to services for marginalized communities, helping to reduce disparities in service delivery. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121303 | Metodologi Ilmu Pemerintahan | Government Science Methodology | “Government Science Methodology” focuses on the research methods and analytical techniques used in the study of governance and public policy. It covers both qualitative and quantitative approaches, emphasizing the importance of systematic investigation in understanding governmental processes and outcomes. | 1. SDG 4: Quality Education: This course enhances critical thinking and research skills, providing students with the tools to understand governance issues and policy analysis effectively. 2. SDG 16: Peace, Justice, and Strong Institutions: The methodologies taught in this course support evidence-based governance and policy-making, promoting transparency, accountability, and stronger institutions. 3. SDG 10: Reduced Inequalities: By equipping students to conduct research that identifies disparities in governance and public service delivery, the course can help inform policies aimed at reducing inequalities. 4. SDG 17: Partnerships for the Goals: Emphasizing collaborative research methods encourages partnerships between academia, government, and civil society, fostering shared knowledge and resources. 5. SDG 8: Decent Work and Economic Growth: Effective government science methodology can lead to better policy formulation, contributing to economic growth and improved public sector efficiency. Through these connections, the course prepares students to engage in rigorous research and analysis, enhancing their ability to contribute to effective governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121403 | Birokrasi Pelayanan Publik | Public Service Bureaucracy | “Public Service Bureaucracy” examines the structures, functions, and dynamics of bureaucratic organizations within the public sector. It focuses on the role of bureaucracy in delivering public services, implementing policies, and managing resources. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of effective, accountable, and transparent institutions. Understanding public service bureaucracy is essential for improving the efficiency and integrity of government operations. 2. SDG 8: Decent Work and Economic Growth: This course explores the role of bureaucracies in facilitating economic development and ensuring decent working conditions within the public sector, which can drive overall economic growth. 3. SDG 10: Reduced Inequalities: Analyzing public service bureaucracy can help identify systemic barriers and biases, informing reforms that promote equity in access to public services. 4. SDG 4: Quality Education: Bureaucracies play a crucial role in the delivery of education services. Understanding how they function can improve educational outcomes and access. 5. SDG 17: Partnerships for the Goals: Public service bureaucracies often engage with various stakeholders, including non-profits and private sectors, emphasizing the importance of collaboration in governance and service delivery. By connecting with these goals, the course equips students to critically assess and improve public service systems, contributing to more effective governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121503 | Kepemimpinan Dalam Pemerintahan | Leadership in Government | “Leadership in Government” focuses on the principles and practices of effective leadership within public sector organizations. It explores various leadership styles, decision-making processes, and the unique challenges faced by leaders in government contexts. | 1. SDG 16: Peace, Justice, and Strong Institutions: Effective leadership in government is crucial for building strong, transparent, and accountable institutions, promoting justice and good governance. 2. SDG 4: Quality Education: Leadership training contributes to the development of skills necessary for effective governance, ensuring that future leaders are well-equipped to tackle challenges in public service. 3. SDG 5: Gender Equality: This course can emphasize the importance of inclusive leadership, promoting gender equality in leadership roles within government. 4. SDG 10: Reduced Inequalities: Leadership in government involves making decisions that affect social equity and justice, aiming to reduce disparities and promote inclusive policies. 5. SDG 17: Partnerships for the Goals: Effective government leadership fosters collaboration among various stakeholders, including civil society and the private sector, to achieve common goals. By aligning with these goals, the course prepares students to become effective leaders who can navigate the complexities of governance and drive positive change in society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120203 | Kebijakan Pemerintahan dan Kemaritiman | Government and Maritime Policy | “Government and Maritime Policy” examines the intersection of governance and maritime issues, focusing on policies that regulate and manage maritime resources, navigation, and maritime safety. It covers key topics such as shipping regulation, environmental protection, fisheries management, and maritime security. | 1. SDG 14: Life Below Water: This goal focuses on the sustainable use of oceans, seas, and marine resources. The course addresses maritime policies that promote conservation and responsible management of marine ecosystems. 2. SDG 8: Decent Work and Economic Growth: Maritime policy can influence economic activities related to shipping, fishing, and tourism, fostering job creation and sustainable economic growth in coastal communities. 3. SDG 11: Sustainable Cities and Communities: Effective maritime policies contribute to sustainable coastal development and urban planning, ensuring that communities are resilient and environmentally sustainable. 4. SDG 10: Reduced Inequalities: By focusing on equitable access to maritime resources and benefits, the course can help address disparities faced by marginalized coastal communities. 5. SDG 17: Partnerships for the Goals: Maritime issues often require collaboration among governments, international organizations, and local communities, emphasizing the importance of partnerships in policy implementation. Through these connections, the course prepares students to understand the complexities of maritime governance and develop policies that promote sustainable and equitable use of marine resources. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120303 | Hubungan Pemerintah Pusat & Daerah | Central & Regional Government Relations | “Central & Regional Government Relations” explores the dynamics between national (central) and sub-national (regional) levels of government. It examines how these levels interact, share responsibilities, and negotiate power and resources in the governance process. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the dynamics between central and regional governments is essential for promoting effective governance, transparency, and accountability at all levels. 2. SDG 10: Reduced Inequalities: This course can explore how central and regional government interactions can address or exacerbate inequalities, informing policies that promote equitable resource distribution and access to services. 3. SDG 11: Sustainable Cities and Communities: Effective relations between different levels of government are crucial for urban planning and sustainable development, ensuring that regional needs are met within national frameworks. 4. SDG 17: Partnerships for the Goals: The course emphasizes collaboration between central and regional governments, highlighting the importance of partnerships in achieving sustainable development objectives. 5. SDG 4: Quality Education: Government relations can affect educational policies and funding, impacting the quality and accessibility of education in various regions. By linking these goals, the course prepares students to navigate the complexities of governance and advocate for effective intergovernmental relations that support sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120403 | Sistem Pemerintahan Desa | Village Government System | “Village Government System” examines the structures, functions, and processes of governance at the village level. It focuses on the role of local government in managing community affairs, implementing policies, and promoting development initiatives. | 1. SDG 1: No Poverty: Understanding village governance can lead to more effective local policies aimed at poverty alleviation and community development, improving living standards. 2. SDG 10: Reduced Inequalities: Village government systems can help address local disparities and promote equitable access to resources and services, ensuring marginalized communities have a voice. 3. SDG 16: Peace, Justice, and Strong Institutions: This course focuses on the importance of local governance, accountability, and citizen participation, which are essential for building strong institutions at the grassroots level. 4. SDG 11: Sustainable Cities and Communities: Village governance plays a critical role in sustainable rural development, ensuring that local needs and environmental considerations are integrated into planning. 5. SDG 4: Quality Education: Village governments can influence local educational policies and programs, impacting access to quality education in rural areas. By connecting with these goals, the course prepares students to understand and enhance the role of village governance in promoting sustainable development and community empowerment. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120503 | Pemerintahan Daerah dan Politik Lokal | Regional Government and Local Politics | “Regional Government and Local Politics” explores the structures, functions, and dynamics of regional governance and local political systems. It examines how regional governments operate, the role of local political actors, and the impact of local policies on communities. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of effective governance and participatory political processes at the regional and local levels, promoting transparency and accountability. 2. SDG 10: Reduced Inequalities: The course can explore how regional and local governments can address social and economic disparities, ensuring that all community members have access to resources and opportunities. 3. SDG 11: Sustainable Cities and Communities: Local politics significantly influence urban planning and community development, making it essential for promoting sustainable practices and enhancing quality of life. 4. SDG 4: Quality Education: Understanding local political dynamics can impact educational policy and funding decisions, promoting access to quality education in communities. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration among various stakeholders, including local governments, civil society, and the private sector, to achieve sustainable development objectives. By aligning with these goals, the course prepares students to analyze and engage with the complexities of regional governance and local political dynamics, fostering effective and inclusive decision-making. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120603 | Sistem Pengawasan dan Pengendalian Pemerintahan | Government Supervision and Control System | “Government Supervision and Control System” focuses on the mechanisms and frameworks that ensure accountability, transparency, and effective oversight within government operations. It examines how various supervisory bodies and control systems function to monitor compliance with laws, regulations, and policies. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal focuses on promoting effective governance, transparency, and accountability. Understanding supervision and control systems is essential for ensuring that government institutions operate efficiently and ethically. 2. SDG 10: Reduced Inequalities: Effective supervision can help identify and address disparities in service delivery and resource allocation, promoting equity within government operations. 3. SDG 4: Quality Education: The course may emphasize the role of supervision in educational institutions, ensuring quality standards and equitable access to education. 4. SDG 8: Decent Work and Economic Growth: A well-functioning supervision and control system can enhance public sector efficiency, contributing to economic growth and the creation of decent work opportunities. 5. SDG 17: Partnerships for the Goals: Effective oversight often requires collaboration between various stakeholders, including governmental and non-governmental organizations, to achieve common goals. By linking these goals, the course prepares students to understand and implement effective supervision and control mechanisms that foster good governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120703 | Proses Legislasi | Legislation Process | “Legislation Process” examines the steps and procedures involved in creating, enacting, and implementing laws within a legislative framework. It covers the roles of various stakeholders, including legislators, government agencies, and interest groups, in shaping the legislative process. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the legislative process is essential for promoting transparent and accountable governance, ensuring that laws are developed through participatory and inclusive methods. 2. SDG 10: Reduced Inequalities: The course can explore how legislation can address social and economic inequalities, focusing on laws that promote equity and protect marginalized communities. 3. SDG 4: Quality Education: Legislation plays a crucial role in shaping educational policies and ensuring access to quality education, impacting long-term social development. 4. SDG 8: Decent Work and Economic Growth: The legislative process is critical for enacting labor laws and regulations that protect workers’ rights and promote economic development. 5. SDG 17: Partnerships for the Goals: Effective legislation often requires collaboration among various stakeholders, including government entities, civil society, and the private sector, to create laws that reflect diverse interests and needs. By connecting with these goals, the course equips students to understand the intricacies of the legislative process and its impact on governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120803 | Metode Pemecahan Masalah & Pengambilan Keputusan | Problem Solving & Decision Making Methods | “Problem Solving & Decision Making Methods” focuses on the techniques and frameworks used to identify, analyze, and resolve issues in various contexts. It covers a range of methodologies, including quantitative and qualitative approaches, critical thinking, and creative problem-solving strategies. | 1. SDG 16: Peace, Justice, and Strong Institutions: Effective problem-solving and decision-making are crucial for fostering transparent and accountable governance, enhancing the capacity of institutions to address societal challenges. 2. SDG 10: Reduced Inequalities: This course can focus on techniques for inclusive decision-making that consider diverse perspectives, helping to address inequalities and ensure that marginalized voices are heard. 3. SDG 8: Decent Work and Economic Growth: Good decision-making methods can improve organizational effectiveness and efficiency, leading to better economic outcomes and job creation. 4. SDG 4: Quality Education: By applying problem-solving methods, educational institutions can enhance learning outcomes and adapt to the needs of students, fostering a more equitable educational environment. 5. SDG 17: Partnerships for the Goals: Collaborative decision-making processes promote partnerships among stakeholders, which are essential for achieving sustainable development objectives. By linking these goals, the course prepares students to apply effective problem-solving and decision-making techniques that contribute to improved governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110802 | Pendidikan Kewarganegaraan | Civic education | “Civic Education” focuses on fostering informed and active citizenship among students. It covers the principles of democracy, the rights and responsibilities of citizens, and the importance of civic engagement in a democratic society. | 1. SDG 4: Quality Education: Civic education enhances understanding of civic rights and responsibilities, promoting informed and active participation in democratic processes and community engagement. 2. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of promoting inclusive and participatory governance. Civic education fosters awareness of justice, rule of law, and the role of institutions. 3. SDG 10: Reduced Inequalities: By educating citizens about their rights and encouraging participation, civic education helps empower marginalized groups, contributing to greater equity and representation in governance. 4. SDG 5: Gender Equality: Civic education can include a focus on gender equality, promoting awareness and advocacy for women’s rights and participation in decision-making processes. 5. SDG 17: Partnerships for the Goals: Effective civic education often involves collaboration among schools, communities, and civil society organizations to create a supportive environment for civic engagement. By aligning with these goals, the course prepares students to become informed and active citizens, equipped to contribute positively to their communities and society as a whole. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110102 | Pengantar Ilmu Pemerintahan | Introduction to Government Science | “Pengantar Ilmu Pemerintahan” (Introduction to Government Science) provides an overview of the principles and concepts of public administration and governance. It explores the roles and functions of government at various levels, including local, regional, and national, and examines the political, social, and economic factors that influence governance. | 1. SDG 16: Peace, Justice, and Strong Institutions: This course lays the foundation for understanding governance systems, emphasizing the importance of effective, accountable, and transparent institutions. 2. SDG 4: Quality Education: By providing foundational knowledge about government structures and processes, the course contributes to developing informed citizens and future leaders in public service. 3. SDG 10: Reduced Inequalities: Understanding government science can help identify systemic inequalities within governance structures, promoting policies that enhance equity and access. 4. SDG 8: Decent Work and Economic Growth: The course can explore the role of government in economic development and labor policies, emphasizing the importance of governance in creating decent work opportunities. 5. SDG 17: Partnerships for the Goals: Government science often highlights the need for collaboration among various stakeholders—government, civil society, and the private sector—to achieve effective governance and sustainable development. By connecting with these goals, the course prepares students to understand the complexities of government systems and their impact on society, fostering informed participation in governance and public policy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110203 | Filsafat Pemerintahan | Philosophy of Government | “Philosophy of Government” explores the foundational ideas and theories that underpin political systems and governance. It examines key philosophical concepts such as justice, power, authority, and the role of the state, drawing on the works of influential thinkers like Plato, Aristotle, Hobbes, Locke, Rousseau, and others. | 1. SDG 16: Peace, Justice, and Strong Institutions: The philosophy of government explores concepts of justice, authority, and legitimacy, providing a framework for understanding how to create fair and effective institutions. 2. SDG 4: Quality Education: This course promotes critical thinking and ethical reasoning, encouraging students to engage with fundamental questions about governance, rights, and responsibilities. 3. SDG 10: Reduced Inequalities: By examining philosophical arguments about equality, rights, and social justice, the course can inform discussions about policies that address systemic inequalities. 4. SDG 5: Gender Equality: The philosophy of government often includes feminist perspectives that critique traditional power structures, promoting discussions on gender equity in governance. 5. SDG 17: Partnerships for the Goals: Philosophical discussions about democracy and governance emphasize the importance of collaborative approaches and stakeholder engagement in decision-making processes. By aligning with these goals, the course prepares students to critically analyze governance concepts and contribute to the development of just and equitable political systems. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110303 | Sistem Pemerintahan Indonesia | Indonesian Government System | “Indonesian Government System” provides an in-depth examination of the structure, functions, and processes of governance in Indonesia. It covers the historical development of the Indonesian political system, the roles of various governmental institutions, and the principles of democracy and decentralization. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding Indonesia’s government system promotes knowledge of governance, rule of law, and the importance of accountability and transparency in public institutions. 2. SDG 10: Reduced Inequalities: This course can address how the Indonesian government system seeks to reduce regional and social inequalities, particularly in access to resources and services. 3. SDG 4: Quality Education: By educating students about the structure and function of the government, the course contributes to informed citizenship and engagement in democratic processes. 4. SDG 11: Sustainable Cities and Communities: The Indonesian government system includes policies that influence urban planning and sustainable development, essential for resilient communities. 5. SDG 17: Partnerships for the Goals: The course can emphasize the role of collaboration among various levels of government and civil society in achieving effective governance and development goals. By connecting with these goals, the course prepares students to understand and engage with the complexities of Indonesia’s governance, contributing to sustainable development and social justice. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110503 | Sistem Hukum Indonesia | Indonesian Legal System | “Indonesian Legal System” provides an overview of the legal framework and institutions that govern Indonesia. It covers the historical development of the legal system, including influences from traditional law, colonial law, and contemporary legal reforms. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of the rule of law and access to justice. Understanding the Indonesian legal system is crucial for promoting fair and transparent legal processes. 2. SDG 10: Reduced Inequalities: The course can address how the legal system addresses or perpetuates inequalities, focusing on laws that promote social justice and protect the rights of marginalized communities. 3. SDG 4: Quality Education: Educating students about the legal framework enhances awareness of rights and responsibilities, fostering informed and engaged citizens. 4. SDG 5: Gender Equality: The legal system plays a key role in promoting gender equality by addressing laws related to women’s rights and anti-discrimination measures. 5. SDG 17: Partnerships for the Goals: The course may highlight the importance of collaboration among various stakeholders—government, civil society, and legal professionals—in strengthening the legal system and promoting rule of law. By aligning with these goals, the course equips students to understand the intricacies of the Indonesian legal system and its impact on governance, society, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110603 | Sistem Kepartaian dan Pemilu di Indonesia | Party and Election Systems in Indonesia | “Party and Election Systems in Indonesia” explores the political landscape of Indonesia, focusing on the roles of political parties and the electoral processes that shape governance. It examines the historical development of party systems, the various political parties in Indonesia, and their influence on policy-making and public opinion. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the party and election systems is vital for promoting democratic governance, ensuring fair electoral processes, and enhancing political participation. 2. SDG 10: Reduced Inequalities: The course can explore how electoral systems impact representation and the inclusion of marginalized groups, promoting equitable political participation. 3. SDG 4: Quality Education: Educating students about the mechanics of political parties and elections fosters informed citizenship, encouraging active engagement in the democratic process. 4. SDG 11: Sustainable Cities and Communities: Political decisions made through elections significantly affect urban planning and community development, making this knowledge relevant for sustainable governance. 5. SDG 17: Partnerships for the Goals: The course may emphasize the importance of collaboration between political parties, civil society, and citizens to strengthen democratic practices and achieve development goals. By linking these goals, the course prepares students to understand and engage with Indonesia’s political landscape, contributing to more informed and active participation in democracy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120103 | Ekologi Pemerintahan | Governance Ecology | “Governance Ecology” examines the interplay between governance systems and ecological sustainability. It explores how environmental policies, governance structures, and community engagement shape ecological outcomes and natural resource management. | 1. SDG 13: Climate Action: Governance ecology focuses on the management of environmental resources and policies related to climate change, promoting strategies to mitigate its impacts. 2. SDG 15: Life on Land: This goal emphasizes the conservation of terrestrial ecosystems. The course explores governance frameworks that support biodiversity and sustainable land use. 3. SDG 11: Sustainable Cities and Communities: Understanding governance ecology helps in developing urban policies that promote sustainability and resilience in communities, addressing environmental challenges. 4. SDG 17: Partnerships for the Goals: Effective governance in ecological contexts often requires collaboration among governments, local communities, NGOs, and the private sector to manage resources sustainably. 5.SDG 6: Clean Water and Sanitation: Governance ecology can address water resource management and policies that ensure access to clean water and sanitation, essential for sustainable development. By connecting with these goals, the course equips students to understand and develop governance systems that promote environmental sustainability and ecological integrity. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110902 | Bahasa Indonesia | indonesian | A university course in Indonesian typically covers the language, culture, and literature of Indonesia. Students learn Indonesian language skills, including speaking, listening, reading, and writing. The course may also explore Indonesian history, social issues, and cultural practices, often through literature, film, and other media. It aims to provide students with a comprehensive understanding of the diverse aspects of Indonesia, enhancing both language proficiency and cultural awareness. | 1. Quality Education (SDG 4): Emphasis on language skills and cultural understanding aligns with promoting inclusive and quality education. 2. Gender Equality (SDG 5): Discussions around literature and culture can include themes of gender roles and equality in Indonesian society. 3. Reduced Inequalities (SDG 10): Exploring diverse cultural narratives can help highlight and address social inequalities within Indonesia. 4. Sustainable Cities and Communities (SDG 11): Topics related to cultural practices and community engagement can foster a sense of belonging and sustainability in urban areas. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature and cultural studies often engage with social issues, justice, and the role of institutions in shaping society. 6. Partnerships for the Goals (SDG 17): Interdisciplinary approaches in courses can encourage collaboration across various fields to tackle societal challenges. By integrating these SDGs, the course can promote a holistic understanding of Indonesian society and its diverse challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140404 | Kuliah Kerja Nyata | Community Service Program | A Community Service Program course at a university focuses on engaging students in volunteer work and community outreach activities. Students typically learn about social issues, community needs, and the impact of service on both individuals and communities. The course often includes hands-on projects, reflections, and discussions about social responsibility and civic engagement. Through this experience, students develop skills in leadership, teamwork, and communication while contributing positively to society. | 1. Quality Education (SDG 4): Many community service projects focus on educational initiatives, such as tutoring, literacy programs, or skills training. 2. Reduced Inequalities (SDG 10): Programs often target marginalized communities, working to reduce social and economic inequalities. 3. Gender Equality (SDG 5): Community service initiatives may promote gender equality through empowerment programs for women and girls. 4. Sustainable Cities and Communities (SDG 11): Projects might involve improving local infrastructure, promoting sustainability, and enhancing community resilience. 5. Good Health and Well-Being (SDG 3): Health awareness campaigns and support for local health services can be key components of community service work. 6. Decent Work and Economic Growth (SDG 8): Initiatives may include job training, entrepreneurship support, or economic development activities. 7. Partnerships for the Goals (SDG 17): Community service programs often rely on collaboration between universities, local organizations, and government agencies. These goals highlight the multifaceted impact that community service can have on local communities and the broader society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132002 | Literasi dan Presentasi Ilmiah | Scientific Literacy and Presentation | The Scientific Literacy and Presentation course equips students with essential skills for understanding and communicating scientific concepts. It covers the principles of scientific inquiry, critical analysis of research, and effective communication techniques. Students learn how to evaluate scientific literature, understand data interpretation, and present findings clearly through oral and written formats. The course often includes practical components, such as preparing presentations and engaging in discussions, aimed at enhancing students’ ability to convey complex ideas to diverse audiences. Overall, it prepares students for academic and professional success in science-related fields. | 1. Quality Education (SDG 4): The course promotes critical thinking, communication skills, and a strong foundation in scientific concepts, which are essential for quality education. 2. Decent Work and Economic Growth (SDG 8): Scientific literacy can enhance employability and support innovation in various industries, contributing to economic growth. 3. Industry, Innovation, and Infrastructure (SDG 9): The course may encourage students to engage in innovative projects and develop infrastructure solutions informed by scientific understanding. 4. Climate Action (SDG 13): Topics related to environmental science and sustainability can be integral, fostering awareness and action on climate issues. 5. Responsible Consumption and Production (SDG 12): Scientific literacy can help students understand the implications of consumption patterns and promote sustainable practices. 6. Partnerships for the Goals (SDG 17): Collaborative projects or presentations may encourage partnerships between students, researchers, and local communities or organizations. These SDGs underscore the importance of scientific literacy in addressing global challenges and fostering informed citizenship. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131402 | Seminar Praskripsi Kebahasaan* (Wajib – PL) | Language Prescription Seminar* (Compulsory – PL) | The Language Prescription Seminar (Compulsory – PL) explores the theory and practice of language standardization and prescriptivism. Students examine the rules governing language use, including grammar, syntax, and stylistic conventions. The course encourages critical analysis of how these norms affect communication and social interactions. Through discussions, case studies, and hands-on activities, students develop skills in evaluating and applying language standards, preparing them for roles in linguistics, education, and communication. The seminar fosters an understanding of the complexities of language in society and its influence on identity and culture. | 1. Quality Education (SDG 4): The course likely focuses on enhancing language skills, critical thinking, and communication, contributing to quality education. 2. Gender Equality (SDG 5): Discussions around language use can include gender-sensitive language and the representation of gender in communication. 3. Reduced Inequalities (SDG 10): Exploring language and dialects can highlight issues of linguistic diversity and inclusion, addressing social inequalities. 4. Sustainable Cities and Communities (SDG 11): Language plays a crucial role in community engagement and cultural preservation, fostering inclusive urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Language is fundamental in promoting dialogue, understanding, and social cohesion, which can contribute to peace and justice. 6. Partnerships for the Goals (SDG 17): The seminar may encourage collaboration among students, faculty, and community organizations in language-related initiatives. These SDGs highlight the interconnectedness of language education with broader social, cultural, and economic issues. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131502 | Seminar Praskripsi Sastra ** (Wajib-PS) | Literary Prescription Seminar ** (Compulsory PS) | The Literary Prescription Seminar (Compulsory PS) focuses on the analysis and interpretation of literary texts through the lens of prescriptive theories and critical frameworks. Students engage with various literary works, examining themes, styles, and authorial intent while applying prescriptive approaches to literary analysis. The course encourages critical thinking about literary norms and conventions, discussing their role in shaping readers’ perceptions and interpretations. Through collaborative discussions, presentations, and written assignments, students develop analytical skills essential for careers in literature, education, and related fields, fostering a deeper appreciation for the complexities of literary discourse. | 1. Quality Education (SDG 4): The course promotes critical reading, analytical skills, and an appreciation for literature, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, providing a platform for discussions on gender equality. 3. Reduced Inequalities (SDG 10): Analyzing diverse literary voices can highlight issues of social inequality and marginalization, fostering understanding and empathy. 4. Sustainable Cities and Communities (SDG 11): Literature can reflect and critique urban life, community dynamics, and cultural practices, contributing to discussions on sustainable communities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary works often address themes of justice, conflict, and human rights, encouraging dialogue about societal values and institutional strength. 6. Partnerships for the Goals (SDG 17): The seminar may involve collaborative projects that connect students with authors, local communities, or cultural organizations. These SDGs illustrate how literary studies can engage with critical social issues and contribute to a more informed and equitable society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140102 | Seminar Praskripsi Kebahasaan* (Wajib- PL) | Language Prescription Seminar* (Compulsory- PL) | The Language Prescription Seminar (Compulsory – PL) is designed to explore the principles of language standardization and the role of prescriptivism in linguistic practices. Students examine grammatical rules, language usage norms, and the influence of prescriptive approaches on communication. The course emphasizes critical analysis of language policies and their social implications, encouraging discussions on the evolving nature of language. Through case studies and practical exercises, students develop skills in evaluating and applying language standards, preparing them for careers in linguistics, education, and communication. | 1. Quality Education (SDG 4): The course focuses on enhancing language skills and critical thinking, contributing to overall educational quality. 2. Reduced Inequalities (SDG 10): Discussions around language use can highlight issues of linguistic diversity and inclusion, addressing social inequalities. 3. Gender Equality (SDG 5): Exploring language can include considerations of gendered language and representation, promoting awareness of gender issues. 4. Sustainable Cities and Communities (SDG 11): Language plays a vital role in community engagement and cultural identity, supporting inclusive urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Effective communication is key to fostering dialogue, understanding, and social cohesion, which are essential for peace and justice. 6. Partnerships for the Goals (SDG 17): The seminar may encourage collaboration between students, faculty, and community organizations in language-related initiatives. These SDGs reflect the importance of language education in addressing broader societal challenges and promoting sustainable development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140202 | Seminar Praskripsi Sastra** (Wajib- PS | Literary Prescription Seminar** (Compulsory- PS | The Literary Prescription Seminar (Compulsory – PS) focuses on the examination of literary texts through prescriptive frameworks and critical theories. Students analyze themes, narrative techniques, and stylistic elements while applying prescriptive approaches to literature. The course encourages critical discussions on literary conventions, authorial intent, and the impact of these norms on reader interpretation. Through collaborative projects, presentations, and written assignments, students enhance their analytical skills, fostering a deeper understanding of literary analysis and its relevance in fields such as literature, education, and cultural studies. | 1. Quality Education (SDG 4): The seminar focuses on enhancing critical thinking and analytical skills through the study of literature, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, fostering discussions on gender equality and empowerment. 3. Reduced Inequalities (SDG 10): Analyzing diverse literary voices can highlight social inequalities and marginalized perspectives, promoting empathy and understanding. 4. Sustainable Cities and Communities (SDG 11): Literature can reflect urban experiences and community dynamics, contributing to discussions about sustainable living and cultural identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects within the seminar may connect students with authors, local communities, or cultural organizations, fostering partnerships. These SDGs illustrate how literary studies can engage with significant social issues and contribute to a more informed and equitable society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131002 | Posmodernisme | Postmodernism | The Postmodernism course examines the cultural, artistic, and philosophical movements that emerged in the mid-20th century, characterized by a skepticism toward grand narratives and traditional forms. Students explore key concepts such as fragmentation, intertextuality, and irony, analyzing works in literature, art, architecture, and media. The course discusses influential thinkers like Jean-François Lyotard, Jacques Derrida, and Michel Foucault, as well as significant postmodern texts and artifacts. Through critical discussions and analyses, students develop a deeper understanding of how postmodernism challenges established norms and reflects contemporary societal issues. | 1. Quality Education (SDG 4): The course promotes critical thinking and analysis of complex texts and ideas, contributing to a well-rounded education. 2. Reduced Inequalities (SDG 10): Postmodernism often critiques power structures and explores marginalized voices, fostering discussions about social justice and equality. 3. Gender Equality (SDG 5): Many postmodern texts examine issues of gender and identity, challenging traditional roles and promoting gender awareness. 4. Sustainable Cities and Communities (SDG 11): Postmodernism often reflects on urban life and cultural identities, which can relate to discussions about sustainable development in communities. 5. Peace, Justice, and Strong Institutions (SDG 16): The critical examination of narratives and power dynamics in postmodernism can contribute to understanding justice and the role of institutions in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in the course can encourage partnerships among students, departments, and the wider community. These SDGs highlight how the study of Postmodernism can engage with significant social, cultural, and political issues, promoting a deeper understanding of contemporary challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131104 | Leksikografi Bahasa Indonesia | Indonesian Lexicography | The Indonesian Lexicography course focuses on the study and development of dictionaries and lexical resources in the Indonesian language. Students learn about the principles and methodologies of lexicography, including the compilation, organization, and analysis of vocabulary. The course covers various types of dictionaries, such as monolingual, bilingual, and specialized dictionaries, and explores the cultural and linguistic factors influencing their creation. Through practical exercises and projects, students gain hands-on experience in lexicographic practices, enhancing their understanding of language documentation and the role of dictionaries in education and communication. | 1. Quality Education (SDG 4): The course enhances understanding of language, vocabulary, and linguistic diversity, contributing to quality education and language learning. 2,. Reduced Inequalities (SDG 10): By focusing on regional languages and dialects, the course promotes inclusivity and representation of marginalized linguistic communities. 3. Sustainable Cities and Communities (SDG 11): Understanding language use in different communities fosters cultural identity and promotes sustainable communication practices. 4. Gender Equality (SDG 5): Lexicography can address gender-sensitive language and representation in dictionaries, promoting awareness of gender issues. 5. Cultural Preservation (related to SDG 16): Documenting and preserving language contributes to cultural heritage and identity, supporting peace and justice through understanding. 6. Partnerships for the Goals (SDG 17): Collaboration with local communities, educational institutions, and linguistic organizations can enhance lexicographic efforts and resources. These SDGs illustrate how a course in Indonesian Lexicography can engage with important social, cultural, and educational issues, fostering a deeper understanding of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131204 | Seminar linguistik* (Wajib- PL) | Linguistic seminar* (Compulsory- PL) | The Linguistic Seminar (Compulsory – PL) is an advanced course that focuses on current research and key topics in the field of linguistics. Students engage in in-depth discussions on various linguistic theories, methodologies, and issues, such as syntax, semantics, phonetics, and sociolinguistics. The seminar format encourages active participation, critical analysis, and collaborative learning, with students presenting their own research or case studies. This course aims to enhance students’ understanding of linguistic principles and prepare them for further academic research or careers in linguistics, education, and related fields. | 1. Quality Education (SDG 4): The seminar enhances understanding of linguistic concepts, theories, and methodologies, contributing to quality education in the field of language studies. 2. Reduced Inequalities (SDG 10): Discussions may focus on linguistic diversity and inclusivity, addressing issues of language rights and representation for marginalized communities. 3. Gender Equality (SDG 5): Topics may include gendered language and its impact on communication, fostering awareness of gender issues within linguistic contexts. 4. Cultural Preservation (related to SDG 16): Studying language can promote the preservation of cultural identities and heritage, which is crucial for fostering peace and social cohesion. 5. Sustainable Cities and Communities (SDG 11): Exploring the role of language in community dynamics can contribute to understanding and promoting sustainable communication practices. 6. Partnerships for the Goals (SDG 17): Collaboration with researchers, community organizations, and other disciplines may enhance the impact and relevance of linguistic studies. These SDGs highlight how a Linguistic Seminar can engage with critical social, cultural, and educational issues, promoting a deeper understanding of the role of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131304 | Seminar sastra ** (Wajib- PS) | Literary seminar ** (Compulsory- PS) | The Literary Seminar (Compulsory – PS) is an advanced course that delves into significant literary texts, theories, and critical approaches. Students engage in detailed analysis of selected works from various genres and periods, exploring themes, narrative techniques, and cultural contexts. The seminar format promotes active discussion, encouraging students to share insights and interpretations. Additionally, students may undertake presentations and research projects, fostering critical thinking and analytical skills essential for literary studies. This course prepares students for further academic pursuits or careers in literature, education, and related fields. | 1. Quality Education (SDG 4): The seminar fosters critical thinking and analytical skills through the study of diverse literary texts, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, facilitating discussions on gender equality and empowerment. 3. Reduced Inequalities (SDG 10): Analyzing works from marginalized voices can highlight social inequalities and promote understanding and empathy. 4. Sustainable Cities and Communities (SDG 11): Literary works often reflect on urban experiences and community dynamics, contributing to discussions about sustainable living and cultural identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature frequently addresses themes of justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in the seminar may foster partnerships among students, faculty, and the community. These SDGs illustrate how a Literary Seminar can engage with significant social, cultural, and political issues, enriching students’ understanding of contemporary challenges through literature. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131606 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a capstone experience for students, allowing them to conduct in-depth research on a topic of their choice within their field of study. Students work closely with a faculty advisor to develop a research question, formulate a methodology, and gather data. The course emphasizes critical thinking, analytical writing, and scholarly presentation, culminating in a written thesis and often an oral defense. This project demonstrates students’ ability to apply theoretical knowledge to practical research, preparing them for graduate studies or professional careers. | 1. Quality Education (SDG 4): The thesis process enhances research skills, critical thinking, and academic writing, contributing to overall quality education. 2. Reduced Inequalities (SDG 10): Research topics may focus on social inequalities, highlighting issues related to marginalized groups and advocating for inclusivity. 3. Gender Equality (SDG 5): Theses that explore gender issues, representation, and women’s rights contribute to discussions on gender equality and empowerment. 4. Sustainable Cities and Communities (SDG 11): Research may address urban development, cultural practices, or sustainability, promoting more sustainable community practices. 5. Climate Action (SDG 13): Theses focusing on environmental issues, climate change, or sustainability practices can contribute to awareness and action on climate-related challenges. 6. Peace, Justice, and Strong Institutions (SDG 16): Research on human rights, social justice, or conflict resolution can promote understanding and advocacy for peace and justice. 7. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary research can encourage partnerships between various academic disciplines, communities, and organizations. These SDGs highlight how a thesis project can engage with critical societal issues, contributing to knowledge creation and addressing global challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131704 | Kuliah Kerja Nyata | Community Service Program | The Community Service Program course engages students in volunteer work and service-learning activities within their local communities. It emphasizes the importance of civic engagement, social responsibility, and the impact of service on both individuals and communities. Students participate in hands-on projects that address social issues, collaborate with local organizations, and reflect on their experiences through discussions and written assignments. This course not only fosters personal growth and teamwork skills but also encourages a deeper understanding of community needs and the role of individuals in fostering positive change. | 1. Quality Education (SDG 4): Many community service initiatives focus on educational programs, tutoring, or skill development, enhancing access to quality education. 2. Reduced Inequalities (SDG 10): Projects may target marginalized or disadvantaged communities, working to reduce social and economic inequalities. 3. Gender Equality (SDG 5): Initiatives can promote gender equity through empowerment programs, support for women’s education, or community awareness campaigns. 4. Good Health and Well-Being (SDG 3): Health awareness initiatives, mental health support, or wellness programs can improve community health outcomes. 5. Sustainable Cities and Communities (SDG 11): Community service often involves improving local infrastructure, promoting environmental sustainability, and enhancing community cohesion. 6. Decent Work and Economic Growth (SDG 8): Projects may include job training, entrepreneurship support, and skill development to foster economic opportunities. 7. Partnerships for the Goals (SDG 17): Collaboration with local organizations, governments, and other stakeholders is essential for effective community service. These SDGs illustrate how Community Service Programs can contribute to social development, empowerment, and sustainability within communities. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140306 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience that requires students to conduct original research on a specific topic within their field of study. Under the guidance of a faculty advisor, students formulate a research question, develop a methodology, and analyze data. The course emphasizes critical thinking, scholarly writing, and effective presentation skills. Students culminate their work with a comprehensive thesis document and often present their findings in an oral defense. This project showcases their ability to apply theoretical knowledge and research skills, preparing them for graduate studies or professional careers. | 1. Quality Education (SDG 4): Conducting a thesis enhances research skills and academic rigor, contributing to quality education and lifelong learning. 2. Reduced Inequalities (SDG 10): Research topics may explore social, economic, or environmental inequalities, highlighting issues faced by marginalized groups. 3. Gender Equality (SDG 5): Theses examining gender issues, representation, and women’s rights contribute to discussions on gender equality and empowerment. 4. Sustainable Cities and Communities (SDG 11): Research on urban development, sustainability practices, or community engagement can promote more sustainable living. 5. Climate Action (SDG 13): Theses focusing on environmental studies, climate change, or sustainability initiatives contribute to awareness and action on climate-related issues. 6. Peace, Justice, and Strong Institutions (SDG 16): Research on topics like human rights, conflict resolution, or social justice can promote understanding and advocacy for peace and justice. 7. Partnerships for the Goals (SDG 17): Collaborative research projects can foster partnerships between academia, communities, and organizations, enhancing impact and outreach. These SDGs emphasize how a thesis project can engage with critical societal issues and contribute to meaningful research that addresses global challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130302 | Analisis Wacana BI | BI Discourse Analysis | The BI Discourse Analysis course focuses on the study of language use in various contexts, examining how meaning is constructed through discourse. Students analyze spoken and written texts to explore the relationships between language, context, and social interaction. The course covers key theories and methodologies in discourse analysis, including speech acts, narrative structures, and power dynamics in communication. Through practical exercises and case studies, students develop critical analytical skills that help them understand the role of discourse in shaping perceptions, identities, and cultural practices. This course is valuable for those interested in linguistics, communication, and social sciences. | 1. Quality Education (SDG 4): Discourse analysis fosters critical thinking and analytical skills, contributing to the understanding of language and communication in educational contexts. 2. Reduced Inequalities (SDG 10): Analyzing discourse can highlight power dynamics and inequalities in society, shedding light on issues related to marginalized groups. 3. Gender Equality (SDG 5): Discourse analysis often examines language related to gender, identity, and representation, promoting awareness and understanding of gender issues. 4. Peace, Justice, and Strong Institutions (SDG 16): By studying how language shapes narratives around justice, conflict, and societal values, the course can contribute to discussions about peace and institutional integrity. 5. Partnerships for the Goals (SDG 17): Collaborative research or projects in discourse analysis can engage with communities, organizations, and other disciplines, fostering interdisciplinary partnerships. These SDGs highlight how BI Discourse Analysis can engage with important social, cultural, and political issues, enhancing understanding of language’s role in shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130402 | Metode Penelitian Kebudayaan | Cultural Research Methods | The Cultural Research Methods course explores various methodologies used to study cultural phenomena and practices. Students learn about qualitative and quantitative research techniques, including ethnography, interviews, surveys, and content analysis. The course emphasizes the importance of context, interpretation, and critical analysis in understanding cultural dynamics. Through hands-on projects and discussions, students develop skills in designing research studies, collecting data, and analyzing findings. This course prepares students to critically engage with cultural studies and conduct research that contributes to understanding societal issues, identity, and cultural expressions. | 1. Quality Education (SDG 4): The course equips students with research skills and critical thinking, fostering a deeper understanding of cultural dynamics. 2. Reduced Inequalities (SDG 10): Cultural research often explores issues of representation and power, helping to highlight and address social inequalities. 3. Gender Equality (SDG 5): Research methods may focus on gender studies, examining cultural narratives and practices related to gender and identity. 4. Sustainable Cities and Communities (SDG 11): Cultural research can investigate community dynamics, cultural heritage, and sustainable practices within urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding cultural narratives can promote dialogue around justice, human rights, and social cohesion. 6. Partnerships for the Goals (SDG 17): The course may encourage collaborative projects with communities, organizations, or other academic disciplines, fostering partnerships for cultural initiatives. These SDGs demonstrate how Cultural Research Methods can engage with critical social issues and contribute to a better understanding of cultural practices and their impact on society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130504 | Kritik Sastra Indonesia | Indonesian Literary Criticism | The Indonesian Literary Criticism course examines the theories and methodologies used to analyze and interpret Indonesian literature. Students explore various critical frameworks, including historical, cultural, and feminist perspectives, to understand the complexities of literary texts. The course covers significant works from different genres and periods, encouraging students to engage with the texts through critical discussions and analyses. Through assignments and presentations, students develop their analytical skills, enhancing their appreciation of Indonesian literature and its role in reflecting and shaping cultural identities and social issues. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills through the examination of literary texts, contributing to a well-rounded education in literature. 2. Reduced Inequalities (SDG 10): Critiques of literature often explore themes of social justice, representation, and the voices of marginalized communities, addressing issues of inequality. 3. Gender Equality (SDG 5): Indonesian literary criticism can focus on gender representation in literature, examining how gender roles and identities are portrayed and critiqued. 4. Cultural Preservation (related to SDG 11): The study of Indonesian literature helps preserve cultural heritage and promotes an understanding of diverse cultural expressions. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary works often address themes of conflict, justice, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in literary criticism can foster partnerships among students, scholars, and cultural organizations. These SDGs highlight how Indonesian Literary Criticism can engage with significant social, cultural, and political issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130602 | Pragmatik Bahasa Indonesia | Indonesian Pragmatics | The university course “Indonesian Pragmatics” explores the use of language in context within Indonesian culture. It examines how meaning is constructed not just through words but also through social interactions, cultural norms, and situational contexts. | 1. Quality Education (SDG 4): The course enhances students’ understanding of language use in context, fostering critical thinking and communication skills. 2. Reduced Inequalities (SDG 10): Pragmatics often involves analyzing how language functions in diverse social contexts, highlighting issues related to power dynamics and marginalized voices. 3. Gender Equality (SDG 5): The study of language and communication can explore gendered language use, promoting awareness of gender issues in Indonesian society. 4. Sustainable Cities and Communities (SDG 11): Understanding pragmatics can inform effective communication within communities, enhancing social cohesion and cultural exchange. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing discourse and communication practices can contribute to discussions about justice, human rights, and social interaction. 6. Partnerships for the Goals (SDG 17): Collaborative projects in pragmatics may involve community engagement, interdisciplinary research, and partnerships with local organizations. These SDGs illustrate how Indonesian Pragmatics can engage with important social, cultural, and communicative issues, enhancing understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130702 | Antropolinguistik | Anthropolinguistics | Anthropolinguistics is an interdisciplinary course that explores the relationship between language and culture. It examines how language shapes social identity, group dynamics, and cultural practices. Students learn about linguistic diversity, the impact of language on human behavior, and the role of language in cultural transmission. | 1. Quality Education (SDG 4): The course fosters critical thinking and research skills related to language and culture, contributing to a comprehensive educational experience. 2. Reduced Inequalities (SDG 10): Anthropolinguistics often examines language use in relation to social power, identity, and marginalized communities, addressing issues of inequality. 3. Gender Equality (SDG 5): This field explores how language reflects and shapes gender roles and identities, promoting discussions about gender equality in different cultural contexts. 4. Sustainable Cities and Communities (SDG 11): Understanding language practices in urban settings can help address community dynamics, cultural heritage, and social integration. 5. Peace, Justice, and Strong Institutions (SDG 16): By analyzing the role of language in conflict, identity, and power relations, the course can contribute to discussions on social justice and peaceful coexistence. 6.Partnerships for the Goals (SDG 17): Collaborative research with communities and organizations can enhance understanding of language and culture, fostering interdisciplinary partnerships. These SDGs highlight how Anthropolinguistics can engage with significant social, cultural, and political issues, enriching students’ understanding of the interplay between language and society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130804 | Seminar linguistik (Wajib- PL) | Linguistic seminar (Compulsory- PL) | A Linguistic Seminar (Compulsory – PL) typically involves in-depth discussions and analyses of specific topics within the field of linguistics. Designed for advanced students, the seminar format encourages active participation, critical thinking, and collaborative learning. | 1. Quality Education (SDG 4): The seminar promotes critical thinking and research skills in linguistics, contributing to a strong educational foundation. 2. Reduced Inequalities (SDG 10): Discussions can focus on linguistic diversity and issues related to language rights, helping to highlight and address social inequalities. 3. Gender Equality (SDG 5): The seminar may explore how language shapes and reflects gender roles and identities, fostering awareness of gender issues in linguistic contexts. 4. Sustainable Cities and Communities (SDG 11): Linguistic studies often examine communication practices within communities, contributing to social cohesion and cultural understanding. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing language use in contexts of conflict and justice can promote understanding of social dynamics and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research or projects within the seminar can foster partnerships between students, faculty, and local communities or organizations. These SDGs illustrate how a Linguistic Seminar can engage with important social, cultural, and political issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130902 | Seminar sastra (Wajib- PS) | Literary seminar (Compulsory- PS) | A Literary Seminar (Compulsory – PS) is a focused, advanced course that encourages in-depth exploration of specific literary texts, movements, or themes. Students engage in close reading, critical analysis, and discussion, often centering on works from various genres, periods, or cultural contexts. | 1. Quality Education (SDG 4): The seminar encourages critical analysis and interpretation of literary texts, enhancing students’ analytical and writing skills. 2. Reduced Inequalities (SDG 10): Exploring literature from diverse voices, especially marginalized groups, can highlight social inequalities and promote inclusivity. 3. Gender Equality (SDG 5): The seminar may examine themes of gender representation and identity in literature, fostering discussions on gender equality and women’s rights. 4. Sustainable Cities and Communities (SDG 11): Literary works often reflect community dynamics and cultural identity, contributing to an understanding of sustainability in urban contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature frequently addresses themes of justice, conflict, and human rights, encouraging dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects and discussions can promote partnerships with local literary organizations, authors, or communities, enhancing the seminar’s impact. These SDGs highlight how a Literary Seminar can engage with significant social, cultural, and political issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121602 | Problematika Bahasa Indonesia * (Wajib- PL) | Indonesian Language Problems * (Compulsory- PL) | The course “Indonesian Language Problems” (Compulsory – PL) focuses on the complexities and challenges associated with the Indonesian language. It explores various linguistic issues, including phonetics, syntax, semantics, and sociolinguistics. Students analyze language variation, dialects, and the impact of globalization on Indonesian. | 1. Quality Education (SDG 4): The course promotes understanding of linguistic challenges, enhancing students’ skills in language analysis and problem-solving. 2. Reduced Inequalities (SDG 10): Discussions may focus on language access and the rights of speakers from diverse backgrounds, addressing inequalities in language education and use. 3. Gender Equality (SDG 5): The course could examine language issues related to gender, such as representation and bias in language use, promoting awareness of gender equality. 4. Sustainable Cities and Communities (SDG 11): Language problems can impact community engagement and communication; addressing these issues can enhance social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding language use in contexts of conflict or discrimination can contribute to discussions on social justice and the role of language in governance. 6. Partnerships for the Goals (SDG 17): Collaborative efforts with communities or organizations can help identify and address language-related challenges in practical settings. These SDGs illustrate how a course on Indonesian Language Problems can engage with critical social, cultural, and linguistic issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121702 | Problematika Sastra Indonesia ** (Wajib-PS) | Problems of Indonesian Literature ** (Mandatory-PS) | The course “Problems of Indonesian Literature” (Mandatory – PS) critically examines key issues and themes in Indonesian literary texts and contexts. It explores historical, cultural, and social factors that influence literary production and reception in Indonesia. Topics may include the evolution of literary movements, representation of identity and culture, censorship, and the impact of globalization. | 1. Quality Education (SDG 4): The course fosters critical analysis and understanding of literary issues, enhancing students’ analytical and research skills. 2. Reduced Inequalities (SDG 10): Examining problems in literature can highlight representation and accessibility issues, addressing inequalities faced by marginalized voices in Indonesian literature. 3. Gender Equality (SDG 5): The course may explore gender representation and the challenges faced by female authors, promoting discussions around gender equality in literary contexts. 4.Cultural Preservation (related to SDG 11): Understanding the challenges in Indonesian literature contributes to the preservation of cultural narratives and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often reflects social justice themes; analyzing these problems can promote dialogue about human rights and societal values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary communities or organizations can enhance the study of literature and address contemporary literary issues. These SDGs illustrate how a course on Problems of Indonesian Literature can engage with significant social, cultural, and literary challenges, enriching students’ understanding of the role of literature in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121802 | Psikolinguistik | Psycholinguistics | Psycholinguistics is an interdisciplinary course that explores the relationship between language and the mind. It investigates how language is processed, acquired, and understood, focusing on cognitive processes involved in speaking, listening, reading, and writing | 1. Quality Education (SDG 4): The course enhances understanding of language acquisition, processing, and cognition, contributing to improved educational strategies and language teaching methods. 2. Reduced Inequalities (SDG 10): Exploring how language interacts with cognitive processes can highlight the challenges faced by individuals from diverse linguistic backgrounds, addressing educational inequalities. 3. Gender Equality (SDG 5): Psycholinguistics can examine gender differences in language use and processing, promoting awareness of gender-related issues in communication. 4. Good Health and Well-Being (SDG 3): Understanding language processing can inform approaches to mental health, especially in communication disorders and therapies. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how language affects perception and social interaction can contribute to discussions about conflict resolution and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative research with psychologists, educators, and linguists can foster interdisciplinary partnerships that enhance understanding of language and cognition. These SDGs highlight how a course in Psycholinguistics can engage with important social, educational, and psychological issues, enriching students’ understanding of the intersection between language and human cognition. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121904 | Semantik Bahasa Indonesia | Indonesian Semantics | The course “Indonesian Semantics” focuses on the study of meaning in the Indonesian language. It explores how words, phrases, and sentences convey meaning, examining various aspects such as lexical semantics, compositional semantics, and pragmatic meaning. Students analyze the interplay between language and context, including how cultural factors influence interpretation | 1. Quality Education (SDG 4): The course enhances understanding of meaning in language, contributing to linguistic competence and critical thinking skills. 2. Reduced Inequalities (SDG 10): Studying semantics can highlight issues related to language access and representation, addressing inequalities in communication among diverse communities. 3. Gender Equality (SDG 5): The exploration of gendered language and its implications can promote discussions about equality and representation in language. 4. Sustainable Cities and Communities (SDG 11): Understanding the semantics of language can inform community engagement and communication strategies, fostering better social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how semantics impacts discourse can contribute to discussions on social justice, political language, and the role of language in governance. 6. Partnerships for the Goals (SDG 17): Collaborative projects with communities, linguists, and educators can enhance understanding and application of semantic principles in real-world contexts. These SDGs illustrate how a course in Indonesian Semantics can engage with significant social and linguistic issues, enriching students’ understanding of meaning and its role in communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01122002 | Linguistik Bandingan Nusantara | Comparative Linguistics of the Archipelago | The course “Comparative Linguistics of the Archipelago” examines the diverse languages of the Indonesian archipelago and their historical and structural relationships. Students explore language families, phonological and grammatical similarities and differences, and the impact of migration, colonization, and cultural exchange on language development. | 1. Quality Education (SDG 4): The course fosters linguistic analysis and critical thinking skills, enhancing understanding of language diversity and structure. 2. Reduced Inequalities (SDG 10): By examining languages of marginalized communities within the archipelago, the course can highlight linguistic rights and promote inclusivity. 3. Gender Equality (SDG 5): Comparative studies can explore gendered language use across different cultures, raising awareness of gender issues in language. 4. Sustainable Cities and Communities (SDG 11): Understanding linguistic diversity can enhance communication and cultural exchange within communities, promoting social cohesion. 5. Cultural Preservation (related to SDG 11): The study of diverse languages helps preserve cultural identities and heritage, contributing to the documentation of endangered languages. 6. Partnerships for the Goals (SDG 17): Collaborative research with local communities and linguists can foster partnerships that enhance understanding of linguistic diversity and its implications. These SDGs highlight how a course in Comparative Linguistics of the Archipelago can engage with important social, cultural, and linguistic issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130102 | Metode Penelitian Linguistik * (Wajib- PL) | Linguistic Research Methods * (Compulsory- PL) | The course “Linguistic Research Methods” (Compulsory – PL) provides students with foundational skills and methodologies for conducting research in linguistics. It covers qualitative and quantitative research designs, data collection techniques, and analytical methods relevant to various subfields of linguistics. Students learn how to formulate research questions, develop hypotheses, and apply statistical tools for data analysis. The course also emphasizes ethical considerations in linguistic research and the importance of literature reviews. Through hands-on projects and presentations, students gain practical experience in designing and executing their own research, preparing them for further academic work in linguistics. | 1. Quality Education (SDG 4): The course equips students with essential research skills, promoting critical thinking and methodological rigor in linguistic studies. 2. Reduced Inequalities (SDG 10): Research methods can explore language use among marginalized communities, highlighting issues of access and representation. 3. Gender Equality (SDG 5): Students can investigate gendered language use and its implications, fostering awareness of gender issues in linguistic research. 4. Sustainable Cities and Communities (SDG 11): Linguistic research can focus on community language practices, contributing to better communication and cultural understanding in urban settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding language’s role in social dynamics can contribute to discussions on justice, human rights, and conflict resolution. 6. Partnerships for the Goals (SDG 17): The course may encourage collaborative research projects with communities or organizations, fostering partnerships that enhance linguistic understanding. These SDGs illustrate how a course in Linguistic Research Methods can engage with significant social, cultural, and linguistic issues, enriching students’ understanding of research’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130202 | Metode Penelitian Sastra ** (Wajib-PS) | Literary Research Methods ** (Mandatory-PS) | The course “Literary Research Methods” (Mandatory – PS) equips students with essential tools and techniques for conducting research in literary studies. It covers a range of methodologies, including textual analysis, historical and cultural criticism, and interdisciplinary approaches. Students learn to formulate research questions, conduct literature reviews, and engage with primary and secondary sources. The course emphasizes critical thinking and analytical skills, encouraging students to apply various theoretical frameworks to their research. Through workshops, discussions, and research projects, students develop the skills necessary to write scholarly papers and contribute to literary scholarship effectively. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills through the study of literary theory and research methodologies, contributing to a comprehensive understanding of literature. 2. Reduced Inequalities (SDG 10): Research may focus on diverse literary voices, including those from marginalized communities, promoting inclusivity and representation in literary studies. 3. Gender Equality (SDG 5): The course can explore gender dynamics in literature, examining representation and narratives related to gender, thus fostering discussions on equality. 4. Cultural Preservation (related to SDG 11): Literary research helps document and analyze cultural narratives, contributing to the preservation of cultural heritage and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often reflects themes of justice and conflict; analyzing these works can promote dialogue about societal values and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research projects with literary organizations or community groups can enhance the relevance and impact of literary studies. These SDGs highlight how a course in Literary Research Methods can engage with important social, cultural, and literary issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120904 | Telaah Drama Indonesia | Study Indonesian Drama | The course “Study Indonesian Drama” focuses on the exploration of dramatic texts and performances within the Indonesian cultural context. Students analyze various forms of Indonesian drama, including traditional, modern, and contemporary works, examining themes, narrative structures, and character development. The course also investigates the historical, social, and political influences that shape Indonesian theater. Through readings, performances, and critical discussions, students gain insights into the artistic and cultural significance of drama in Indonesia. Additionally, the course may include practical components, such as scriptwriting or staging, to enhance students’ understanding of the theatrical process. | 1. Quality Education (SDG 4): The course promotes critical analysis and interpretation skills, enriching students’ understanding of drama as a literary and performative art form. 2. Reduced Inequalities (SDG 10): Examining diverse voices in Indonesian drama can highlight issues of representation and social inequalities, fostering discussions on inclusivity. 3. Gender Equality (SDG 5): The course can explore themes related to gender roles and representation in Indonesian drama, promoting awareness of gender issues in society. 4. Cultural Preservation (related to SDG 11): Studying Indonesian drama contributes to the preservation of cultural narratives and traditions, helping to maintain cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Many dramas address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local theater companies, community organizations, or cultural institutions can enhance the understanding and appreciation of Indonesian drama. These SDGs illustrate how the study of Indonesian Drama can engage with significant social, cultural, and artistic issues, enriching students’ understanding of its role in reflecting and shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121004 | Sintaksis Bahasa Indonesia | Indonesian Syntax | The course “Indonesian Syntax” focuses on the structure and rules governing sentence formation in the Indonesian language. Students explore key syntactic concepts, including phrase structure, word order, and grammatical relations. The course examines how different sentence types, such as declarative, interrogative, and imperative, are constructed in Indonesian. Through analysis of linguistic data, students learn to identify and describe syntactic patterns, as well as compare them to those in other languages. The course aims to deepen understanding of Indonesian grammar and enhance analytical skills in syntactic analysis. | 1. Quality Education (SDG 4): The course enhances understanding of grammatical structures and language use, promoting critical thinking and analytical skills in linguistics. 2. Reduced Inequalities (SDG 10): Studying syntax can highlight language accessibility issues and promote understanding of dialectal variations, fostering inclusivity. 3. Gender Equality (SDG 5): The analysis of syntactic structures can reveal gender biases in language use, promoting discussions around gender representation in Indonesian. 4. Sustainable Cities and Communities (SDG 11): Understanding syntax contributes to effective communication within diverse communities, facilitating better interaction and cultural exchange. 5. Peace, Justice, and Strong Institutions (SDG 16): Syntax analysis can play a role in understanding how language shapes discourse around justice and social issues, promoting informed dialogue. 6. Partnerships for the Goals (SDG 17): Collaborative research projects can engage with local communities, enhancing understanding of language use in specific contexts. These SDGs illustrate how a course in Indonesian Syntax can engage with important linguistic, social, and cultural issues, enriching students’ understanding of the role of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121102 | Penulisan Kreatif | Creative Writing | The course “Creative Writing” encourages students to develop their skills in crafting original narratives across various genres, including fiction, poetry, and non-fiction. Emphasizing the writing process, the course covers essential elements such as character development, plot structure, dialogue, and thematic exploration. Students engage in writing exercises, peer critiques, and workshops, fostering a supportive environment for feedback and growth. Through the analysis of literary works and discussions on style and voice, participants refine their craft and discover their unique writing perspectives. Ultimately, the course aims to cultivate creativity, enhance writing techniques, and prepare students for potential publication. | 1. Quality Education (SDG 4): The course enhances writing skills, critical thinking, and creativity, contributing to a well-rounded educational experience. 2. Reduced Inequalities (SDG 10): Creative writing can amplify diverse voices, particularly those from marginalized communities, promoting inclusivity and representation in literature. 3. Gender Equality (SDG 5): The course can explore themes related to gender identity and representation, fostering discussions on gender issues and empowerment through storytelling. 4. Cultural Preservation (related to SDG 11): Creative writing can serve as a means to document and express cultural narratives, preserving cultural heritage and identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Writing can address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and change. 6. Partnerships for the Goals (SDG 17): Collaborative writing projects or workshops can foster partnerships with local communities, schools, or literary organizations, enhancing outreach and impact. These SDGs illustrate how a Creative Writing course can engage with significant social, cultural, and artistic issues, enriching students’ understanding of the power of storytelling in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121204 | Telaah Prosa Indonesia | Study of Indonesian Prose | The course “Study of Indonesian Prose” focuses on the analysis and appreciation of prose literature in Indonesia, covering a range of genres including novels, short stories, and essays. Students explore significant works and authors, examining themes, narrative techniques, and cultural contexts that shape Indonesian prose. The course also considers historical and social influences on literary production, as well as the evolution of prose styles over time. Through close readings, discussions, and critical essays, students develop their analytical skills and deepen their understanding of the literary landscape in Indonesia, enhancing their appreciation for its richness and diversity. | 1. Quality Education (SDG 4): The course promotes critical reading and analytical skills, enhancing students’ understanding of narrative techniques and literary forms. 2. Reduced Inequalities (SDG 10): Analyzing diverse prose works can highlight social issues, representation, and the voices of marginalized communities, fostering inclusivity. 3. Gender Equality (SDG 5): The study can explore themes related to gender roles and identities in Indonesian prose, promoting awareness and discussions on gender equality. 4. Cultural Preservation (related to SDG 11): Examining Indonesian prose contributes to the preservation and appreciation of cultural narratives, traditions, and historical contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Many prose works address themes of justice, conflict, and social change, encouraging critical dialogue about societal values and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local writers, literary organizations, or community groups can enhance understanding and appreciation of Indonesian prose. These SDGs illustrate how the study of Indonesian Prose can engage with significant social, cultural, and literary issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121302 | Sosiolinguistik* (Wajib-PL) | Sociolinguistics* (Compulsory-PL) | The course “Sociolinguistics” (Compulsory – PL) explores the relationship between language and society, examining how social factors influence language use, variation, and change. Students study topics such as language and identity, dialects, code-switching, and the impact of social class, gender, and ethnicity on language. The course emphasizes the role of language in social interaction and cultural practices, using both qualitative and quantitative research methods. Through discussions, case studies, and fieldwork, students gain insights into linguistic diversity and the social dynamics that shape communication, preparing them for further studies in linguistics and related fields. | 1. Quality Education (SDG 4): The course enhances understanding of language in social contexts, fostering critical thinking and analytical skills related to language use. 2. Reduced Inequalities (SDG 10): Sociolinguistics examines language variation and its relation to social class, ethnicity, and identity, highlighting issues of representation and access. 3. Gender Equality (SDG 5): The study can explore how language reflects and perpetuates gender roles, fostering awareness and discussions on gender issues in communication. 4. Sustainable Cities and Communities (SDG 11): Understanding language use in urban settings can enhance community engagement and social cohesion, addressing linguistic diversity. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing language in contexts of power and conflict can contribute to discussions about social justice, identity, and inclusion. 6. Partnerships for the Goals (SDG 17): Collaborative research with local communities and organizations can enhance understanding of language dynamics and their societal impact. These SDGs illustrate how a Sociolinguistics course can engage with important social, cultural, and linguistic issues, enriching students’ understanding of the interplay between language and society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121402 | Sosiologi Sastra** (Wajib – PS) | Sociology of Literature** (Compulsory – PS) | The course “Sociology of Literature” (Compulsory – PS) examines the interplay between literature and society, exploring how literary works reflect, shape, and challenge social structures and cultural norms. Students analyze the influence of social factors such as class, race, gender, and ideology on literary production and reception. The course covers key theories and methodologies in literary sociology, encouraging critical discussions about the role of authors, audiences, and institutions in the literary landscape. Through readings, case studies, and research projects, students develop a deeper understanding of how literature both influences and is influenced by the socio-political context, enriching their appreciation of its complexities. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills, helping students understand the relationship between literature and society. 2. Reduced Inequalities (SDG 10): Examining literary works can reveal social inequalities and power dynamics, promoting discussions on representation and inclusivity. 3. Gender Equality (SDG 5): The study can explore how literature reflects and challenges gender norms, fostering awareness of gender issues in literary contexts. 4. Cultural Preservation (related to SDG 11): Analyzing literature contributes to the understanding and preservation of cultural narratives and social histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often engages with themes of justice, conflict, and social change, encouraging dialogue about human rights and societal values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary communities, authors, or social organizations can enhance the study of literature’s role in society. These SDGs highlight how a Sociology of Literature course can engage with significant social, cultural, and literary issues, enriching students’ understanding of the impact of literature on society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121502 | Pengembangan Kosa Kata BI | BI Vocabulary Development | The course “BI Vocabulary Development” focuses on enhancing vocabulary skills in the Indonesian language (Bahasa Indonesia). It aims to expand students’ understanding of word meanings, usage, and nuances across different contexts. Students engage in activities that include reading comprehension, word formation, and the exploration of idiomatic expressions and colloquialisms. The course may also incorporate strategies for effective vocabulary acquisition, retention, and application in both written and spoken communication. By the end of the course, students are expected to demonstrate improved proficiency in using a diverse range of vocabulary, enhancing their overall language skills in Indonesian. | 1. Quality Education (SDG 4): The course enhances students’ language skills, promoting effective communication and literacy, which are essential for academic success. 2. Reduced Inequalities (SDG 10): Focusing on vocabulary development can help address language barriers for marginalized groups, fostering inclusivity in educational settings. 3. Gender Equality (SDG 5): Exploring vocabulary related to gender issues can promote awareness and understanding of gender-related topics and biases. 4. Sustainable Cities and Communities (SDG 11): Language skills contribute to community engagement and cultural exchange, facilitating better communication within diverse urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Building a strong vocabulary can empower individuals to articulate social justice issues and engage in meaningful dialogue about rights and governance. 6. Partnerships for the Goals (SDG 17): Collaborative learning activities with local communities or organizations can enhance vocabulary development while fostering partnerships. These SDGs illustrate how a course in BI Vocabulary Development can engage with important educational and social issues, enriching students’ language proficiency and awareness. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120204 | Morfologi | Morphology | The course “Morphology” focuses on the study of the structure and formation of words in a language. Students explore the principles of morphemes—the smallest units of meaning—and how they combine to create complex words. The course covers topics such as derivational and inflectional morphology, word formation processes, and the role of morphology in syntax and phonology. Through analysis of various languages and morphological patterns, students gain insights into the theoretical frameworks and methodologies used in morphological research. The course aims to enhance students’ understanding of linguistic structure and deepen their analytical skills in the study of language. | 1. Quality Education (SDG 4): The study of morphology enhances linguistic understanding and analytical skills, contributing to a solid foundation in language education. 2. Reduced Inequalities (SDG 10): Analyzing morphological structures can reveal language accessibility issues, promoting inclusivity for speakers of diverse dialects and languages. 3. Gender Equality (SDG 5): Morphological studies can explore gendered language forms, contributing to discussions on gender representation and bias in language. 4. Sustainable Cities and Communities (SDG 11): Understanding morphological variations in language can facilitate better communication and cultural integration within diverse communities. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how language structure impacts discourse can contribute to discussions about social justice and effective communication in governance. 6. Partnerships for the Goals (SDG 17): Collaborative research projects can engage with communities to understand local languages and dialects, fostering partnerships that enhance linguistic knowledge. These SDGs illustrate how a course in Morphology can engage with significant linguistic and social issues, enriching students’ understanding of the role of language in society |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120302 | Semiotika | Semiotics | The course “Semiotics” explores the study of signs, symbols, and meaning-making processes in communication. Students examine how signs function within different contexts, including language, visual media, and cultural practices. The course covers key theories from influential semioticians like Ferdinand de Saussure and Charles Peirce, focusing on concepts such as signifiers, signifieds, and the relationship between language and meaning. Through analysis of texts, images, and cultural artifacts, students learn to interpret and deconstruct meanings in various forms of communication. The course aims to develop critical thinking and analytical skills, enhancing students’ understanding of how meaning is constructed and conveyed in society. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills by exploring how signs and symbols create meaning in various contexts. 2. Reduced Inequalities (SDG 10): Semiotic analysis can uncover how signs and symbols can perpetuate or challenge social inequalities, promoting inclusivity and representation. 3. Gender Equality (SDG 5): The study of semiotics can explore how gender is represented in media and literature, fostering discussions around gender stereotypes and empowerment. 4. Cultural Preservation (related to SDG 11): Analyzing semiotic systems in different cultures contributes to the understanding and preservation of cultural narratives and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Semiotics can be used to analyze political discourse and media representations, encouraging critical engagement with issues of justice and power. 6. Partnerships for the Goals (SDG 17): Collaborative projects with artists, communicators, or community organizations can enhance the understanding of semiotics in local contexts. These SDGs illustrate how a course in Semiotics can engage with significant cultural, social, and communicative issues, enriching students’ understanding of the role of signs and meaning in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120402 | Feminisme | Feminism | The course “Feminism” examines the historical, theoretical, and cultural aspects of feminist thought and activism. Students explore key feminist theories, including liberal, radical, socialist, and intersectional feminism, and their implications for understanding gender, power, and social justice. The course covers topics such as women’s rights movements, gender representation in literature and media, and the impact of feminism on various fields, including politics, sociology, and philosophy. Through discussions, readings, and critical analyses, students engage with contemporary issues related to gender inequality, identity, and activism, fostering a deeper understanding of feminism’s role in shaping societal change. | 1. Gender Equality (SDG 5): The core focus of the course, promoting understanding of gender issues, advocacy for women’s rights, and strategies for achieving equality. 2. Quality Education (SDG 4): The course fosters critical thinking and awareness about gender dynamics, encouraging educated discourse on feminist theories and practices. 3. Reduced Inequalities (SDG 10): Examining intersectional feminism helps address inequalities faced by marginalized groups, promoting inclusivity and social justice. 4. Peace, Justice, and Strong Institutions (SDG 16): Feminist perspectives can inform discussions on human rights, social justice, and the role of women in peacebuilding and governance. 5. Sustainable Cities and Communities (SDG 11): Understanding the role of women in urban planning and community development fosters more inclusive and equitable urban environments. 6. Partnerships for the Goals (SDG 17): Collaboration with local organizations, activists, and scholars can enhance feminist research and advocacy efforts, building networks for social change. These SDGs illustrate how a course in Feminism can engage with critical social, cultural, and political issues, enriching students’ understanding of gender dynamics and their implications for society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120504 | Telaah Puisi Indonesia | Study of Indonesian Poetry | The course “Study of Indonesian Poetry” focuses on the analysis and appreciation of poetic forms and traditions within Indonesian literature. Students explore a variety of poetic genres, including traditional forms like pantun and syair, as well as modern and contemporary poetry. The course examines themes, styles, and cultural contexts that influence Indonesian poetry, allowing students to engage with significant poets and their works. Through close readings, discussions, and critical analysis, participants deepen their understanding of poetic techniques, imagery, and the role of poetry in reflecting social and political issues in Indonesia. Overall, the course aims to enhance students’ analytical skills and appreciation for the richness of Indonesian poetic expression. | 1. Quality Education (SDG 4): The course enhances critical reading and analytical skills, fostering an appreciation for literary forms and cultural expressions. 2. Reduced Inequalities (SDG 10): Analyzing poetry from diverse voices can highlight social issues and promote inclusivity, giving a platform to marginalized perspectives. 3. Gender Equality (SDG 5): The study can explore themes of gender representation and identity in Indonesian poetry, fostering discussions on gender roles and empowerment. 4. Cultural Preservation (related to SDG 11): Examining Indonesian poetry contributes to the preservation and appreciation of cultural narratives, traditions, and historical contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Many poems address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and change. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local poets, literary organizations, or community groups can enhance understanding and appreciation of Indonesian poetry. These SDGs illustrate how the study of Indonesian Poetry can engage with significant social, cultural, and artistic issues, enriching students’ understanding of literature’s role in reflecting and shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120602 | Sastra Religius | Religious Literature | The course “Religious Literature” explores literary works that reflect, interpret, and engage with religious themes, beliefs, and practices across various cultures and traditions. Students examine texts from different religious backgrounds, including sacred scriptures, poetry, narratives, and philosophical writings. The course addresses the relationship between literature and spirituality, the role of storytelling in religious traditions, and the influence of religious thought on literary expression. Through critical analysis and discussions, students gain insights into how literature shapes and is shaped by religious experiences, fostering a deeper understanding of the cultural and historical contexts of these works. The course aims to enhance students’ appreciation for the interplay between religion and literature. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills by exploring religious texts and their literary forms, promoting a deeper understanding of cultural contexts. 2. Reduced Inequalities (SDG 10): Examining religious literature can highlight themes of social justice, compassion, and inclusivity, addressing inequalities within religious narratives and practices. 3. Gender Equality (SDG 5): The study can explore gender representation in religious texts, fostering discussions about women’s roles and rights within various religious traditions. 4. Peace, Justice, and Strong Institutions (SDG 16): Religious literature often addresses themes of morality, ethics, and justice, encouraging dialogue about peacebuilding and social cohesion. 5. Cultural Preservation (related to SDG 11): Analyzing religious texts contributes to the preservation of cultural heritage and understanding of diverse belief systems. 6. Partnerships for the Goals (SDG 17): Collaborative projects with religious organizations, scholars, or community groups can enhance the study of religious literature and its impact on society. These SDGs illustrate how a course in Religious Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of the interplay between literature and faith. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120702 | Antropologi Budaya | Cultural Anthropology | The course “Cultural Anthropology” studies the diversity of cultures around the world, examining the beliefs, practices, social structures, and norms that shape human behavior. Students explore key concepts such as culture, identity, kinship, religion, and globalization through ethnographic research and case studies. The course emphasizes fieldwork and participant observation, encouraging students to engage with different communities and perspectives. Through discussions and analyses, students gain insights into how culture influences daily life and societal dynamics. Ultimately, the course aims to foster a deeper understanding of cultural relativism and the complexities of human societies. | 1. Quality Education (SDG 4): The course promotes critical thinking and analytical skills by exploring diverse cultures, belief systems, and social practices, fostering a comprehensive understanding of humanity. 2. Reduced Inequalities (SDG 10): Cultural anthropology examines social structures and power dynamics, highlighting issues of inequality and advocating for marginalized voices. 3. Gender Equality (SDG 5): The study can explore gender roles and dynamics in various cultures, promoting discussions on gender equity and empowerment. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural practices and social structures can inform community development, promoting social cohesion and cultural sustainability. 5. Peace, Justice, and Strong Institutions (SDG 16): Cultural anthropology can provide insights into conflict resolution and social justice, fostering dialogue about governance and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities and organizations can enhance anthropological research and promote mutual understanding. These SDGs illustrate how a course in Cultural Anthropology can engage with important social, cultural, and ethical issues, enriching students’ understanding of diverse human experiences and societal dynamics. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120802 | Stilistika | Stylistics | The course “Stylistics” examines the linguistic and literary features that contribute to the style of written and spoken texts. Students explore how elements such as diction, syntax, imagery, and figurative language shape meaning and create effects in literature and everyday communication. The course emphasizes the analysis of various genres, including poetry, prose, and drama, and may incorporate discussions on narrative techniques and voice. Through close reading and critical analysis, students learn to identify and interpret stylistic choices, enhancing their appreciation for the artistry of language. The course aims to develop analytical skills and deepen students’ understanding of how style influences interpretation and reader response. | 1. Quality Education (SDG 4): The course enhances critical reading and analytical skills by exploring language use in literature and other texts, fostering a deeper understanding of how style impacts meaning. 2. Reduced Inequalities (SDG 10): Stylistic analysis can reveal how language reflects and influences social power dynamics, highlighting issues related to representation and inclusivity. 3. Gender Equality (SDG 5): The study of stylistics can explore gendered language and representation in literature, promoting discussions on gender roles and biases in communication. 4. Cultural Preservation (related to SDG 11): Analyzing stylistic choices in literature helps preserve cultural narratives and highlights the richness of diverse linguistic expressions. 5. Peace, Justice, and Strong Institutions (SDG 16): Stylistics can be applied to political discourse and media, encouraging critical engagement with issues of justice, persuasion, and social values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with writers, educators, or community organizations can enhance the application of stylistic analysis in various contexts. These SDGs illustrate how a course in Stylistics can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of the power of language and style in communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110802 | Bahasa Inggris Terpadu | Integrated English | The course “Integrated English” focuses on developing comprehensive language skills in reading, writing, listening, and speaking. It emphasizes the interconnection between these skills, enabling students to use English effectively in various contexts. The course includes activities that enhance vocabulary, grammar, and pronunciation while fostering critical thinking and communication skills. Students engage with diverse texts, participate in discussions, and complete writing assignments to practice their language proficiency. The aim is to prepare students for academic and professional environments by equipping them with the tools necessary for effective and confident communication in English. | 1. Quality Education (SDG 4): The course promotes critical thinking, analytical skills, and appreciation for diverse literary forms, enriching students’ understanding of literature’s impact. 2. Reduced Inequalities (SDG 10): Exploring literature from various cultures and backgrounds highlights marginalized voices, fostering inclusivity and representation in literary discourse. 3. Gender Equality (SDG 5): The study can focus on gender representation in literature, encouraging discussions about women’s roles and challenges within different narratives. 4. Cultural Preservation (related to SDG 11): Literature serves as a means of preserving cultural heritage and identity, promoting understanding of diverse narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, identity, and social issues, encouraging critical engagement with societal values and ethics. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local authors, literary organizations, or community groups can enhance the relevance of literature in contemporary society. These SDGs illustrate how a course in Introduction to Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature as a reflection of and influence on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110902 | Sejarah Sastra Indonesia | History of Indonesian Literature | The course “History of Indonesian Literature” explores the development of literary traditions in Indonesia from ancient times to the present. Students examine significant literary works, movements, and figures, considering the historical, cultural, and political contexts that shaped Indonesian literature. The course covers various genres, including poetry, prose, and drama, and highlights the influence of indigenous, colonial, and contemporary perspectives. Through readings, discussions, and critical analyses, students gain insights into the evolution of literary expression in Indonesia and its role in reflecting social issues, cultural identity, and national consciousness. The course aims to deepen students’ appreciation of Indonesia’s rich literary heritage. | 1. Quality Education (SDG 4): The course promotes a deeper understanding of the evolution and structure of the Indonesian language, enhancing linguistic knowledge and critical thinking skills. 2. Reduced Inequalities (SDG 10): By examining the history of language studies, students can gain insights into language policies and their impacts on marginalized communities, promoting inclusivity. 3. Gender Equality (SDG 5): The study can explore how language reflects gender dynamics over time, fostering discussions about representation and gender roles within linguistic contexts. 4. Cultural Preservation (related to SDG 11): Understanding the historical development of the Indonesian language contributes to the preservation of cultural identity and heritage, emphasizing the importance of language in cultural continuity. 5. Peace, Justice, and Strong Institutions (SDG 16): Language studies can inform discussions on communication, governance, and social justice, promoting civic engagement and understanding of language’s role in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic researchers, educational institutions, or cultural organizations can enhance the study of the Indonesian language and its relevance in contemporary society. These SDGs illustrate how a course in the History of Indonesian Language Studies can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of language as a vital part of human experience and societal development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111002 | Teori Kebudayaan | Cultural Theory | The course “Cultural Theory” examines the concepts and frameworks used to analyze culture and its various forms of expression. Students explore key theories from disciplines such as sociology, anthropology, literary studies, and media studies, focusing on how culture shapes and is shaped by social, political, and economic contexts. Topics may include ideology, identity, representation, and the impact of globalization. Through critical readings and discussions, students learn to apply theoretical perspectives to contemporary cultural phenomena, enhancing their understanding of how cultural practices influence individual and collective experiences. The course aims to foster analytical skills and a deeper appreciation for the complexities of culture in society. | 1. Quality Education (SDG 4): The course promotes critical thinking and analytical skills by examining various cultural theories and their implications for understanding society. 2. Reduced Inequalities (SDG 10): Cultural theory can analyze power dynamics and social structures, highlighting issues of inequality and advocating for marginalized voices. 3. Gender Equality (SDG 5): The study can explore feminist theories and gender representations, fostering discussions about gender roles, identities, and equality. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural theories can inform urban development and community engagement, promoting social cohesion in diverse settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Cultural theory can provide insights into conflict resolution and social justice, encouraging critical discussions on governance and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research with cultural organizations, communities, and scholars can enhance the understanding of cultural dynamics and their societal impacts. These SDGs illustrate how a course in Cultural Theory can engage with significant social, cultural, and political issues, enriching students’ understanding of the complexities of culture in shaping human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111104 | Teori Sastra | Literary Theory | A university course in Literary Theory explores the various frameworks and methodologies used to analyze and interpret literature. Students study key concepts and movements, such as formalism, structuralism, post-structuralism, feminism, psychoanalysis, and postcolonial theory. The course encourages critical thinking about texts, examining how historical, cultural, and social contexts influence meaning. Through readings, discussions, and written assignments, students learn to apply different theoretical perspectives to a range of literary works, enhancing their analytical skills and deepening their understanding of literature’s role in society. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills by exploring various literary theories and their applications to texts, enhancing students’ interpretive abilities. 2. Reduced Inequalities (SDG 10): Literary theory can examine power dynamics in literature, highlighting marginalized voices and promoting inclusivity in literary analysis. 3. Gender Equality (SDG 5): The study can focus on feminist and gender theories, facilitating discussions about representation, identity, and the roles of gender in literature. 4. Cultural Preservation (related to SDG 11): Analyzing texts through different theoretical lenses contributes to the understanding and preservation of diverse cultural narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary theory can provide insights into themes of justice, conflict, and societal values, encouraging critical discussions about human rights and ethical issues. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary organizations, authors, or community groups can enhance the relevance and impact of literary theory in contemporary contexts. These SDGs illustrate how a course in Literary Theory can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature’s role in society and its impact on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111202 | Teori Linguistik | Linguistic Theory | The course “Linguistic Theory” provides an in-depth exploration of the fundamental concepts and frameworks in linguistics. Students study various theories of language structure, including phonetics, phonology, morphology, syntax, and semantics. The course also examines how these theories explain language development, change, and variation. Students engage with key figures and movements in the field, such as generative grammar, functional linguistics, and cognitive linguistics. Through critical analysis of linguistic data and theoretical models, the course aims to enhance students’ understanding of the nature of language and its cognitive, social, and cultural dimensions, preparing them for further research or applied linguistics. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills by exploring various linguistic theories and their applications to understanding language structure and use. 2. Reduced Inequalities (SDG 10): Linguistic theory can analyze language variation and dialects, highlighting issues of accessibility and representation for marginalized language communities. 3. Gender Equality (SDG 5): The study can examine gendered language and its implications, fostering discussions on how language shapes and reflects gender roles and identities. 4. Cultural Preservation (related to SDG 11): Understanding linguistic diversity contributes to the preservation of languages and cultures, promoting respect for cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Linguistic theory can inform discussions about language policy, communication in governance, and the role of language in social justice movements. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguists, educators, and community organizations can enhance research and outreach efforts related to language use and education. These SDGs illustrate how a course in Linguistic Theory can engage with important social, cultural, and educational issues, enriching students’ understanding of the complexities of language and its role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111302 | Korespondensi Bahasa Indonesia | Indonesian Correspondence | The course “Indonesian Correspondence” focuses on developing effective communication skills in writing formal and informal correspondence in Indonesian. Students learn the conventions and styles appropriate for various types of written communication, such as letters, emails, memos, and reports. The course covers topics including structure, tone, etiquette, and cultural nuances in Indonesian writing. Through practical exercises and real-world examples, students enhance their ability to convey messages clearly and appropriately, fostering skills that are essential for academic and professional settings. The aim is to prepare students for effective written communication in diverse contexts within Indonesia. | 1.Quality Education (SDG 4): The course enhances communication skills, focusing on writing effectively in various contexts, which is essential for academic and professional success. 2. Reduced Inequalities (SDG 10): Teaching correspondence skills can empower individuals from diverse backgrounds to communicate more effectively, promoting inclusivity in professional environments. 3. Gender Equality (SDG 5): The course can address issues related to gender in communication, encouraging awareness of how language can reflect and influence gender dynamics. 4. Sustainable Cities and Communities (SDG 11): Effective communication is key to community engagement and development, helping foster collaboration within diverse urban settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Good correspondence practices contribute to transparency and accountability in communication, which are essential for effective governance and community relations. 6. Partnerships for the Goals (SDG 17): Collaborative projects involving local businesses or organizations can enhance practical applications of correspondence skills, fostering community connections. These SDGs illustrate how a course in Indonesian Correspondence can engage with significant social, educational, and professional issues, enriching students’ understanding of effective communication in various contexts. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120102 | BI untuk Penulisan KI | BI for KI Writing | The course “BI for KI Writing” (Bahasa Indonesia for Knowledge Integration Writing) focuses on developing advanced writing skills in Bahasa Indonesia, specifically tailored for integrating knowledge across various disciplines. Students learn to construct clear, coherent, and well-structured texts that convey complex ideas effectively. The course emphasizes research techniques, critical thinking, and proper citation practices. Through writing workshops, peer reviews, and feedback sessions, students refine their academic writing style while exploring topics relevant to their fields of study. The aim is to prepare students for producing high-quality written work that meets academic and professional standards in Indonesian. | 1. Quality Education (SDG 4): The course enhances writing skills and critical thinking, fostering effective communication and knowledge integration across various subjects. 2. Reduced Inequalities (SDG 10): Providing skills in writing can empower students from diverse backgrounds, promoting equal opportunities for success in academic and professional settings. 3. Gender Equality (SDG 5): The curriculum can include discussions on gender representation in writing, encouraging awareness of inclusivity and diversity in expression. 4. Sustainable Cities and Communities (SDG 11): Effective writing skills contribute to community engagement and collaboration, facilitating communication in diverse urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Good writing practices promote clarity and transparency, which are essential for effective governance and community dialogue. 6. Partnerships for the Goals (SDG 17): Collaborative writing projects with local organizations or educational institutions can enhance real-world applications of writing skills while fostering community ties. These SDGs illustrate how a course in BI for KI Writing can engage with significant educational and social issues, enriching students’ understanding of writing as a vital tool for communication and knowledge sharing. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110102 | Dasar-Dasar Filsafat | Foundations of Philosophy | The course “Foundations of Philosophy” introduces students to fundamental philosophical concepts and questions that have shaped human thought throughout history. Topics may include the nature of reality, knowledge, ethics, existence, and the meaning of life. Students explore major philosophical movements and influential thinkers, such as Plato, Aristotle, Descartes, Kant, and contemporary philosophers. Through readings, discussions, and critical analysis, the course encourages students to develop their reasoning and argumentative skills. The aim is to foster a deeper understanding of philosophical inquiry and its relevance to everyday life, preparing students to engage with complex ideas and questions. | 1. Quality Education (SDG 4): The course fosters critical thinking, analytical skills, and ethical reasoning, providing a strong foundation for students’ intellectual development. 2. Reduced Inequalities (SDG 10): Philosophy encourages the examination of social justice, ethics, and power structures, promoting awareness of inequalities and advocacy for marginalized voices. 3. Gender Equality (SDG 5): Philosophical discussions can explore gender theories and the representation of gender in philosophical texts, fostering critical discourse on equality and rights. 4. Peace, Justice, and Strong Institutions (SDG 16): The study of philosophy promotes values of justice, ethics, and civic responsibility, encouraging students to engage with social issues and contribute to positive change. 5. Sustainable Cities and Communities (SDG 11): Philosophical inquiry into ethical urban development and community living can inform discussions about sustainability and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities, organizations, or other educational institutions can enhance philosophical understanding and encourage collective action on social issues. These SDGs illustrate how a course in Foundations of Philosophy can engage with significant ethical, social, and cultural issues, enriching students’ understanding of the role of philosophy in addressing complex human challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110202 | Masyarakat dan Kebudayaan Indonesia | Indonesian Society and Culture | The course “Indonesian Society and Culture” explores the diverse social structures, cultural practices, and traditions that define Indonesia. Students examine topics such as family dynamics, religion, art, language, and community life, considering how historical and political contexts shape contemporary Indonesian society. The course emphasizes the rich diversity of ethnic groups and cultural expressions across the archipelago, fostering an understanding of regional differences and similarities. Through readings, discussions, and field studies, students engage with the complexities of social identity, cultural heritage, and the impact of globalization. The aim is to provide a comprehensive understanding of Indonesia’s cultural landscape and its significance in a global context. | 1. Quality Education (SDG 4): The course promotes understanding of cultural diversity and social structures, enhancing students’ critical thinking and cultural awareness. 2. Reduced Inequalities (SDG 10): Examining the dynamics within Indonesian society can highlight issues of inequality and marginalization, fostering discussions on inclusivity and social justice. 3. Gender Equality (SDG 5): The curriculum can explore gender roles and representation in Indonesian culture, encouraging critical dialogue about gender issues and empowerment. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural practices can inform community development and urban planning, promoting sustainability and social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): The course can address themes of conflict, social justice, and civic engagement, encouraging students to reflect on their roles in fostering peace. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities, cultural organizations, or NGOs can enhance practical understanding and application of cultural knowledge. These SDGs illustrate how a course in Indonesian Society and Culture can engage with significant social, cultural, and ethical issues, enriching students’ understanding of Indonesia’s rich diversity and its impact on global contexts. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110302 | Pengantar Linguistik Umum | Introduction to General Linguistics | “Introduction to General Linguistics” is a foundational course that explores the scientific study of language. It typically covers key concepts such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. Students learn about language structure, language change, and the relationship between language and society. The course may also introduce various linguistic theories and methodologies, highlighting how language functions both as a communication tool and a cognitive system. Overall, it aims to provide a comprehensive overview of the principles that govern human language. | 1. Quality Education (SDG 4): The course provides foundational knowledge in linguistics, promoting critical thinking and analytical skills in language study. 2. Reduced Inequalities (SDG 10): Understanding linguistic diversity can highlight language barriers and promote inclusivity for speakers of different languages and dialects. 3. Gender Equality (SDG 5): The study can explore how language reflects and influences gender dynamics, fostering discussions about gender representation and biases in communication. 4. Cultural Preservation (related to SDG 11): Linguistics plays a vital role in preserving endangered languages and understanding cultural identities, contributing to the preservation of cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Insights from linguistics can inform effective communication in governance and conflict resolution, promoting social justice and civic engagement. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic organizations, communities, or educational institutions can enhance research and outreach efforts related to language use and education. These SDGs illustrate how a course in Introduction to General Linguistics can engage with significant social, cultural, and educational issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110402 | Pengantar Ilmu Sastra | Introduction to Literature | “Introduction to Literature” is a course designed to familiarize students with various genres of literature, including poetry, fiction, and drama. It typically emphasizes critical reading and analysis, encouraging students to explore themes, narrative techniques, and stylistic elements. Through discussions and assignments, students examine the cultural, historical, and social contexts of literary works. The course aims to enhance students’ appreciation of literature while developing their analytical and interpretive skills, fostering a deeper understanding of human experiences as expressed through written language. | 1. Quality Education (SDG 4): The course promotes critical thinking, analytical skills, and appreciation for diverse literary forms, enriching students’ understanding of literature’s impact. 2. Reduced Inequalities (SDG 10): Exploring literature from various cultures and backgrounds highlights marginalized voices, fostering inclusivity and representation in literary discourse. 3. Gender Equality (SDG 5): The study can focus on gender representation in literature, encouraging discussions about women’s roles and challenges within different narratives. 4. Cultural Preservation (related to SDG 11): Literature serves as a means of preserving cultural heritage and identity, promoting understanding of diverse narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, identity, and social issues, encouraging critical engagement with societal values and ethics. Partnerships for the Goals (SDG 17): Collaborative projects with local authors, literary organizations, or community groups can enhance the relevance of literature in contemporary society. These SDGs illustrate how a course in Introduction to Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature as a reflection of and influence on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110502 | Sejarah Pengkajian Bhs Indonesia | History of Indonesian Language Studies | “History of Indonesian Language Studies” is a course that examines the development and evolution of linguistic research and scholarship related to the Indonesian language. It covers key milestones in the study of Indonesian, from early colonial documentation to contemporary linguistic theories and practices. Students explore the contributions of various scholars and movements, the influence of cultural and historical contexts on language development, and the role of Indonesian in regional and global communication. The course aims to provide a comprehensive understanding of the linguistic landscape of Indonesia and the methodologies employed in its study. | 1. Quality Education (SDG 4): The course promotes a deeper understanding of the evolution and structure of the Indonesian language, enhancing linguistic knowledge and critical thinking skills. 2. Reduced Inequalities (SDG 10): By examining the history of language studies, students can gain insights into language policies and their impacts on marginalized communities, promoting inclusivity. 3. Gender Equality (SDG 5): The study can explore how language reflects gender dynamics over time, fostering discussions about representation and gender roles within linguistic contexts. 4. Cultural Preservation (related to SDG 11): Understanding the historical development of the Indonesian language contributes to the preservation of cultural identity and heritage, emphasizing the importance of language in cultural continuity. 5. Peace, Justice, and Strong Institutions (SDG 16): Language studies can inform discussions on communication, governance, and social justice, promoting civic engagement and understanding of language’s role in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic researchers, educational institutions, or cultural organizations can enhance the study of the Indonesian language and its relevance in contemporary society. These SDGs illustrate how a course in the History of Indonesian Language Studies can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of language as a vital part of human experience and societal development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110602 | Fonologi | Phonology | “Phonology” is a specialized course that focuses on the study of sound systems in languages. It explores how sounds function, are organized, and interact within a particular language or across languages. Key topics typically include phonemes, allophones, stress, intonation, and the rules governing sound patterns. Students learn about theoretical frameworks and models of phonological analysis, as well as how phonological processes can influence meaning and linguistic structure. The course aims to develop students’ understanding of the abstract principles that underlie the sound patterns of human languages. | 1. Quality Education (SDG 4): The course enhances understanding of the sound systems of languages, promoting critical thinking and analytical skills in linguistic studies. 2. Reduced Inequalities (SDG 10): Studying phonology can help address issues related to language variation and accent discrimination, promoting awareness and inclusivity for speakers of different dialects. 3. Gender Equality (SDG 5): The exploration of phonological patterns can include discussions on gendered speech and how language reflects gender identities, fostering awareness of gender representation in communication. 4. Cultural Preservation (related to SDG 11): Understanding phonology contributes to the preservation of endangered languages and dialects, emphasizing the importance of linguistic diversity in cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Insights from phonology can inform effective communication strategies in governance and conflict resolution, promoting social justice and understanding. 6. Partnerships for the Goals (SDG 17): Collaborative research with linguistic organizations, community groups, or educational institutions can enhance the understanding and application of phonological principles in diverse contexts. These SDGs illustrate how a course in Phonology can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of the role of sound in language and communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110702 | Retorika | Rhetoric | “Rhetoric” is a course that explores the art of persuasion and effective communication. It examines the principles and techniques used in various forms of discourse, including speeches, essays, and advertisements. Students study classical and contemporary rhetorical theories, analyzing how language, style, and structure can influence an audience. The course often covers key elements such as ethos (credibility), pathos (emotion), and logos (logic), encouraging students to apply these concepts in their own writing and speaking. Overall, the course aims to enhance students’ critical thinking and persuasive skills, preparing them for diverse communicative contexts. | 1. Quality Education (SDG 4): The course develops critical thinking and persuasive communication skills, enhancing students’ ability to analyze and construct arguments effectively. 2. Reduced Inequalities (SDG 10): Rhetoric can explore how language and persuasion affect marginalized communities, promoting awareness of social justice issues and inclusivity in discourse. 3. Gender Equality (SDG 5): The study can examine gendered rhetoric and representation in communication, fostering discussions about the impact of language on gender perceptions and equality. 4. Peace, Justice, and Strong Institutions (SDG 16): Rhetorical strategies are essential for effective advocacy and civic engagement, encouraging students to engage in constructive dialogue on social and political issues. 5. Sustainable Cities and Communities (SDG 11): Rhetoric can inform public discourse on community issues, helping to mobilize collective action for sustainable development and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local organizations or advocacy groups can enhance the practical application of rhetorical skills in community initiatives. These SDGs illustrate how a course in Rhetoric can engage with important social, cultural, and ethical issues, enriching students’ understanding of communication as a powerful tool for influence and change. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01111002 | Wawasan Budaya dan Ipteks BMI | BMI Cultural and Science and Technology Insights | typically explores the interplay between culture, science, and technology | 1. SDG 4: Quality Education – Exploring how cultural and technological advancements can enhance educational opportunities and accessibility. 2. SDG 9: Industry, Innovation, and Infrastructure – Focusing on the role of science and technology in fostering innovation and sustainable industrialization. 3. SDG 11: Sustainable Cities and Communities – Examining the impact of cultural and technological developments on urban sustainability and community resilience. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in technology and cultural industries. 5. SDG 16: Peace, Justice, and Strong Institutions – Analyzing how cultural insights can contribute to governance, peacebuilding, and justice. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between various sectors to achieve sustainability through cultural and technological integration. These goals are interconnected, and a course covering cultural insights and technological advancements can provide valuable perspectives on how they contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134103 | Antropologi Pariwisata dan Pelestarian Budaya | Anthropology of Tourism and Cultural Preservation | explores the complex relationships between tourism, culture, and heritage | 1. SDG 8: Decent Work and Economic Growth – Examining the impact of tourism on local economies and the importance of sustainable tourism practices that benefit communities. 2. SDG 11: Sustainable Cities and Communities – Focusing on how tourism can contribute to the sustainability of urban and rural areas while preserving cultural heritage. 3. SDG 12: Responsible Consumption and Production – Discussing the importance of sustainable practices in tourism and cultural preservation to minimize environmental impacts. 4. SDG 16: Peace, Justice, and Strong Institutions – Analyzing the role of tourism in fostering intercultural dialogue and promoting peace while ensuring the protection of cultural rights. 5. SDG 4: Quality Education – Exploring educational aspects related to cultural heritage and tourism, including community engagement and knowledge sharing. 6. SDG 10: Reduced Inequalities – Addressing issues of equity and inclusion in tourism, ensuring that marginalized communities benefit from tourism development. These goals highlight the interplay between tourism, cultural preservation, and sustainable development, providing a holistic understanding of their impacts on societies and environments |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134202 | Kajian Pengembangan Sosial Budaya Maritim | Maritime Socio-Cultural Development Study | focuses on the social and cultural dynamics of coastal and maritime communities | 1. SDG 14: Life Below Water Examining the importance of sustainable marine resource management and the conservation of marine ecosystems. 2. SDG 8: Decent Work and Economic Growth Analyzing the impact of maritime industries on local economies and the need for sustainable practices in fisheries, shipping, and tourism. 3. SDG 11: Sustainable Cities and Communities Discussing how maritime activities can contribute to sustainable coastal and marine community development. 4. SDG 12: Responsible Consumption and Production Focusing on sustainable practices in maritime industries to reduce waste and promote responsible resource use. 5. SDG 10: Reduced Inequalities Addressing equity issues in access to maritime resources and opportunities, particularly for marginalized communities. 6. SDG 16: Peace, Justice, and Strong Institutions Exploring governance and policy frameworks related to maritime activities and the protection of cultural heritage in coastal regions. These SDGs highlight the interplay between maritime activities, socio-cultural development, and sustainability, emphasizing the importance of integrated approaches to managing marine environments and communities. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134203 | Kajian Masyarakat Adat | Indigenous Peoples Studies | examines the histories, cultures, and contemporary issues faced by Indigenous communities worldwide | 1. SDG 1: No Poverty- Examining the economic challenges faced by Indigenous communities and exploring pathways to reduce poverty and improve livelihoods. 2. SDG 4: Quality Education – Focusing on the importance of culturally relevant education and access to educational resources for Indigenous peoples. 3. SDG 5: Gender Equality – Analyzing the roles of Indigenous women and promoting gender equality within Indigenous communities. 4. SDG 10: Reduced Inequalities – Addressing social, economic, and political inequalities that Indigenous peoples face and promoting their rights. 5. SDG 15: Life on Land – Discussing the stewardship of land and natural resources by Indigenous communities, emphasizing sustainable land management practices. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring the governance structures, rights, and self-determination of Indigenous peoples, and the need for equitable legal frameworks. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between Indigenous communities and other stakeholders to achieve sustainable development goals. These SDGs reflect the diverse challenges and opportunities facing Indigenous peoples and underscore the importance of their perspectives in the pursuit of sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07144406 | Skripsi | Thesis | course is typically a capstone requirement for graduate students, allowing them to conduct independent research on a specific topic within their field of study | 1. SDG 4: Quality Education – If the thesis involves educational research or practices, it may focus on improving educational outcomes and methodologies. 2. SDG 8: Decent Work and Economic Growth – If the research pertains to economics, business, or labor studies, it might explore aspects of sustainable economic growth and employment. 3. SDG 10: Reduced Inequalities – Research that examines social justice, equity, and marginalized communities would align with this goal. 4. SDG 12: Responsible Consumption and Production – Theses that focus on sustainability practices, resource management, or environmental studies could engage with this goal. 5. SDG 16: Peace, Justice, and Strong Institutions – If the research addresses governance, human rights, or conflict resolution, it may relate to this goal. 6. SDG 17: Partnerships for the Goals – Research that involves collaboration with organizations, communities, or interdisciplinary approaches might focus on partnerships to achieve sustainable development. Ultimately, the specific SDGs addressed in a thesis course will depend on the research topic chosen by the student. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07110102 | Pengantar Antropologi Sosial | Introduction to Social Anthropology | provides an overview of the key concepts, theories, and methods used in the study of human societies and cultures | 1. SDG 1: No Poverty – Exploring the social and cultural factors that contribute to poverty and examining strategies for sustainable development. 2. SDG 4: Quality Education – Analyzing the role of education in different cultures and its impact on social structures and development. 3. SDG 5: Gender Equality – Investigating gender roles and relations within various cultures, as well as issues of inequality and empowerment. 4. SDG 10: Reduced Inequalities – Examining social hierarchies, power dynamics, and the experiences of marginalized groups within different societies. 5. SDG 11: Sustainable Cities and Communities – Discussing urban anthropology and the cultural implications of urbanization and community development. 6. SDG 16: Peace, Justice, and Strong Institutions – Analyzing how cultural practices influence governance, conflict resolution, and social justice. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration and cross-cultural understanding in achieving sustainable development. These SDGs reflect the interdisciplinary nature of social anthropology and its relevance to addressing contemporary global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130702 | Keberagaman Budaya | Cultural Diversity | examines the richness and complexity of cultures around the world, emphasizing the significance of understanding and appreciating cultural differences | 1. SDG 4: Quality Education – Examining how cultural diversity enriches educational experiences and promotes inclusive learning environments. 2. SDG 10: Reduced Inequalities – Addressing issues of social inequality and discrimination faced by diverse cultural groups and promoting equity. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of cultural diversity in fostering social cohesion, conflict resolution, and inclusive governance. 4. SDG 11: Sustainable Cities and Communities – Analyzing how cultural diversity contributes to vibrant, inclusive urban environments and community development. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between diverse cultural groups and stakeholders to achieve sustainable development. 6. SDG 5: Gender Equality – Exploring how cultural diversity intersects with gender issues and influences gender roles and rights. These goals emphasize the importance of recognizing and valuing cultural diversity in promoting social justice, inclusion, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123403 | Perubahan Sosial Budaya | Socio-Cultural Change | explores the dynamics and processes of change within societies and cultures over time | 1. SDG 4: Quality Education – Examining how socio-cultural changes impact educational systems and access to education. 2. SDG 8: Decent Work and Economic Growth – Analyzing the relationship between socio-cultural changes and economic development, labor markets, and employment practices. 3. SDG 10: Reduced Inequalities – Exploring how socio-cultural changes can affect social inequalities and promote or hinder equity among different groups. 4. SDG 11: Sustainable Cities and Communities – Investigating how urbanization and cultural shifts influence community development, sustainability, and urban planning. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing how socio-cultural change can impact governance, justice systems, and conflict resolution. 6. SDG 5: Gender Equality – Analyzing how cultural shifts influence gender roles, relations, and the advancement of gender equality. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaborative efforts in addressing socio-cultural changes and achieving sustainable development. These SDGs reflect the complex interplay between socio-cultural dynamics and sustainable development, emphasizing the need for an interdisciplinary approach. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133503 | Praktik Penelitian Antropologi | Anthropological Research Practices | focuses on the methodologies and techniques used in anthropological research | 1. SDG 4: Quality Education – Focusing on the development of research skills and methodologies that enhance educational outcomes in anthropology. 2. SDG 10: Reduced Inequalities – Exploring how anthropological research can address social inequalities and give voice to marginalized communities. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating how anthropological research contributes to understanding governance, justice, and social structures. 4. SDG 17: Partnerships for the Goals – Emphasizing collaboration with communities, organizations, and other disciplines in conducting anthropological research. 5. SDG 1: No Poverty – Examining the role of anthropological research in understanding and addressing poverty-related issues. 6. SDG 5: Gender Equality – Analyzing gender dynamics through anthropological research to promote gender equity and empowerment. These goals illustrate how anthropological research practices can contribute to a deeper understanding of complex social issues and support sustainable development initiatives. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133603 | Menulis Etnografi | Writing Ethnography | focuses on the principles and practices of ethnographic writing, emphasizing the craft of translating fieldwork experiences into compelling narratives | 1. SDG 4: Quality Education – Emphasizing the importance of effective communication and critical thinking skills in education through ethnographic writing. 2. SDG 10: Reduced Inequalities – Exploring how ethnographic writing can highlight the experiences of marginalized groups and address social inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of ethnography in understanding governance, justice systems, and community dynamics. 4. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration with communities and stakeholders in the ethnographic research process. 5. SDG 5: Gender Equality – Examining gender dynamics through ethnographic narratives to promote awareness and advocacy for gender equality. 6. SDG 11: Sustainable Cities and Communities – Analyzing urban and community issues through ethnographic writing to inform sustainable development practices. These SDGs reflect how ethnographic writing can serve as a tool for understanding and addressing complex social issues, contributing to informed dialogue and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133703 | Antropologi Bisnis dan Kewirausahaan | Anthropology of Business and Entrepreneurship | explores the intersection of cultural practices and economic activities | 1. SDG 8: Decent Work and Economic Growth – Analyzing how anthropological perspectives can inform practices in business and entrepreneurship to promote sustainable economic growth and decent working conditions. 2. SDG 9: Industry, Innovation, and Infrastructure – Exploring the role of innovation in business practices and how cultural contexts influence industrial development and infrastructure. 3. SDG 10: Reduced Inequalities – Investigating how businesses can address social inequalities and promote inclusive practices within different cultural settings. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable business practices and the cultural implications of consumption patterns. 5. SDG 17: Partnerships for the Goals – Emphasizing collaboration between businesses, communities, and stakeholders to achieve sustainable development goals. 6. SDG 1: No Poverty – Examining how entrepreneurial activities can contribute to poverty alleviation and economic empowerment in various communities. These goals reflect the intersection of anthropology with business practices, highlighting how cultural insights can drive sustainable development and responsible entrepreneurship. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133802 | Pengelolaan Sumberdaya Kebudayaan | Cultural Resources Management | focuses on the preservation, protection, and management of cultural heritage resources, including archaeological sites, historic landmarks, and traditional practices | 1. SDG 11: Sustainable Cities and Communities – Examining how cultural heritage contributes to community identity and urban sustainability, and promoting responsible management of cultural resources. 2. SDG 4: Quality Education – Highlighting the role of cultural resources in education and promoting awareness and appreciation of cultural heritage. 3. SDG 8: Decent Work and Economic Growth – Analyzing how cultural resources can drive economic development through tourism, local enterprises, and job creation. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in the management of cultural resources to minimize environmental impact and promote responsible stewardship. 5. SDG 10: Reduced Inequalities – Addressing how cultural resource management can promote social equity and inclusion, ensuring that diverse voices and histories are represented. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring the role of cultural resources in fostering community cohesion, dialogue, and conflict resolution. These goals reflect the importance of cultural resources management in promoting sustainable development, community well-being, and cultural preservation. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133903 | Pemberdayaan Masyarakat | Community empowerment | explores strategies and practices aimed at enhancing the capacity of communities to address their own needs and improve their quality of life | 1. SDG 1: No Poverty – Exploring strategies for empowering communities to reduce poverty and enhance livelihoods. 2. SDG 4: Quality Education – Emphasizing the role of education in empowering individuals and communities, promoting access to learning opportunities. 3. SDG 5: Gender Equality – Addressing issues of gender empowerment and advocating for women’s rights and participation in community decision-making. 4. SDG 10: Reduced Inequalities – Focusing on strategies to empower marginalized and disadvantaged groups within communities. 5. SDG 11: Sustainable Cities and Communities – Examining community-driven approaches to urban planning and sustainability. 6. SDG 16: Peace, Justice, and Strong Institutions – Investigating the importance of participatory governance and community engagement in promoting justice and strong institutions. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between communities, organizations, and governments in achieving empowerment and sustainable development. These goals reflect the comprehensive approach to community empowerment, emphasizing social justice, inclusion, and sustainable practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134003 | Metode Participatory Rural Appraisal (PRA) | Participatory Rural Appraisal (PRA) Method | focuses on techniques and tools for engaging communities in the assessment and planning of rural development projects | 1. SDG 1: No Poverty – Using PRA methods to identify community needs and priorities for poverty alleviation and sustainable livelihoods. 2. SDG 2: Zero Hunger – Engaging communities in assessing food security, agricultural practices, and local resources to enhance food systems. 3. SDG 4: Quality Education – Promoting community-led educational initiatives and assessing local educational needs through participatory methods. 4. SDG 10: Reduced Inequalities – Focusing on marginalized groups and ensuring their voices are included in development planning and decision-making. 5. SDG 11: Sustainable Cities and Communities – Involving communities in sustainable development practices, urban planning, and resource management. 6. SDG 16: Peace, Justice, and Strong Institutions – Enhancing community participation in governance and decision-making processes to strengthen local institutions. 7. SDG 17: Partnerships for the Goals – Emphasizing collaboration among communities, NGOs, and government entities to achieve shared development goals. These goals illustrate how PRA methods can empower communities, promote sustainable development, and enhance participatory governance. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122703 | Antropologi Perkotaan | Urban Anthropology | examines the cultural, social, and economic dynamics of urban environments | 1. SDG 11: Sustainable Cities and Communities – Analyzing urbanization, city dynamics, and the cultural aspects of sustainable urban development. 2. SDG 10: Reduced Inequalities – Investigating social inequalities in urban settings, including issues of race, class, and access to resources. 3. SDG 4: Quality Education – Exploring educational access and the role of education in urban environments, particularly for marginalized communities. 4. SDG 3: Good Health and Well-Being – Examining urban health issues, access to healthcare, and the impact of urban environments on well-being. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing governance structures, community engagement, and justice in urban contexts. 6. SDG 5: Gender Equality – Analyzing gender roles and dynamics within urban environments, and the challenges faced by women and marginalized genders. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between urban communities, NGOs, and governments to achieve sustainable development goals. These goals reflect the intersection of anthropology with urban studies, emphasizing the importance of cultural understanding in addressing urban challenges and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122803 | Kebudayaan dan Kekuasaan | Culture and Power | explores the intricate relationship between cultural practices and power dynamics within societies | 1. SDG 5: Gender Equality – Analyzing the relationship between culture and power dynamics in shaping gender roles, rights, and equality. 2. SDG 10: Reduced Inequalities – Exploring how cultural narratives and power structures contribute to social inequalities based on class, race, ethnicity, and other factors. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of cultural practices and beliefs in governance, justice, and the establishment of strong institutions. 4. SDG 4: Quality Education – Examining how power dynamics influence educational access, curricula, and the representation of diverse cultures in education. 5. SDG 1: No Poverty – Discussing how cultural power can affect economic opportunities and the perpetuation of poverty in certain communities. 6. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration across cultural and institutional boundaries to promote equity and justice. These goals highlight the interplay between culture and power, emphasizing how cultural understandings shape social structures and contribute to or challenge inequalities and injustices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122903 | Antropologi Maritim | Maritime Anthropology | examines the cultural, social, and economic dimensions of human interactions with marine environments | 1. SDG 14: Life Below Water – Focusing on the cultural and social dimensions of marine ecosystems, fishing practices, and sustainable marine resource management. 2. SDG 8: Decent Work and Economic Growth – Analyzing how maritime industries (such as fishing, shipping, and tourism) impact local economies and livelihoods. 3. SDG 11: Sustainable Cities and Communities – Examining coastal communities and their development challenges, including urbanization and sustainability. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in maritime industries and the cultural implications of consumption patterns related to marine resources. 5. SDG 10: Reduced Inequalities – Exploring how access to marine resources and economic opportunities varies among different communities, particularly marginalized groups. 6. SDG 16: Peace, Justice, and Strong Institutions – Investigating governance issues related to marine resources, including conflicts over fishing rights and environmental justice. These goals reflect the intersection of maritime practices, cultural insights, and sustainable development, emphasizing the importance of understanding human interactions with marine environments. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123003 | Antropologi Konflik | Anthropology of Conflict | explores the social, cultural, and political dimensions of conflict and violence | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding the causes of conflict, promoting peaceful societies, and strengthening institutions that uphold justice. 2. SDG 5: Gender Equality – Examining the roles of gender in conflict situations, including the impact of conflict on women and efforts to promote gender equality in peacebuilding. 3. SDG 10: Reduced Inequalities – Investigating how social, economic, and political inequalities contribute to conflict and exploring pathways to address these disparities. 4. SDG 1: No Poverty – Analyzing the relationship between poverty and conflict, including how economic instability can lead to social unrest. 5. SDG 3: Good Health and Well-Being – Exploring the health impacts of conflict, including mental health issues and access to healthcare in conflict zones. 6. SDG 17: Partnerships for the Goals – Emphasizing collaboration among communities, organizations, and governments to foster peace and reconciliation efforts. These goals highlight the multifaceted nature of conflict and the importance of anthropological insights in understanding and addressing its root causes and consequences. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123103 | Antropologi Pembangunan | Anthropology of Development | examines the social, cultural, and political implications of development practices and policies around the world | 1. SDG 1: No Poverty – Analyzing strategies for poverty alleviation and the cultural dimensions of economic development. 2. SDG 2: Zero Hunger – Examining food security, agricultural practices, and the socio-cultural factors influencing nutrition and food systems. 3. SDG 4: Quality Education – Exploring the role of education in development and the impact of cultural contexts on educational access and outcomes. 4. SDG 5: Gender Equality – Investigating gender roles in development processes and promoting women’s empowerment and participation in development initiatives. 5. SDG 10: Reduced Inequalities – Addressing social, economic, and political inequalities that affect marginalized communities and examining pathways to equity. 6. SDG 11: Sustainable Cities and Communities – Analyzing urban development issues and the cultural implications of urbanization. 7. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in development and the cultural attitudes towards resource consumption. 8. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration between various stakeholders, including communities, NGOs, and governments, to achieve sustainable development. These goals reflect the intersection of anthropology with development studies, emphasizing the importance of cultural understanding in shaping effective development policies and practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123203 | Antropologi Media | Media Anthropology | explores the relationships between media, culture, and society, focusing on how media practices shape and are shaped by cultural dynamics | 1. SDG 4: Quality Education – Exploring how media can enhance educational opportunities and the role of communication technologies in learning environments. 2. SDG 5: Gender Equality – Analyzing representations of gender in media and how media influences perceptions and practices related to gender equality. 3. SDG 10: Reduced Inequalities – Investigating how media can both perpetuate and challenge social inequalities, including issues of race, class, and access to information. 4. SDG 11: Sustainable Cities and Communities – Examining the role of media in shaping urban narratives, community identities, and participation in local governance. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing media’s role in promoting social justice, human rights, and accountability, as well as its impact on public discourse. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between media organizations, communities, and stakeholders to promote sustainable development and amplify diverse voices. These goals reflect the critical intersection of media practices, cultural contexts, and social issues, emphasizing the importance of understanding media’s role in shaping contemporary societies. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123303 | Metode dan Desain Penelitian | Research Methods and Design | provides an overview of the fundamental methodologies and techniques used in social science research | 1. SDG 4: Quality Education – Emphasizing the importance of research methods in developing critical thinking and analytical skills essential for education. 2. SDG 10: Reduced Inequalities – Focusing on designing research that addresses social inequalities and promotes inclusivity in various contexts. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating methods for conducting ethical research that contributes to understanding governance, justice, and institutional integrity. 4. SDG 1: No Poverty – Encouraging research design that explores poverty alleviation strategies and assesses the effectiveness of development programs. 5. SDG 17: Partnerships for the Goals – Highlighting collaborative research methods that engage communities, stakeholders, and organizations in addressing shared challenges. 6. SDG 12: Responsible Consumption and Production – Promoting research that examines sustainable practices and evaluates the impact of consumption patterns. These goals illustrate how research methods and design can contribute to a deeper understanding of complex social issues and inform effective strategies for sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122003 | Antropologi Kependudukan dan Migrasi | Anthropology of Population and Migration | examines the cultural, social, and economic aspects of human migration and population movements | 1. SDG 10: Reduced Inequalities – Examining how migration impacts social inequalities and addressing the experiences of marginalized migrant populations. 2. SDG 1: No Poverty – Analyzing the relationship between migration and poverty, including how migration can be a strategy for economic improvement. 3. SDG 3: Good Health and Well-Being – Investigating the health implications of migration, including access to healthcare and the effects of displacement on well-being. 4. SDG 4: Quality Education – Exploring the educational opportunities and challenges faced by migrant populations, particularly children and youth. 5. SDG 5: Gender Equality – Examining how migration affects gender roles and the specific challenges faced by women and LGBTQ+ individuals in migratory contexts. 6. SDG 11: Sustainable Cities and Communities – Discussing urbanization linked to migration and the cultural impacts on host communities. 7. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of governance, policies, and institutions in shaping the experiences of migrants and promoting social cohesion. 8. SDG 17: Partnerships for the Goals – Highlighting the importance of collaborative approaches among governments, NGOs, and communities to address migration issues effectively. These goals reflect the multifaceted nature of population movements and emphasize the importance of anthropological insights in understanding migration’s social, cultural, and economic dimensions. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122103 | Antropologi Hukum | Legal Anthropology | explores the intersection of law, culture, and society through an anthropological lens | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding legal systems, access to justice, and the role of law in promoting social order and equity. 2. SDG 5: Gender Equality – Analyzing how legal frameworks affect gender relations and the rights of women and marginalized genders within different cultural contexts. 3. SDG 10: Reduced Inequalities – Examining how legal systems can both perpetuate and challenge social inequalities based on race, class, ethnicity, and other factors. 4. SDG 1: No Poverty – Investigating the intersection of law and poverty, including how legal rights and protections can impact economic opportunities for marginalized communities. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between legal institutions, communities, and NGOs to address justice and legal reform issues. 6. SDG 3: Good Health and Well-Being – Exploring the legal aspects of health rights, access to healthcare, and the impact of legal frameworks on public health. These goals reflect the critical role of legal anthropology in understanding how law intersects with culture, society, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122203 | Antropologi Ekonomi | Economic Anthropology | examines the cultural and social dimensions of economic systems and practices | 1. SDG 1: No Poverty – Analyzing economic practices and their impact on poverty alleviation, as well as strategies for sustainable livelihoods. 2. SDG 8: Decent Work and Economic Growth – Examining different economic systems, labor practices, and the role of cultural factors in economic growth and employment. 3. SDG 10: Reduced Inequalities – Investigating how economic disparities manifest across different cultures and how economic policies can address inequality. 4. SDG 2: Zero Hunger – Exploring food systems, agricultural practices, and economic factors influencing food security and nutrition. 5. SDG 12: Responsible Consumption and Production – Discussing cultural attitudes towards consumption and sustainability, as well as the impact of economic activities on the environment. 6. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration between various stakeholders, including communities, businesses, and governments, to achieve sustainable economic development. These goals highlight the intersection of economic practices with social and cultural contexts, emphasizing the importance of anthropological insights in understanding and addressing economic challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122303 | Antropologi Ekologi | Ecological Anthropology | explores the relationships between human societies and their environments, emphasizing how cultural practices influence and are influenced by ecological factors | 1. SDG 13: Climate Action – Investigating the cultural dimensions of climate change, community resilience, and adaptive strategies in response to environmental changes. 2. SDG 15: Life on Land – Examining human interactions with terrestrial ecosystems, biodiversity conservation, and sustainable land use practices. 3. SDG 12: Responsible Consumption and Production – Analyzing how cultural practices influence resource consumption and environmental sustainability. 4. SDG 11: Sustainable Cities and Communities – Exploring the impact of urbanization on ecological systems and the role of communities in promoting sustainable urban environments. 5. SDG 2: Zero Hunger – Investigating agricultural practices, food systems, and their ecological implications in various cultural contexts. 6. SDG 10: Reduced Inequalities – Addressing how environmental issues disproportionately affect marginalized communities and exploring pathways to equity in environmental justice. 7. SDG 3: Good Health and Well-Being – Examining the relationship between ecological health and human well-being, including access to clean water and air quality. These goals reflect the critical intersection of ecology, culture, and sustainability, emphasizing the importance of anthropological perspectives in addressing environmental challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122403 | Antropologi Agama | Anthropology of Religion | examines the diverse ways in which human cultures understand and practice religion | 1. SDG 16: Peace, Justice, and Strong Institutions – Exploring the role of religion in promoting peace, conflict resolution, and social justice within communities. 2. SDG 5: Gender Equality – Analyzing how religious beliefs and practices influence gender roles, rights, and the empowerment of women and marginalized genders. 3. SDG 10: Reduced Inequalities – Investigating how religious affiliations and practices can contribute to social inequalities and the ways in which religions address issues of discrimination. 4. SDG 4: Quality Education – Examining the role of religious education and its impact on cultural values, community identity, and access to knowledge. 5. SDG 3: Good Health and Well-Being – Exploring the relationship between religion, spirituality, and health, including the role of religious communities in health promotion and care. 6. SDG 11: Sustainable Cities and Communities – Discussing how religious organizations contribute to community building, social cohesion, and urban development. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of interfaith dialogue and collaboration among religious organizations in addressing global challenges. These goals reflect the complex interplay between religion, culture, and social issues, emphasizing how anthropological insights can contribute to understanding and addressing sustainable development challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122503 | Antropologi Kesehatan dan Gizi | Anthropology of Health and Nutrition | explores the cultural, social, and environmental factors that influence health and dietary practices across different societies | 1. SDG 3: Good Health and Well-Being – Focusing on health systems, nutrition, and the social determinants of health, including cultural practices related to food and well-being. 2. SDG 2: Zero Hunger – Examining food security, nutritional practices, and the cultural contexts of dietary choices and food systems. 3. SDG 10: Reduced Inequalities – Investigating how health disparities and nutritional inequalities affect marginalized populations and strategies for promoting equity in health outcomes. 4. SDG 4: Quality Education – Exploring the role of education in promoting health literacy and understanding of nutrition within different cultural contexts. 5. SDG 12: Responsible Consumption and Production – Analyzing sustainable dietary practices, food waste, and the ecological impact of food systems. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between communities, health organizations, and governments to address health and nutrition challenges. These goals reflect the intricate relationships between health, nutrition, and cultural practices, emphasizing the importance of an anthropological perspective in addressing public health issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122603 | Antropologi Politik | Political Anthropology | examines the relationship between culture and politics, focusing on how power dynamics, governance, and political institutions are shaped by social and cultural contexts | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding governance systems, the rule of law, and the role of institutions in promoting justice and peace. 2. SDG 10: Reduced Inequalities – Examining how political structures and power dynamics contribute to social inequalities, including issues of race, class, and access to resources. 3. SDG 5: Gender Equality – Analyzing the political roles of gender and the impact of political systems on women’s rights and gender equity. 4. SDG 1: No Poverty – Investigating the relationship between political decisions and poverty alleviation efforts, including the role of policy in addressing economic disparities. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between governments, civil society, and communities in addressing political and social challenges. 6. SDG 4: Quality Education – Exploring the role of education in promoting political awareness, civic engagement, and informed citizenship. These goals reflect the complex interplay between politics, power, and social structures, emphasizing the importance of anthropological insights in understanding and addressing political issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07110402 | Pengantar Ilmu Antropologi | Introduction to Anthropology | provides a foundational overview of the field of anthropology, exploring its key concepts, theories, and methods | 1. SDG 1: No Poverty – Exploring cultural practices and societal structures that influence poverty and strategies for alleviation. 2. SDG 4: Quality Education – Emphasizing the importance of education in understanding cultural diversity and promoting critical thinking. 3. SDG 5: Gender Equality – Analyzing gender roles and relations across cultures, focusing on issues of equality and empowerment. 4. SDG 10: Reduced Inequalities – Investigating social inequalities based on race, ethnicity, class, and other factors, and how these impact individuals and communities. 5. SDG 11: Sustainable Cities and Communities – Examining urbanization and its cultural implications, including community dynamics and sustainability practices. 6. SDG 16: Peace, Justice, and Strong Institutions – Discussing the role of culture in shaping social norms, governance, and conflict resolution. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration among diverse cultures and communities in addressing global challenges. These goals illustrate how anthropology provides valuable insights into human behavior, cultural practices, and social structures, contributing to a deeper understanding of complex global issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111402 | Organisasi dan Jaringan Sosial | Organizations and Social Networks | explores the structures, dynamics, and cultural aspects of organizations and the social networks within which they operate | 1. SDG 8: Decent Work and Economic Growth – Analyzing organizational structures and practices that promote fair labor conditions and economic development. 2. SDG 10: Reduced Inequalities – Examining how social networks and organizational dynamics can either perpetuate or reduce social inequalities within communities. 3. SDG 4: Quality Education – Exploring the role of organizations in education, training, and capacity building, as well as the importance of networks for knowledge sharing. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how organizations and networks contribute to governance, civic engagement, and the promotion of justice. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration and networking among various organizations (governmental, non-governmental, and community-based) to achieve shared development goals. 6. SDG 11: Sustainable Cities and Communities – Analyzing how organizational practices and social networks influence urban development, community cohesion, and sustainability. These goals reflect the intricate connections between organizations, social networks, and societal outcomes, emphasizing the importance of understanding these dynamics in addressing contemporary challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111503 | Etnografi Sulawesi Selatan | Ethnography of South Sulawesi | focuses on the cultural, social, and historical dimensions of South Sulawesi, an Indonesian province known for its rich cultural diversity and complex social structures | 1. SDG 1: No Poverty – Examining local economic practices, livelihoods, and strategies for poverty alleviation within South Sulawesi communities. 2. SDG 2: Zero Hunger – Investigating agricultural practices, food security, and nutrition issues specific to the region. 3. SDG 4: Quality Education – Exploring the educational opportunities and challenges faced by communities in South Sulawesi, including cultural perspectives on education. 4. SDG 5: Gender Equality – Analyzing gender roles, relations, and the impact of cultural practices on women’s rights and empowerment in South Sulawesi. 5. SDG 10: Reduced Inequalities – Investigating social inequalities based on ethnicity, class, and access to resources within the region. 6. SDG 11: Sustainable Cities and Communities – Exploring urbanization, community dynamics, and the cultural aspects of sustainable development in South Sulawesi. 7. SDG 15: Life on Land – Examining the relationship between local communities and their environments, including issues of biodiversity, land use, and conservation. These goals reflect the cultural, social, and economic dimensions explored through ethnographic research in South Sulawesi, emphasizing the importance of local knowledge in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111603 | Etnografi Indonesia | Indonesian Ethnography | explores the diverse cultures, societies, and practices across Indonesia, a nation known for its rich ethnic diversity and complex social dynamics | 1. SDG 1: No Poverty – Analyzing local economic practices, livelihoods, and strategies for poverty reduction within various Indonesian communities. 2. SDG 2: Zero Hunger – Exploring agricultural practices, food security, and nutrition issues across different regions of Indonesia. 3. SDG 4: Quality Education – Examining educational opportunities and challenges, particularly in relation to cultural values and community engagement in Indonesia. 4. SDG 5: Gender Equality – Investigating gender roles and relations within diverse Indonesian cultures, focusing on women’s rights and empowerment. 5. SDG 10: Reduced Inequalities – Addressing social inequalities based on ethnicity, class, and access to resources within the Indonesian context. 6. SDG 11: Sustainable Cities and Communities – Exploring urbanization, community development, and the cultural aspects of sustainability in Indonesian cities. 7. SDG 15: Life on Land – Examining the relationship between local communities and their environments, including issues of biodiversity, conservation, and land use. These goals reflect the rich cultural, social, and economic dynamics explored through ethnographic research in Indonesia, emphasizing the relevance of local perspectives in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111703 | Teori-Teori Antropologi | Anthropological Theories | provides an in-depth exploration of the major theoretical frameworks that have shaped the field of anthropology | 1. SDG 1: No Poverty – Examining theoretical frameworks that analyze the causes of poverty and propose solutions for economic and social equity. 2. SDG 10: Reduced Inequalities – Exploring theories that address social hierarchies, power dynamics, and the impact of colonialism and globalization on inequalities. 3. SDG 3: Good Health and Well-Being – Investigating how anthropological theories can inform our understanding of health disparities, healthcare systems, and cultural practices related to health. 4. SDG 5: Gender Equality – Analyzing feminist theories and gender studies within anthropology to understand and challenge gender roles and inequalities. 5. SDG 4: Quality Education – Discussing educational theories and their application in promoting cultural awareness and critical thinking. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring theories related to governance, conflict resolution, and the role of institutions in promoting justice. 7. SDG 12: Responsible Consumption and Production – Investigating theories that critique consumerism and explore sustainable practices within different cultural contexts. These goals reflect the diverse implications of anthropological theories in understanding and addressing contemporary social, cultural, and economic issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111803 | Kebudayaan dan Multikulturalisme | Culture and Multiculturalism | examines the complexities of cultural diversity and the implications of living in multicultural societies | 1. SDG 10: Reduced Inequalities – Exploring how multiculturalism can address social inequalities and promote inclusion for marginalized groups. 2. SDG 5: Gender Equality – Analyzing the intersections of culture and gender, focusing on the experiences and rights of women and non-binary individuals in multicultural contexts. 3. SDG 4: Quality Education – Examining the role of multicultural education in fostering understanding, respect, and critical thinking about diverse cultural perspectives. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how cultural diversity contributes to social cohesion, conflict resolution, and the promotion of justice. 5. SDG 11: Sustainable Cities and Communities – Analyzing the implications of multiculturalism for urban development, community dynamics, and inclusive policies. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration among diverse cultural groups, organizations, and communities to achieve common goals. These goals reflect the complexities of culture and multiculturalism, emphasizing the importance of understanding cultural diversity in addressing social issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07121903 | Kebudayaan dan Gender | Culture and Gender | explores the interplay between cultural practices and gender identities across diverse societies | 1. SDG 5: Gender Equality – Central to the course, this goal focuses on promoting gender equality and empowering all women and girls, examining issues like gender roles, rights, and representation. 2. SDG 4: Quality Education – Exploring how cultural contexts shape access to education for different genders and the importance of inclusive educational practices. 3. SDG 10: Reduced Inequalities – Analyzing the intersections of gender with other social categories (e.g., race, class, sexuality) to address inequalities in various cultural contexts. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how cultural norms and practices affect gender-based violence, justice systems, and advocacy for women’s rights. 5. SDG 3: Good Health and Well-Being – Discussing gender-specific health issues and cultural attitudes towards health and well-being, including reproductive health. 6. SDG 8: Decent Work and Economic Growth – Examining the impact of gender on labor markets, economic opportunities, and workplace equality. These goals reflect the multifaceted relationship between culture and gender, highlighting the importance of addressing gender issues within cultural frameworks to promote sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110102 | Pengantar Ilmu Kehutanan | Introduction to Forestry Science | A university course final project research typically involves a comprehensive study on a specific topic related to the course. It requires students to apply theoretical knowledge, conduct literature reviews, gather data through experiments or surveys, and analyze findings. | 1. SDG 15: Life on Land – Focuses on managing forests sustainably, combating desertification, halting biodiversity loss, and ensuring ecosystem restoration. 2. SDG 13: Climate Action – Addresses the role of forests in carbon sequestration and climate change mitigation. 3. SDG 12: Responsible Consumption and Production – Discusses sustainable management of forests and the importance of sustainable timber production. 4. SDG 8: Decent Work and Economic Growth – Examines the forestry sector’s contribution to local economies and sustainable job creation. 5. SDG 17: Partnerships for the Goals – Encourages collaboration among stakeholders, including governments, NGOs, and local communities in forest management. These goals highlight the interconnectedness of forestry science with environmental sustainability, economic development, and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140306 | Tugas Akhir | Thesis | A thesis is a substantial piece of academic writing that presents original research on a specific topic. It serves as a requirement for advanced degrees, such as a master’s or doctorate | 1. SDG 4: Quality Education – Promotes the importance of research and education in advancing knowledge and skills. 2. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative research and the development of sustainable technologies. 3. SDG 13: Climate Action – If the thesis addresses environmental issues or climate change, this goal is highly relevant. 4. SDG 3: Good Health and Well-being – If the research focuses on health-related topics, this goal is significant. 5. SDG 5: Gender Equality – Relevant for research exploring gender issues or social equity. 6. SDG 10: Reduced Inequalities – Pertinent if the thesis investigates social disparities or marginalized communities. The specific SDGs covered would ultimately depend on the thesis topic and the field of study. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130402 | Pembelajaran aktif | Active learning | Active learning is an instructional approach that actively engages students in the learning process, encouraging them to participate, collaborate, and reflect. Unlike traditional lecture-based methods, active learning involves a variety of activities that promote critical thinking and problem-solving. | 1. SDG 4: Quality Education- Focuses on inclusive and equitable quality education and promotes lifelong learning opportunities, which are central to active learning methodologies. 2. SDG 5: Gender Equality- Active learning environments can promote gender equity in education by fostering participation from all students. 3. SDG 10: Reduced Inequalities – Active learning strategies can help address disparities in educational outcomes among different groups. 4. SDG 17: Partnerships for the Goals- Encourages collaboration and partnerships in educational settings, which is often a focus of active learning approaches. 5. SDG 3: Good Health and Well-being- Active learning can improve student well-being by fostering a supportive and engaging learning environment. The specific goals addressed would depend on the course’s content and focus, but these SDGs highlight the broader impact of active learning on education and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130503 | Ekologi Lanseka | Landscape Ecology | Landscape ecology is a branch of ecology that focuses on the interactions between spatial patterns and ecological processes across different scales. It examines how landscapes are structured, function, and change over time, emphasizing the relationships between ecosystems, land use, and biodiversity. | 1. SDG 15: Life on Land – Focuses on managing forests, combating desertification, halting biodiversity loss, and promoting sustainable land use. 2. SDG 13: Climate Action- Addresses the role of landscapes in climate regulation and the importance of resilient ecosystems in climate change mitigation. 3. SDG 11: Sustainable Cities and Communities – Explores the integration of ecological principles into urban planning and the development of sustainable communities. 4. SDG 3: Good Health and Well-being – Investigates how landscapes can influence public health, access to nature, and overall well-being. 5. SDG 12: Responsible Consumption and Production- Encourages sustainable land management practices that minimize environmental impact. 6. SDG 17: Partnerships for the Goals- Promotes collaboration among various stakeholders, including governments, communities, and researchers, for effective landscape management. These goals reflect the interconnectedness of ecological research with broader social, economic, and environmental issues. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130603 | Ekowisata | Ecotourism | Ecotourism is a responsible travel approach that focuses on visiting natural areas while promoting conservation, sustainability, and local communities’ well-being. | 1. SDG 8: Decent Work and Economic Growth- Promotes sustainable economic growth by creating jobs and supporting local economies through ecotourism. 2. SDG 11: Sustainable Cities and Communities – Encourages sustainable tourism practices that enhance urban and rural communities while preserving local culture and environment. 3. SDG 12: Responsible Consumption and Production – Emphasizes sustainable tourism practices that minimize environmental impact and promote responsible consumption. 4. SDG 13: Climate Action – Highlights the role of ecotourism in promoting awareness about climate change and fostering conservation efforts. 5. SDG 15: Life on Land- Focuses on the protection, restoration, and sustainable use of terrestrial ecosystems, including biodiversity conservation efforts linked to ecotourism. 6. SDG 10: Reduced Inequalities – Supports inclusive tourism that benefits marginalized communities and promotes social equity. These SDGs underscore the potential of ecotourism to foster environmental stewardship while promoting economic and social benefits. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130703 | Ekologi Perairan | Aquatic Ecology | Aquatic ecology is the study of ecosystems in water bodies, including freshwater (rivers, lakes, wetlands) and marine (oceans, estuaries) environments. | 1. SDG 14: Life Below Water – Directly focuses on the conservation and sustainable use of oceans, seas, and marine resources, including the study of aquatic ecosystems. 2. SDG 15: Life on Land – Addresses the interconnectedness of freshwater ecosystems and terrestrial environments, promoting biodiversity conservation. 3. SDG 6: Clean Water and Sanitation – Emphasizes the importance of freshwater ecosystems and their role in providing clean water and maintaining water quality. 4. SDG 3: Good Health and Well-being- Recognizes the significance of healthy aquatic ecosystems for human health, food security, and livelihoods. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable management of natural resources, including fisheries and aquatic habitats. 6. SDG 13: Climate Action – Explores how aquatic ecosystems respond to climate change and their role in climate regulation. These SDGs highlight the critical importance of aquatic ecosystems for environmental health, human well-being, and sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120502 | Pengelolaan Lingkungan Hidup | Environmental Management | Environmental management is the process of managing human interactions with the environment to promote sustainability and reduce negative impacts. It involves a variety of practices, policies, and frameworks aimed at protecting natural resources and enhancing environmental quality. | 1. SDG 12: Responsible Consumption and Production – Emphasizes sustainable management and efficient use of natural resources, waste reduction, and promoting sustainable practices. 2. SDG 13: Climate Action- Addresses strategies for climate change mitigation and adaptation, highlighting the role of environmental management in reducing greenhouse gas emissions. 3. SDG 15: Life on Land – Focuses on the sustainable management of forests, combating land degradation, and preserving biodiversity and ecosystems. 4. SDG 6: Clean Water and Sanitation – Highlights the importance of managing water resources sustainably and ensuring access to clean water. 5. SDG 11: Sustainable Cities and Communities – Promotes urban planning and development that incorporates environmental sustainability and resilience. 6. SDG 3: Good Health and Well-being – Examines the links between environmental quality, health, and community well-being. 7. SDG 17: Partnerships for the Goals- Encourages collaboration among governments, businesses, and civil society for effective environmental management. These SDGs reflect the comprehensive approach of environmental management in addressing ecological, social, and economic challenges. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130103 | Perlindungan dan Pengamanan Hutan | Forest Protection and Security | Forest protection and security encompass strategies and practices aimed at conserving forest ecosystems and ensuring their health and sustainability. | 1. SDG 15: Life on Land – Focuses on the sustainable management of forests, combating desertification, halting biodiversity loss, and promoting ecosystem restoration. 2. SDG 13: Climate Action – Highlights the role of forests in carbon sequestration and climate change mitigation, as well as the need for adaptive strategies in forest management. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable forest management practices that reduce waste and promote responsible use of forest resources. 4. SDG 11: Sustainable Cities and Communities – Explores the importance of urban forestry and green spaces in enhancing community resilience and quality of life. 5. SDG 3: Good Health and Well-being- Addresses the benefits of forest ecosystems for human health, including recreational spaces and natural resources. 6. SDG 16: Peace, Justice, and Strong Institutions – Focuses on the importance of governance and law enforcement in protecting forests and ensuring sustainable land use. These SDGs illustrate the critical role of forest protection in achieving broader environmental, social, and economic sustainability goals. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140102 | Kemah Konservasi | Conservation Camp | A conservation camp is an immersive program designed to educate participants about environmental conservation, biodiversity, and sustainable practices. These camps often involve hands-on experiences in natural settings, promoting awareness and engagement with ecological issues. | 1. SDG 15: Life on Land – Emphasizes the conservation and sustainable management of terrestrial ecosystems, biodiversity, and natural habitats. 2. SDG 13: Climate Action – Addresses the importance of conservation efforts in mitigating climate change and enhancing ecosystem resilience. 3. SDG 14: Life Below Water- If the camp includes activities related to aquatic ecosystems, this goal focuses on the conservation of oceans and freshwater resources. 4. SDG 3: Good Health and Well-being- Highlights the benefits of nature conservation for mental and physical well-being, as well as community health. 5. SDG 4: Quality Education- Promotes environmental education and awareness, empowering participants to understand conservation issues and practices. 6. SDG 17: Partnerships for the Goals – Encourages collaboration between various stakeholders, including local communities, governments, and NGOs, for effective conservation strategies. These SDGs reflect the holistic approach of conservation initiatives in fostering environmental sustainability and community engagement. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140201 | Seminar Akhir Penelitian | Final Research Seminar | course provides a comprehensive overview of forestry principles and practices. Students explore forest ecosystems, tree biology, forest management techniques, and the role of forests in environmental conservation | 1. SDG 4: Quality Education – Promotes research as a critical component of higher education and lifelong learning opportunities. 2. SDG 9: Industry, Innovation, and Infrastructure- Encourages innovative research that contributes to sustainable technological advancements and infrastructure development. 3. SDG 12: Responsible Consumption and Production- If research topics include sustainability practices, resource management, or waste reduction, this goal is particularly relevant. 4. SDG 13: Climate Action – Relevant for research focusing on environmental issues, climate change, and mitigation strategies. 5. SDG 3: Good Health and Well-being – Important for health-related research topics that contribute to public health and well-being. 6. SDG 10: Reduced Inequalities- Relevant if the seminar includes research on social justice, equity, and addressing inequalities in various contexts. 7. SDG 17: Partnerships for the Goals – Encourages collaboration in research efforts across disciplines, sectors, and communities to achieve shared goals. The specific SDGs addressed will vary based on the individual research projects and their thematic focus. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121003 | Analisis Spasial Lingkungan | Environmental Spatial Analysis | course focuses on the techniques and tools used to analyze spatial data related to environmental issues. Students learn about Geographic Information Systems (GIS), remote sensing, and spatial statistics to interpret and visualize environmental patterns and trends. | 1. SDG 11: Sustainable Cities and Communities – Focuses on urban planning and development that incorporates spatial analysis for sustainable community design and infrastructure. 2. SDG 15: Life on Land – Addresses land use management, conservation of terrestrial ecosystems, and biodiversity through spatial analysis techniques. 3. SDG 13: Climate Action – Involves using spatial analysis to assess climate impacts, plan for climate resilience, and implement mitigation strategies. 4. SDG 6: Clean Water and Sanitation – Spatial analysis can help manage water resources, assess watershed health, and plan for sustainable water management. 5. SDG 3: Good Health and Well-being – Examines spatial relationships between environmental factors and public health outcomes, promoting healthy environments. 6. SDG 12: Responsible Consumption and Production- Involves analyzing resource use patterns and promoting sustainable land and resource management. 7. SDG 17: Partnerships for the Goals- Encourages collaboration among stakeholders in using spatial data for effective environmental management and planning. These SDGs reflect the importance of spatial analysis in addressing complex environmental challenges and promoting sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121103 | Pengelolaan Kawasan Konservasi | Conservation Area Management | course examines strategies and practices for managing protected areas and natural reserves. Students learn about biodiversity conservation, ecosystem services, and the importance of sustainable practices in preserving natural habitats. | 1. SDG 15: Life on Land – Directly relates to the conservation and sustainable management of terrestrial ecosystems, biodiversity, and natural habitats. 2. SDG 13: Climate Action – Addresses the role of conservation areas in mitigating climate change and enhancing ecosystem resilience. 3. SDG 14: Life Below Water – If the course includes coastal or freshwater conservation, this goal focuses on the protection of marine and freshwater ecosystems. 4. SDG 11: Sustainable Cities and Communities- Encourages the integration of conservation efforts into urban planning and community development for sustainable living. 5. SDG 3: Good Health and Well-being – Highlights the benefits of conservation areas for public health, recreation, and community well-being. 6. SDG 4: Quality Education – Promotes education and awareness about conservation practices, fostering a deeper understanding of ecological issues. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among governments, NGOs, and local communities to achieve effective conservation management. These SDGs underscore the importance of conservation area management in promoting environmental sustainability and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121203 | Kewirausahaan Konservasi | Conservation Entrepreneurship | course explores the intersection of conservation efforts and entrepreneurial practices. Students learn how innovative business models can support environmental sustainability and biodiversity preservation. | 1. SDG 8: Decent Work and Economic Growth – Focuses on promoting sustainable economic growth and job creation through innovative conservation practices and entrepreneurial ventures. 2. SDG 15: Life on Land – Directly relates to sustainable management of terrestrial ecosystems and biodiversity conservation, highlighting the role of entrepreneurship in these areas. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable business practices that minimize environmental impact and promote responsible resource use. 4. SDG 13: Climate Action – Addresses the development of entrepreneurial solutions to mitigate climate change and promote environmental sustainability. 5. SDG 11: Sustainable Cities and Communities – Involves creating sustainable business models that enhance urban and rural community resilience and sustainability. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative approaches to conservation that can lead to sustainable technologies and practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among various stakeholders, including businesses, governments, and communities, to achieve conservation goals. These SDGs highlight the potential of conservation entrepreneurship to drive both environmental and economic sustainability. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130103 | Konservasi Biologi | Biological Conservation | course focuses on the principles and practices aimed at preserving biodiversity and protecting endangered species. Students explore topics such as ecosystem dynamics, habitat preservation, conservation genetics, and the effects of climate change on biological systems. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the restoration of degraded habitats. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine and freshwater conservation, focusing on the protection of aquatic ecosystems. 3. SDG 13: Climate Action – Explores the impacts of climate change on biodiversity and the role of conservation in climate change mitigation and adaptation. 4. SDG 3: Good Health and Well-being – Highlights the connection between biodiversity, ecosystem services, and human health, including the importance of conservation for public well-being. 5. SDG 4: Quality Education – Promotes education and awareness about biological conservation, fostering understanding of ecological principles and practices. 6. SDG 11: Sustainable Cities and Communities – Encourages the integration of conservation strategies into urban planning and community development to enhance sustainability. 7. SDG 12: Responsible Consumption and Production – Addresses sustainable resource management and reducing biodiversity loss associated with consumption patterns. These SDGs reflect the critical role of biological conservation in promoting environmental sustainability and the well-being of current and future generations. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130202 | Etnobiologi Hutan | Forest Ethnobiology | course examines the relationships between human cultures and forest ecosystems. It explores how indigenous and local communities interact with forests, utilizing plants and animals for food, medicine, and cultural practices. | 1. SDG 15: Life on Land – Addresses the conservation and sustainable use of terrestrial ecosystems, including forests and their biodiversity. 2. SDG 3: Good Health and Well-being – Explores the connections between forest resources and human health, including traditional medicinal practices and nutrition. 3. SDG 4: Quality Education – Promotes education about indigenous knowledge systems, biodiversity, and sustainable practices related to forest resources. 4. SDG 10: Reduced Inequalities – Highlights the importance of recognizing and valuing indigenous and local communities’ rights and knowledge in forest management. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, promoting conservation and responsible harvesting. 6. SDG 11: Sustainable Cities and Communities – Examines the role of forests in urban settings and their importance for community well-being and sustainability. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among indigenous communities, researchers, and policymakers for effective forest management and conservation. These SDGs reflect the holistic approach of forest ethnobiology in integrating ecological, cultural, and social dimensions of forest conservation and use. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130303 | Manajemen Satwa Liar | Wildlife Management | course focuses on the principles and practices involved in managing wildlife populations and their habitats. Students learn about species ecology, population dynamics, and the impact of human activities on wildlife. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, including the management of wildlife populations and habitats. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine wildlife management and the conservation of aquatic ecosystems. 3. SDG 13: Climate Action – Explores the impacts of climate change on wildlife and ecosystems, as well as strategies for adaptation and mitigation. 4. SDG 3: Good Health and Well-being – Examines the relationship between wildlife conservation, ecosystem services, and public health, including zoonotic diseases. 5. SDG 4: Quality Education – Promotes awareness and education about wildlife conservation and the importance of biodiversity. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in resource use and the management of wildlife-related industries, such as tourism and hunting. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, NGOs, and local communities, to achieve effective wildlife management. These SDGs highlight the essential role of wildlife management in promoting environmental sustainability and balancing human needs with biodiversity conservation. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130402 | Etika dan Kebijakan Konservasi | Conservation Ethics and Policy | course explores the ethical considerations and policy frameworks that guide conservation efforts. Students examine the philosophical underpinnings of conservation, including debates over human rights, environmental justice, and the intrinsic value of nature. | 1. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, addressing ethical issues in land use and conservation policies. 2. SDG 16: Peace, Justice, and Strong Institutions – Highlights the importance of ethical governance, effective policies, and justice in conservation efforts, including the rights of indigenous and local communities. 3. SDG 13: Climate Action – Addresses the ethical implications of climate change and the need for policies that promote equitable climate action and conservation strategies. 4. SDG 10: Reduced Inequalities – Emphasizes social equity in conservation practices, ensuring that marginalized communities have a voice in conservation policies and benefit from natural resource management. 5. SDG 4: Quality Education – Promotes education and awareness around conservation ethics, fostering understanding of the importance of ethical considerations in environmental decision-making. 6. SDG 12: Responsible Consumption and Production – Encourages ethical consumption practices and policies that minimize environmental impact and promote sustainability. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among various stakeholders, including governments, NGOs, and communities, to develop effective conservation policies. These SDGs reflect the comprehensive approach of conservation ethics and policy in addressing the complex interplay between environmental sustainability, social justice, and ethical governance. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120403 | Ekologi Kuantitatif | Quantitative Ecology | course focuses on statistical and mathematical methods used to analyze ecological data. Students learn about techniques such as population modeling, habitat analysis, and biodiversity assessments. | 1. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, utilizing quantitative methods to assess population dynamics, habitat conditions, and conservation strategies. 2. SDG 14: Life Below Water – Relevant if the course includes marine ecology, addressing the quantitative assessment of aquatic ecosystems and the management of marine biodiversity. 3. SDG 13: Climate Action – Involves the use of quantitative models to understand the impacts of climate change on ecosystems and to develop mitigation and adaptation strategies. 4. SDG 3: Good Health and Well-being – Explores the relationships between ecological health and human health, using quantitative approaches to assess the impacts of environmental changes. 5. SDG 12: Responsible Consumption and Production – Supports the sustainable management of natural resources through data-driven decision-making in resource use and conservation practices. 6. SDG 11: Sustainable Cities and Communities – Addresses urban ecology and the quantitative assessment of ecological impacts related to urbanization, helping to promote sustainable urban development. 7. SDG 17: Partnerships for the Goals – Encourages collaboration in research and data sharing among scientists, policymakers, and stakeholders to inform effective conservation strategies. These SDGs highlight the critical role of quantitative ecology in understanding and addressing complex ecological challenges while promoting sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120503 | Ekologi Jenis Invasif | Ecology of Invasive Species | course examines the impacts of non-native species on ecosystems, biodiversity, and human activities. Students explore the mechanisms of invasion, factors contributing to successful establishment, and the ecological consequences of invasive species. | 1. SDG 15: Life on Land – Directly addresses the impacts of invasive species on terrestrial ecosystems, biodiversity, and habitat degradation, emphasizing the need for effective management strategies. 2. SDG 14: Life Below Water – Relevant if the course covers aquatic invasive species, focusing on their effects on freshwater and marine ecosystems. 3. SDG 13: Climate Action – Explores the relationship between climate change and the spread of invasive species, highlighting the need for adaptive management practices. 4. SDG 3: Good Health and Well-being – Examines the potential impacts of invasive species on human health, including the spread of diseases and effects on food security. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices to prevent the introduction and spread of invasive species, promoting responsible resource management. 6. SDG 11: Sustainable Cities and Communities – Addresses urban ecology and the management of invasive species in urban environments, supporting sustainable community practices. 7. SDG 17: Partnerships for the Goals – Emphasizes the importance of collaboration among researchers, policymakers, and communities in addressing the challenges posed by invasive species. These SDGs highlight the importance of understanding and managing invasive species to promote biodiversity conservation and ecosystem resilience. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120803 | Silvikultur | Silviculture | course focuses on the science and practice of managing forest ecosystems for timber production, biodiversity, and ecological health. Students learn about forest regeneration techniques, tree growth and development, and the principles of sustainable forest management. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests, restoration of degraded forests, and conservation of terrestrial ecosystems and biodiversity. 2. SDG 13: Climate Action – Emphasizes the role of forests in carbon sequestration and climate change mitigation, as well as the need for adaptive management practices. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in timber production and resource management, promoting responsible consumption of forest products. 4. SDG 11: Sustainable Cities and Communities – Supports the integration of green spaces and sustainable forestry practices in urban planning and community development. 5. SDG 3: Good Health and Well-being – Recognizes the importance of forests for human health, recreation, and ecosystem services that contribute to well-being. 6. SDG 4: Quality Education – Promotes education about sustainable forest management practices, fostering understanding of ecological principles and conservation. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among stakeholders, including governments, local communities, and the private sector, for effective silvicultural practices. These SDGs reflect the critical role of silviculture in promoting sustainable forest management and contributing to broader environmental and social goals. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120603 | Ekologi Hutan | Forest Ecology | course delves into the complex interactions within forest ecosystems, focusing on the relationships between trees, plants, animals, and their environment. Students explore topics such as forest structure, dynamics, nutrient cycling, and the role of disturbances like fire and pests. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of forests, biodiversity, and terrestrial ecosystems. 2. SDG 13: Climate Action – Emphasizes the role of forests in carbon sequestration and climate change mitigation, as well as strategies for adapting to climate impacts. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the management and use of forest resources, promoting responsible harvesting and consumption. 4. SDG 11: Sustainable Cities and Communities – Supports the integration of urban forestry and green spaces into urban planning for sustainable community development. 5. SDG 3: Good Health and Well-being – Recognizes the benefits of forest ecosystems for human health, including recreation, mental well-being, and ecosystem services. 6. SDG 4: Quality Education – Promotes education and awareness about forest ecosystems, biodiversity, and conservation practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and local communities to achieve effective forest management and conservation strategies. These SDGs highlight the importance of forest ecology in promoting environmental sustainability and supporting the well-being of communities and ecosystems. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120703 | Perubahan Iklim dan Kehati | Climate Change and Biodiversity | course examines the impacts of climate change on ecosystems and species diversity. Students explore how shifting temperatures, altered precipitation patterns, and extreme weather events affect habitats and biological communities. | 1. SDG 13: Climate Action – Directly addresses the need for urgent action to combat climate change and its impacts, including mitigation and adaptation strategies. 2. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the restoration of degraded habitats affected by climate change. 3. SDG 14: Life Below Water – Relevant if the course includes discussions on how climate change affects marine biodiversity and ecosystems. 4. SDG 3: Good Health and Well-being – Examines the connections between biodiversity, ecosystem health, and human health, particularly in the context of climate change. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable resource management and consumption practices to minimize environmental impacts, including those related to climate change. 6. SDG 4: Quality Education – Promotes education and awareness about the interconnections between climate change and biodiversity, fostering understanding of these critical issues. 7. SDG 17: Partnerships for the Goals – Emphasizes the importance of collaboration among governments, NGOs, scientists, and communities to address climate change and its effects on biodiversity. These SDGs reflect the integral relationship between climate change and biodiversity, highlighting the need for comprehensive strategies to manage and mitigate their impacts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120803 | Metodologi Ekologi Vegetasi | Vegetation Ecology Methodology | course focuses on the techniques and approaches used to study plant communities and their dynamics. Students learn about field sampling methods, data collection, and analysis of vegetation patterns, including species diversity, distribution, and community structure. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of terrestrial ecosystems and biodiversity, focusing on vegetation studies and restoration. 2. SDG 13: Climate Action – Involves understanding vegetation responses to climate change, helping to develop strategies for mitigation and adaptation. 3. SDG 3: Good Health and Well-being – Examines the role of vegetation and green spaces in promoting human health and well-being, particularly in urban environments. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable land use and management practices that minimize ecological impacts and promote conservation. 5. SDG 11: Sustainable Cities and Communities – Focuses on integrating vegetation ecology into urban planning and community development for enhancing sustainability and quality of life. 6. SDG 4: Quality Education – Promotes education and training in ecological methodologies, fostering skills and knowledge for effective environmental research. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among researchers, policymakers, and communities in advancing vegetation research and management practices. These SDGs reflect the importance of vegetation ecology in understanding ecosystems and promoting sustainable land management practices. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120903 | Metodologi Inventarisasi Satwaliar | Wildlife Inventory Methodology | course focuses on the techniques and best practices for surveying and monitoring wildlife populations. Students learn about various inventory methods, including camera traps, track surveys, and vocalization monitoring. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, focusing on biodiversity assessment and management through wildlife inventories. 2. SDG 14: Life Below Water – Relevant if the course includes aquatic wildlife inventory methods, emphasizing the conservation of marine and freshwater biodiversity. 3. SDG 13: Climate Action – Involves understanding how wildlife populations respond to climate change and using inventory data to inform conservation strategies. 4. SDG 3: Good Health and Well-being – Examines the role of healthy wildlife populations and ecosystems in promoting overall ecosystem health, which can impact human health. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in wildlife management and the responsible use of natural resources. 6. SDG 11: Sustainable Cities and Communities – Focuses on integrating wildlife management and inventory practices into urban planning to promote biodiversity in urban environments. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to enhance wildlife inventory efforts and conservation outcomes. These SDGs highlight the importance of wildlife inventory methodology in promoting biodiversity conservation and informing sustainable management practices |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110503 | Analisis Jasa Lingkungan dan Wisata Alam | Analysis of Environmental Services and Natural Tourism | course examines the interplay between ecosystem services and the tourism industry. Students explore how natural environments contribute to human well-being through services like recreation, biodiversity, and carbon sequestration. | 1. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in tourism, including the management of natural resources and minimizing environmental impacts. 2. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems, highlighting the importance of ecosystem services in tourism. 3. SDG 14: Life Below Water – Relevant if the course addresses marine and coastal tourism, emphasizing the conservation of aquatic ecosystems and their services. 4. SDG 8: Decent Work and Economic Growth – Promotes sustainable economic growth through eco-tourism and the creation of jobs that benefit local communities while conserving natural resources. 5. SDG 3: Good Health and Well-being – Examines the health benefits of nature-based tourism and the importance of access to natural environments for overall well-being. 6. SDG 4: Quality Education – Encourages education and awareness about the value of ecosystem services and sustainable tourism practices. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among stakeholders, including local communities, governments, and businesses, for effective management of tourism and ecosystem services. These SDGs reflect the critical role of analyzing environmental services in promoting sustainable tourism practices that benefit both ecosystems and communities. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120103 | Sistem Informasi Spasial Kehutanan | Forestry Spatial Information System | course focuses on the application of Geographic Information Systems (GIS) and spatial analysis in forestry management. Students learn to use GIS tools for mapping, analyzing, and managing forest resources. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests and biodiversity, using spatial information to monitor and assess forest conditions and changes. 2. SDG 13: Climate Action – Involves the use of spatial data to understand and mitigate the impacts of climate change on forest ecosystems and to plan for climate resilience. 3. SDG 11: Sustainable Cities and Communities – Focuses on integrating spatial information into urban planning, helping to manage green spaces and promote sustainable development. 4. SDG 12: Responsible Consumption and Production – Supports sustainable forest management practices by providing data to inform responsible resource use and conservation. 5. SDG 4: Quality Education – Promotes education and training in spatial information technologies, fostering skills for effective forest management and research. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages the development of innovative technologies and infrastructure for collecting and analyzing spatial data in forestry. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to effectively utilize spatial information for sustainable forestry practices. These SDGs reflect the importance of integrating spatial information systems in forestry to enhance decision-making, sustainability, and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120302 | Ekonomi Sumberdaya Hutan | Forest Resource Economics | course examines the economic principles and practices related to the management and utilization of forest resources. Students learn about the valuation of ecosystem services, cost-benefit analysis, and the role of markets in forestry. | 1. SDG 15: Life on Land – Addresses the sustainable management and conservation of forests and biodiversity, highlighting the economic aspects of forest resources. 2. SDG 8: Decent Work and Economic Growth – Promotes sustainable economic growth and job creation in forestry and related sectors, emphasizing the economic value of forest resources. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, promoting responsible management and consumption patterns. 4. SDG 1: No Poverty – Focuses on the role of forests in supporting livelihoods and reducing poverty, particularly in rural communities dependent on forest resources. 5. SDG 13: Climate Action – Explores the economic implications of climate change on forest resources and the importance of sustainable management in mitigating climate impacts. 6. SDG 4: Quality Education – Promotes education and training in forest economics, fostering understanding of the economic principles related to sustainable forest management. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, businesses, and local communities, to promote sustainable forestry practices and economic development. These SDGs reflect the critical role of forest resource economics in balancing economic development with environmental sustainability and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120203 | Silvika | Silvika | may refer to a specific term or context in forestry or a related field, but it’s not immediately clear. If you meant “silviculture,” I can provide details about that. If “Silvika” pertains to a specific topic, program, or concept, could you please clarify? I’d be happy to help! | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests and the conservation of terrestrial ecosystems, emphasizing the importance of understanding tree species and forest dynamics. 2. SDG 13: Climate Action – Explores the role of forests in carbon sequestration and climate change mitigation, as well as the impacts of climate change on forest health and composition. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the management and use of forest resources, promoting responsible harvesting and consumption of timber and non-timber products. 4. SDG 3: Good Health and Well-being – Recognizes the importance of healthy forests for ecosystem services that benefit human health, such as clean air, water, and recreational opportunities. 5. SDG 4: Quality Education – Promotes education and awareness about forest ecosystems, biodiversity, and sustainable management practices. 6. SDG 11: Sustainable Cities and Communities – Supports the integration of trees and forests in urban planning, enhancing green spaces and biodiversity in urban environments. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and local communities to promote effective forest management and conservation strategies. These SDGs highlight the importance of silvics in understanding forest ecosystems and promoting sustainable forest management practices. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120103 | Dendrologi | Dendrology | Dendrology is the scientific study of trees and woody plants, focusing on their classification, identification, and ecology. The course typically covers topics such as tree anatomy, physiology, growth patterns, and the role of trees in ecosystems. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of forests and tree species, promoting biodiversity and ecosystem health. 2. SDG 13: Climate Action – Explores the role of trees in carbon sequestration, their importance in mitigating climate change, and the effects of climate change on tree species. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, including timber and non-timber products derived from trees. 4. SDG 3: Good Health and Well-being – Highlights the benefits of trees and forests for human health, including mental well-being and access to clean air and recreational spaces. 5. SDG 4: Quality Education – Promotes education about tree identification, ecology, and the importance of trees in ecosystems and human society. 6. SDG 11: Sustainable Cities and Communities – Supports the integration of trees in urban planning to enhance green spaces, improve air quality, and promote biodiversity in urban areas. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to promote effective tree management and conservation strategies. These SDGs reflect the importance of dendrology in understanding tree species, their ecological roles, and their contributions to sustainable forest management and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120203 | Biogeografi dan Ekologi Wallacea | Biogeography and Ecology of Wallacea | course explores the unique ecosystems and biodiversity of the Wallacea region, which includes the islands between Asia and Australia, such as Sulawesi and the Lesser Sundas. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, particularly focusing on the unique biodiversity found in the Wallacea region. 2. SDG 14: Life Below Water – Relevant if the course includes marine biogeography, highlighting the importance of marine ecosystems in Wallacea and their conservation. 3. SDG 13: Climate Action – Explores the impacts of climate change on biodiversity and ecosystems in Wallacea, including adaptation and mitigation strategies. 4. SDG 3: Good Health and Well-being – Examines the relationships between biodiversity, ecosystem services, and human health, emphasizing the importance of healthy ecosystems. 5. SDG 4: Quality Education – Promotes education and awareness about biogeography, ecology, and conservation issues specific to Wallacea. 6. SDG 11: Sustainable Cities and Communities – Encourages the integration of biodiversity conservation into community planning and sustainable development in the region. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among governments, NGOs, and local communities to promote biodiversity conservation and sustainable resource management in Wallacea. These SDGs highlight the critical importance of understanding the unique biogeographical and ecological characteristics of Wallacea in promoting sustainable development and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120303 | Metodologi Penelitian Konservasi | Conservation Research Methodology | course focuses on the principles and techniques used to design and conduct research in conservation biology. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems and biodiversity, focusing on research methodologies that inform conservation strategies. 2. SDG 14: Life Below Water – Relevant if the course includes methodologies for studying aquatic ecosystems and marine biodiversity conservation. 3. SDG 13: Climate Action – Involves research methodologies that assess the impacts of climate change on ecosystems and inform mitigation and adaptation strategies. 4. SDG 3: Good Health and Well-being – Explores the connections between biodiversity, ecosystem health, and human health, emphasizing research methods that investigate these relationships. 5. SDG 4: Quality Education – Promotes education and training in conservation research methodologies, fostering skills and knowledge essential for effective conservation practice. 6. SDG 12: Responsible Consumption and Production – Encourages research that informs sustainable resource management and consumption practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, conservation practitioners, and communities to ensure effective conservation research and its application. These SDGs highlight the importance of rigorous research methodologies in supporting effective conservation efforts and promoting sustainable management of natural resources. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110202 | Klimatologi Hutan | Forest Climatology | course examines the interactions between forest ecosystems and climate. Students explore how climate influences forest growth, composition, and distribution, as well as the role of forests in climate regulation through carbon sequestration and evapotranspiration. | 1. SDG 13: Climate Action – Directly addresses the need for urgent action to combat climate change and its impacts, including the role of forests in carbon sequestration and climate regulation. 2. SDG 15: Life on Land – Focuses on the sustainable management of terrestrial ecosystems, including forests, and their importance in maintaining biodiversity and ecosystem health. 3. SDG 3: Good Health and Well-being – Examines the relationship between forest ecosystems, climate, and human health, emphasizing the benefits of healthy forests for overall well-being. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable forest management practices that consider the impacts of climate change and promote responsible use of forest resources. 5. SDG 11: Sustainable Cities and Communities – Supports the integration of green spaces and sustainable forest practices in urban planning to enhance resilience against climate change. 6. SDG 4: Quality Education – Promotes education about the impacts of climate on forest ecosystems and the importance of sustainable forest management practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to address climate change and promote sustainable forest management. These SDGs reflect the importance of understanding forest climatology in promoting sustainable practices and enhancing the resilience of forest ecosystems to climate change. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110102 | Dasar-dasar Konservasi | Conservation Basics | course provides an introductory overview of key concepts and principles in conservation biology. Students learn about the importance of biodiversity, the threats facing ecosystems and species, and the foundational strategies for conservation management. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems and biodiversity, forming the foundation of conservation principles. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine conservation, emphasizing the importance of protecting aquatic ecosystems. 3. SDG 3: Good Health and Well-being – Examines the relationship between healthy ecosystems and human health, highlighting the importance of conservation for overall well-being. 4. SDG 4: Quality Education – Promotes education and awareness about conservation principles, practices, and the importance of biodiversity. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices that minimize ecological impact and promote responsible use of natural resources. 6. SDG 13: Climate Action – Explores the role of conservation in addressing climate change and its impacts on ecosystems and biodiversity. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including communities, governments, and NGOs, to achieve conservation goals. These SDGs highlight the foundational role of conservation education in promoting sustainable practices and protecting biodiversity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110203 | Ekologi Umum | General Ecology | course offers a broad overview of ecological principles and concepts. Students study the interactions between organisms and their environments, exploring topics such as population dynamics, community structure, ecosystem functions, and energy flow. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the management of natural resources. 2. SDG 14: Life Below Water – Relevant if the course includes aquatic ecosystems, focusing on the conservation of marine and freshwater biodiversity. 3. SDG 13: Climate Action – Explores the impacts of climate change on ecosystems and species, emphasizing the need for adaptive management and mitigation strategies. 4. SDG 3: Good Health and Well-being – Examines the connections between ecosystem health and human health, highlighting the importance of biodiversity for well-being. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices and resource management to minimize ecological impacts. 6. SDG 4: Quality Education – Promotes education and awareness about ecological principles, fostering understanding of ecological interactions and conservation. 7. SDG 11: Sustainable Cities and Communities – Supports integrating ecological principles into urban planning and community development to enhance sustainability. 8. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to promote effective conservation and management strategies. These SDGs reflect the importance of ecology in understanding and addressing environmental challenges while promoting sustainability and biodiversity conservation. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110302 | Dasar-dasar Survival | Survival Basics | course teaches essential skills and knowledge for outdoor survival in various environments. Students learn techniques for finding food and water, building shelters, navigating, and first aid. | 1. SDG 3: Good Health and Well-being – Emphasizes the importance of survival skills for health, safety, and well-being, particularly in emergency situations. 2. SDG 4: Quality Education – Promotes education and training in survival skills, fostering knowledge and preparedness for various situations. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in resource use and management, emphasizing the importance of minimizing waste and using resources wisely. 4. SDG 11: Sustainable Cities and Communities – Supports building resilient communities that can respond effectively to emergencies and environmental challenges. 5. SDG 13: Climate Action – Addresses the need for preparedness and adaptability in the face of climate change and its impacts on human survival. 6. SDG 15: Life on Land – Promotes understanding and respect for natural ecosystems, emphasizing the importance of biodiversity in survival practices. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among communities, organizations, and governments in promoting preparedness and resilience. These SDGs reflect the significance of survival skills in promoting health, safety, sustainability, and community resilience |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110803 | Geologi dan Ilmu Tanah Hutan | Geology and Forest Soil Science | course explores the interrelationship between geological processes and soil formation in forest ecosystems. Students learn about soil properties, classification, and the role of soils in supporting forest health and productivity. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of terrestrial ecosystems, emphasizing the importance of soil health for biodiversity and forest ecosystems. 2. SDG 13: Climate Action – Explores the role of soil in carbon sequestration and its importance in climate change mitigation and adaptation strategies. 3. SDG 6: Clean Water and Sanitation – Examines the relationship between soil health and water quality, highlighting the role of soils in water filtration and retention. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in land use and resource management, promoting soil conservation and responsible agricultural practices. 5. SDG 3: Good Health and Well-being – Recognizes the importance of healthy soils for food security and nutrition, affecting overall human health. 6. SDG 4: Quality Education – Promotes education about soil science, geology, and their roles in sustainable land management and conservation. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among scientists, policymakers, and communities to promote sustainable land and soil management practices. These SDGs highlight the critical role of geology and forest soil science in supporting sustainable ecosystems and enhancing environmental resilience. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110902 | Statistika | Statistics | course provides foundational knowledge in statistical methods and their applications in various fields. | 1. SDG 4: Quality Education – Promotes the use of statistics to improve educational outcomes, assessment, and research methodologies. 2. SDG 3: Good Health and Well-being – Utilizes statistical methods to analyze health data, track disease outbreaks, and evaluate health interventions. 3. SDG 12: Responsible Consumption and Production – Involves statistical analysis in understanding consumption patterns and the impacts of production processes on sustainability. 4. SDG 13: Climate Action – Uses statistics to analyze climate data, model environmental changes, and assess the impacts of climate policies. 5. SDG 11: Sustainable Cities and Communities – Applies statistical methods to urban planning, analyzing demographic trends, and assessing community needs. 6. SDG 17: Partnerships for the Goals – Highlights the importance of data sharing and collaboration among organizations to support evidence-based decision-making. 7. SDG 8: Decent Work and Economic Growth – Involves statistical analysis of economic data, labor markets, and productivity trends to inform policy and promote sustainable economic growth. These SDGs reflect the integral role of statistics in enhancing understanding and addressing various global challenges through data-driven approaches. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110403 | Sosiologi dan Komunikasi Konservasi | Sociology and Conservation Communication | course explores the social dimensions of conservation efforts and the importance of effective communication in promoting environmental awareness. | 1. SDG 15: Life on Land – Addresses the conservation and sustainable use of terrestrial ecosystems, emphasizing the importance of social understanding and community involvement in conservation efforts. 2. SDG 13: Climate Action – Explores the role of communication in raising awareness about climate change impacts and promoting community action for sustainability. 3. SDG 3: Good Health and Well-being – Recognizes the links between healthy ecosystems and community health, and the role of communication in promoting public health initiatives. 4. SDG 4: Quality Education – Focuses on educating communities about conservation issues and promoting awareness through effective communication strategies. 5. SDG 11: Sustainable Cities and Communities – Highlights the importance of community engagement in urban conservation efforts and the role of communication in fostering sustainable practices. 6. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, NGOs, and communities, to enhance conservation outcomes through effective communication. 7. SDG 1: No Poverty – Examines the socioeconomic dimensions of conservation and the importance of engaging marginalized communities in conservation efforts to ensure equitable benefits. These SDGs reflect the significance of sociology and communication in fostering understanding, participation, and action in conservation initiatives. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01111102 | Bahasa Inggris | English | The English course at the university level typically focuses on developing language skills in reading, writing, listening, and speaking. | 1. Quality Education (Goal 4): Courses promote literacy, critical thinking, and communication skills, essential for informed citizenship. 2. Gender Equality (Goal 5): Many English courses explore themes of gender in literature, representation, and social issues. 3. Reduced Inequalities (Goal 10): Discussions around diverse voices, social justice, and representation in texts can highlight issues of inequality. 4. Sustainable Cities and Communities (Goal 11): Literature often examines urban life, community issues, and sustainability themes. 5. Responsible Consumption and Production (Goal 12): Topics may include consumer culture, environmental ethics, and the impact of media. Courses might integrate these goals through readings, discussions, and projects that encourage students to think critically about social issues and their implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04146504 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | The “Real Work Lectures” (KKN) course involves students participating in community service projects that integrate academic knowledge with practical application. | 1. Quality Education (Goal 4): KKN programs often aim to improve educational access and quality in local communities. 2. Reduced Inequalities (Goal 10): Projects may address social and economic inequalities within communities. 3. Sustainable Cities and Communities (Goal 11): KKN initiatives frequently involve sustainable development practices in urban and rural settings. 4. Decent Work and Economic Growth (Goal 8): Programs may focus on promoting entrepreneurship and vocational training. 5. Partnerships for the Goals (Goal 17): Collaborating with local organizations and governments is a key aspect of KKN, fostering partnerships for community development. These courses typically encourage students to engage with local issues, apply their skills, and contribute to sustainable development efforts in their communities. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04140106 | SKRIPSI | THESIS | The Thesis course is a capstone academic experience where students conduct original research or a comprehensive study on a specific topic within their field of study. | 1. Quality Education (Goal 4): Theses may explore educational methods, access, or curriculum development. 2. Gender Equality (Goal 5): Many research projects investigate gender issues, representation, and equity in various fields. 3. Reduced Inequalities (Goal 10): Research can focus on socioeconomic disparities, health inequalities, or marginalized communities. 4. Sustainable Cities and Communities (Goal 11): Theses might address urban planning, environmental sustainability, or community development. 5. Climate Action (Goal 13): Environmental studies and climate change research are common thesis topics. 6. Partnerships for the Goals (Goal 17): Research might involve collaborations with local organizations or governments to address specific challenges. Students typically choose thesis topics that align with their interests and can contribute to the broader discourse on sustainability and development. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120602 | Komunikasi Lintas Budaya | Cross-Cultural Communication | The Cross-Cultural Communication course explores the dynamics of communication between individuals from diverse cultural backgrounds. | 1. Quality Education (Goal 4): Promoting understanding of diverse cultures contributes to educational initiatives and enhances learning environments. 2. Gender Equality (Goal 5): Discussions around gender roles and communication styles can raise awareness of gender issues across cultures. 3. Reduced Inequalities (Goal 10): The course may address power dynamics, representation, and how communication can either perpetuate or reduce inequalities. 4. Sustainable Cities and Communities (Goal 11): Understanding cultural perspectives is essential for creating inclusive and sustainable communities. 5. Partnerships for the Goals (Goal 17):fective cross-cultural communication fosters collaboration among diverse groups, enhancing partnerships for sustainable development. These courses emphasize the importance of cultural sensitivity and effective communication in addressing global challenges. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134802 | Sastra Anak | Children’s Literature | The Children’s Literature course examines the history, themes, and significance of literature written for children and young adults. | 1. Quality Education (Goal 4): Promoting literacy and critical thinking through diverse children’s literature enhances educational outcomes. 2. Gender Equality (Goal 5): Many texts explore gender roles, representation, and empowerment, fostering discussions about equality. 3. Reduced Inequalities (Goal 10): Children’s literature can address themes of diversity, inclusion, and social justice, helping to highlight and reduce inequalities. 4. Sustainable Cities and Communities (Goal 11): Stories that focus on community, environment, and sustainability can encourage awareness and responsibility among young readers. 5. Peace, Justice, and Strong Institutions (Goal 16): Literature often explores themes of conflict resolution, justice, and moral dilemmas, promoting values of peace and understanding. These courses not only examine the texts themselves but also encourage critical thinking about their impact on children’s development and societal values. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134904 | Teknologi dalam Pembelajaran Bahasa Inggris | Technology in English Language Learning | The Technology in English Language Learning course focuses on the integration of digital tools and resources in teaching and learning English. | 1. Quality Education (Goal 4): These courses focus on enhancing educational practices through technology, improving access to quality language learning resources. 2. Reduced Inequalities (Goal 10): Technology can help bridge gaps in language education, providing opportunities for learners in diverse contexts and reducing disparities. 3. Industry, Innovation, and Infrastructure (Goal 9): Exploring the use of innovative tools and platforms in language learning promotes technological advancement and infrastructure in education. 4. Partnerships for the Goals (Goal 17): Collaborating with tech companies and educational institutions can enhance the integration of technology in language learning. 5. Decent Work and Economic Growth (Goal 8): By equipping learners with English language skills through technology, these courses contribute to better job prospects and economic opportunities. These courses emphasize the role of technology in facilitating effective language learning and fostering inclusive educational environments. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135004 | Metodologi Penelitian Pengajaran Bahasa | Language Teaching Research Methodology | The Language Teaching Research Methodology course provides students with foundational knowledge and skills for conducting research in language education. | 1. Quality Education (Goal 4): Emphasizing effective teaching practices and research enhances educational quality and access. 2. Reduced Inequalities (Goal 10): Research into language teaching methodologies can identify and address disparities in language education, promoting inclusivity. 3. Gender Equality (Goal 5): Studies may focus on gender issues in language education, exploring how teaching practices can support or hinder gender equity. 4. Partnerships for the Goals (Goal 17): Collaborations with educators, institutions, and communities can enhance the relevance and impact of research findings. 5. Decent Work and Economic Growth (Goal 8): Effective language teaching methodologies contribute to learners’ employability and economic opportunities. Courses in this area encourage critical thinking about how research can inform and improve language teaching practices, ultimately supporting broader educational and societal goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135102 | Praktikum Pengajaran | Teaching Practicum | The Teaching Practicum course offers students hands-on experience in real classroom settings, allowing them to apply theoretical knowledge to practical teaching situations. | 1. Quality Education (Goal 4): Practicum experiences focus on delivering quality education, enhancing teaching skills, and promoting effective learning environments. 2. Reduced Inequalities (Goal 10): Practicum placements often emphasize working in diverse settings, helping to address educational disparities and promote inclusive teaching practices. 3. Gender Equality (Goal 5): Practicum experiences can include strategies for fostering gender equity in the classroom and addressing gender-related issues in education. 4. Sustainable Cities and Communities (Goal 11): Teaching practicum often involves community engagement, helping future educators understand the importance of local contexts in education. 5. Partnerships for the Goals (Goal 17): Collaborations between universities, schools, and communities are essential for effective practicum experiences, promoting partnerships in education. These courses provide hands-on experience, encouraging future educators to apply their knowledge in real-world settings while contributing to sustainable development goals in education. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135202 | Pengajaran Bahasa Inggris melalui Karya Sastra | Teaching English through Literary Works | The Teaching English through Literary Works course focuses on using literature as a tool for language instruction. Students explore various literary genres, including poetry, novels, and short stories, and learn strategies for integrating these texts into language teaching. | 1. Quality Education (Goal 4): The course enhances teaching methodologies by integrating literature into English language education, promoting critical thinking and literacy. 2. Reduced Inequalities (Goal 10): Exploring diverse literary works can highlight underrepresented voices and issues, fostering inclusivity and social awareness in the classroom. 3. Gender Equality (Goal 5): Many literary texts address gender themes and representation, encouraging discussions on equality and empowerment. 4. Sustainable Cities and Communities (Goal 11): Literature often reflects social issues related to communities and environments, promoting awareness of sustainability and civic responsibility. 5. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature can encourage critical discourse on justice, morality, and human rights, fostering values of peace and understanding. These courses not only enhance language skills but also encourage students to engage with important social themes and global issues through literature. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135302 | Evaluasi Bahan Ajar | Evaluation of Teaching Materials | The Evaluation of Teaching Materials course focuses on assessing and selecting educational resources for language instruction. | 1. Quality Education (Goal 4): The primary focus is on ensuring that teaching materials are effective, relevant, and of high quality, which directly contributes to improved educational outcomes. 2. Reduced Inequalities (Goal 10): Evaluating teaching materials can help identify biases and gaps, ensuring inclusivity and equity in educational resources for diverse learners. 3. Gender Equality (Goal 5): The course may include assessment of materials for gender representation and bias, promoting equality in educational content. 4. Partnerships for the Goals (Goal 17): Collaboration with educators, publishers, and stakeholders is essential in evaluating and improving teaching materials. 5. Sustainable Cities and Communities (Goal 11): Teaching materials that address local contexts and sustainability issues can promote awareness and responsibility among students. These courses emphasize the importance of critically assessing educational resources to enhance teaching effectiveness and support broader educational goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135404 | Penulisan Proposal Tugas Akhir | Final Project Proposal Writing | The Final Project Proposal Writing course guides students in developing a comprehensive proposal for their capstone projects or research initiatives. | 1. Quality Education (Goal 4): Developing skills in proposal writing enhances academic and professional capabilities, contributing to better educational practices and outcomes. 2. Reduced Inequalities (Goal 10): Proposals can focus on addressing social issues, promoting inclusivity, and ensuring equitable access to resources or opportunities. 3. Partnerships for the Goals (Goal 17): Proposal writing often involves collaboration with various stakeholders, fostering partnerships that enhance project impact and sustainability. 4. Decent Work and Economic Growth (Goal 8): Projects may aim to develop skills and initiatives that enhance employment opportunities and economic development. 5. Sustainable Cities and Communities (Goal 11): Proposals can focus on community development, urban planning, or sustainability initiatives, promoting local engagement and sustainable practices. These courses equip students with the skills to create impactful proposals that can contribute to meaningful projects aligned with global sustainability goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134104 | Antropolinguistik | Anthropolinguistics | The Anthropolinguistics course explores the intersection of language and culture, examining how linguistic practices reflect and shape social identities, relationships, and cultural norms. | 1. Quality Education (Goal 4): Understanding language in its social and cultural contexts enhances educational practices and promotes linguistic diversity. 2. Reduced Inequalities (Goal 10): Anthropolinguistics explores power dynamics and social hierarchies related to language, contributing to discussions on equity and representation. 3. Gender Equality (Goal 5): The course often examines how language reflects and shapes gender roles, fostering awareness of gender issues in communication. 4. Sustainable Cities and Communities (Goal 11): By studying language use in different communities, the course can highlight local cultures and promote sustainable community practices. 5. Peace, Justice, and Strong Institutions (Goal 16): Anthropolinguistics can inform conflict resolution and intercultural communication, promoting peace and understanding among diverse groups. These courses emphasize the interplay between language and culture, helping students understand and address broader social issues related to communication and identity. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134204 | Sosiolinguistik | Sociolinguistics | The Sociolinguistics course examines the relationship between language and society, focusing on how social factors influence language use, variation, and change. | 1. Quality Education (Goal 4): Understanding the relationship between language and society can improve educational practices and promote linguistic diversity in curricula. 2. Reduced Inequalities (Goal 10): Sociolinguistics examines language variation and social factors, contributing to discussions about equity, access, and representation in education and society. 3. Gender Equality (Goal 5): The course often explores how language reflects and perpetuates gender norms, fostering awareness of gender-related issues in communication. 4. Sustainable Cities and Communities (Goal 11): By studying language use in various communities, students can gain insights into cultural identity and social cohesion, promoting sustainable community practices. 5. Peace, Justice, and Strong Institutions (Goal 16): Sociolinguistics can inform strategies for conflict resolution and intercultural communication, promoting understanding and peace among diverse groups. These courses emphasize the critical role of language in shaping social identities and power dynamics, encouraging students to address broader societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134302 | Pragmatik Bahasa Inggris | English Pragmatics | The English Pragmatics course focuses on the study of language in context, exploring how meaning is constructed beyond the literal interpretation of words. | 1. Quality Education (Goal 4): By enhancing understanding of language use in context, these courses improve communication skills and critical thinking, contributing to effective education. 2. Reduced Inequalities (Goal 10): Pragmatics explores how language use varies across different social contexts, helping to address issues of power dynamics and social equity in communication. 3. Gender Equality (Goal 5): Courses may examine how pragmatic language use reflects and reinforces gender roles, fostering discussions on gender issues in communication. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding pragmatics can enhance intercultural communication and conflict resolution strategies, promoting peace and mutual understanding among diverse groups. 5. Partnerships for the Goals (Goal 17): Effective communication is essential for collaboration and partnerships, and pragmatics provides tools for understanding and navigating these interactions. These courses focus on the nuances of meaning in communication, emphasizing the importance of context and social interaction in language use. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134404 | Metodologi Penelitian Kesusastraan | Literary Research Methodology | The Literary Research Methodology course equips students with the tools and techniques needed to conduct scholarly research in literature. | 1. Quality Education (Goal 4): These courses enhance critical thinking, analytical skills, and research methodologies, contributing to a deeper understanding of literature and its impact on society. 2. Reduced Inequalities (Goal 10): Research may focus on underrepresented voices in literature, promoting inclusivity and addressing social inequalities in literary studies. 3. Gender Equality (Goal 5): Students often examine gender representation in texts, contributing to discussions on gender issues and equity in literature. 4. Sustainable Cities and Communities (Goal 11): Literary research can explore themes of community, identity, and social issues, fostering awareness of local contexts and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature can encourage discussions about justice, morality, and human rights, promoting values of peace and understanding. These courses equip students with research skills that not only enhance their understanding of literature but also encourage engagement with broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134504 | Telaah Prosa Inggris | A Study of English Prose | The A Study of English Prose course offers an in-depth exploration of prose literature, focusing on key authors, genres, and historical contexts. | 1. Quality Education (Goal 4): Analyzing prose enhances critical thinking, literacy, and appreciation for literature, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Studying diverse voices and narratives in prose can highlight issues of social justice and representation, promoting inclusivity. 3. Gender Equality (Goal 5): Many prose works explore themes related to gender, allowing for critical discussions on representation and gender issues in literature. 4. Sustainable Cities and Communities (Goal 11): Prose often reflects social and cultural dynamics, encouraging awareness of community issues and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Literature can engage with themes of conflict, morality, and human rights, fostering values of understanding and justice. These courses encourage students to engage deeply with texts, fostering not only literary appreciation but also critical awareness of social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134602 | Sosiologi Sastra | Sociology of Literature | The Sociology of Literature course explores the relationship between literature and society, examining how social contexts, cultural norms, and historical events influence literary production and reception. | 1. Quality Education (Goal 4): These courses promote critical thinking and analysis of literature within its social context, enhancing educational practices and literary understanding. 2. Reduced Inequalities (Goal 10): The course often explores how literature reflects and challenges social hierarchies, power dynamics, and inequalities, fostering discussions on representation and inclusivity. 3. Gender Equality (Goal 5): By examining gender roles and representation in literature, the course contributes to awareness and discussions about gender issues and equality. 4. Sustainable Cities and Communities (Goal 11): Literature often reflects community dynamics and social issues, promoting awareness of cultural identity and sustainable practices within communities. 5. Peace, Justice, and Strong Institutions (Goal 16): The sociology of literature can inform understandings of conflict, social justice, and human rights, encouraging values of peace and mutual understanding. These courses emphasize the interplay between literature and society, helping students critically engage with texts and their broader social implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134702 | Penulisan Kreatif | Creative Writing | The Creative Writing course focuses on developing students’ writing skills across various genres, including fiction, poetry, and creative nonfiction. | 1. Quality Education (Goal 4): Creative writing enhances literacy, communication skills, and critical thinking, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Creative writing often explores diverse perspectives and voices, fostering inclusivity and addressing social issues related to inequality. 3. Gender Equality (Goal 5): Many creative writing projects focus on gender representation and the exploration of women’s experiences, contributing to discussions on gender equality. 4. Sustainable Cities and Communities (Goal 11): Creative writing can engage with themes of community, identity, and environmental awareness, promoting a sense of belonging and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Creative writing can address themes of conflict, social justice, and human rights, fostering understanding and empathy among different communities. These courses encourage students to express themselves creatively while engaging with important social themes and issues, promoting both personal development and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123402 | Pengajaran Bahasa Inggris untuk Usia Dini | Teaching English for Early Years | The Teaching English for Early Years course focuses on effective strategies and methodologies for teaching English to young learners. | 1. Quality Education (Goal 4): These courses focus on effective teaching methods and curricula for young learners, enhancing early childhood education and literacy. 2. Reduced Inequalities (Goal 10): By promoting inclusive practices and addressing diverse learning needs, these courses contribute to equitable access to quality education for all children. 3. Gender Equality (Goal 5): The course may explore gender-sensitive teaching practices and materials, promoting equal opportunities for boys and girls in language learning. 4. Sustainable Cities and Communities (Goal 11): Educating young children about their communities and environments fosters awareness and responsibility toward sustainable practices. 5. Partnerships for the Goals (Goal 17): Collaborations with families, communities, and educational organizations enhance the effectiveness of early years education. These courses aim to equip future educators with the skills and knowledge to create supportive, inclusive, and effective learning environments for young children. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133502 | Tata Bahasa Sistemik Fungsional | Functional Systemic Grammar | The Functional Systemic Grammar course explores the principles of systemic functional linguistics, focusing on how language operates within social contexts. | 1. Quality Education (Goal 4): Understanding grammar through a functional lens enhances language teaching and learning, promoting effective communication skills. 2. Reduced Inequalities (Goal 10): Courses may address language use in various social contexts, helping to recognize and mitigate inequalities in communication. 3. Gender Equality (Goal 5): Exploring how language reflects and shapes gender roles can foster discussions about gender issues and inclusivity in language use. 4. Partnerships for the Goals (Goal 17): Understanding functional grammar can improve communication in collaborative settings, enhancing partnerships across disciplines and communities. These courses emphasize the importance of grammar in understanding and producing language meaningfully, which can influence educational practices and social interactions. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133602 | Analisis Wacana | Discourse Analysis | The Discourse Analysis course investigates the ways language is used in various contexts to construct meaning and convey social dynamics. | 1. Quality Education (Goal 4): By analyzing various forms of discourse, these courses enhance critical thinking, comprehension, and communication skills, contributing to effective learning environments. 2. Reduced Inequalities (Goal 10): Discourse analysis often explores power dynamics and social inequalities in language use, fostering awareness and promoting equity in communication. 3. Gender Equality (Goal 5): The course may examine how discourse reflects and constructs gender roles, contributing to discussions on representation and gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding discourse can inform conflict resolution and promote intercultural communication, fostering peace and understanding among diverse groups. 5. Partnerships for the Goals (Goal 17): Effective communication is crucial for collaboration, and discourse analysis can enhance understanding in partnerships across various sectors. These courses focus on the relationship between language and society, encouraging students to critically engage with texts and their social implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133702 | Literasi Digital | Digital Literacy | The Digital Literacy course focuses on developing the skills necessary to effectively navigate, evaluate, and create information in digital environments. | 1. Quality Education (Goal 4): Digital literacy is essential for effective learning and teaching in the digital age, enhancing educational outcomes and accessibility. 2. Reduced Inequalities (Goal 10): By promoting digital skills, these courses help bridge the digital divide, ensuring equitable access to information and technology for all. 3. Decent Work and Economic Growth (Goal 8): Digital literacy equips students with the skills necessary for the modern workforce, enhancing employability and economic opportunities. 4. Industry, Innovation, and Infrastructure (Goal 9): Understanding digital tools and technologies fosters innovation and supports the development of resilient infrastructure. 5. Peace, Justice, and Strong Institutions (Goal 16): Digital literacy promotes informed citizenship and engagement, contributing to stronger democratic practices and social justice. These courses aim to empower individuals with the skills needed to navigate and critically engage with digital environments, fostering personal and professional growth. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133802 | Public Speaking | Public Speaking | The Public Speaking course focuses on developing effective oral communication skills for various speaking situations. | 1. Quality Education (Goal 4): Developing effective public speaking skills enhances communication and critical thinking, contributing to quality educational experiences. 2. Reduced Inequalities (Goal 10): Courses can promote inclusivity by teaching diverse voices to express their perspectives, addressing inequalities in representation. 3. Gender Equality (Goal 5): Public speaking courses may focus on empowering individuals to voice their ideas and experiences, particularly encouraging women’s participation and representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Effective public speaking fosters civic engagement and advocacy, promoting social justice and informed public discourse. 5. Partnerships for the Goals (Goal 17): Strong communication skills are vital for collaboration and building partnerships, enhancing collective efforts toward common goals. These courses aim to empower students to articulate their ideas confidently and persuasively, fostering active participation in their communities and beyond. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133902 | Bahasa Asing | Foreign language | The Foreign Language course offers students the opportunity to learn a new language while developing skills in reading, writing, listening, and speaking. | 1. Quality Education (Goal 4): Learning a foreign language enhances educational opportunities, literacy, and cognitive skills, contributing to overall quality education. 2. Reduced Inequalities (Goal 10): Language education promotes inclusivity and helps bridge communication gaps, allowing diverse voices to be heard and understood. 3. Gender Equality (Goal 5): Language courses often explore gender-related themes in different cultures, fostering awareness of gender issues and promoting equality. 4. Sustainable Cities and Communities (Goal 11): Understanding different languages enhances cultural awareness and community engagement, promoting sustainable practices and social cohesion. 5.Peace, Justice, and Strong Institutions (Goal 16): Language skills facilitate cross-cultural communication, fostering understanding and collaboration that can contribute to peace and justice. 6. Partnerships for the Goals (Goal 17): Language proficiency is essential for building partnerships and collaborations across cultures and sectors. These courses not only teach language skills but also promote cultural understanding and social awareness, preparing students for global citizenship. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134004 | Metode Penelitian Linguistik | Linguistic Research Methods | The Linguistic Research Methods course introduces students to the methodologies and techniques used in linguistic research. | 1. Quality Education (Goal 4): These courses enhance critical thinking and research skills, promoting effective methodologies for studying language and communication. 2. Reduced Inequalities (Goal 10): Research in linguistics can address language variation and social factors, contributing to understanding and mitigating inequalities in language access and representation. 3. Gender Equality (Goal 5): Linguistic research often explores how language reflects and constructs gender norms, fostering discussions on gender issues and promoting equity. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language use in social contexts can inform conflict resolution strategies and enhance communication in diverse communities. 5. Partnerships for the Goals (Goal 17): Collaboration with various stakeholders in linguistic research can strengthen partnerships across academic, governmental, and community sectors. These courses provide students with the tools to conduct meaningful research that contributes to broader societal understanding and social change. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123702 | Kritik Sastra | Literary Criticism | The Literary Criticism course explores various theoretical frameworks and approaches used to analyze and interpret literature. | 1. Quality Education (Goal 4): By fostering critical thinking and analytical skills, these courses enhance students’ understanding of literature and its cultural contexts. 2. Reduced Inequalities (Goal 10): Literary criticism often explores diverse voices and perspectives, promoting inclusivity and addressing social inequalities represented in literature. 3. Gender Equality (Goal 5): Many critical approaches focus on gender representation and feminist theory, encouraging discussions on gender issues and equality in literature. 4. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature through a critical lens can foster discussions about social justice, ethics, and human rights. 5. Sustainable Cities and Communities (Goal 11): Literary works often reflect social and environmental issues, prompting critical engagement with themes of community and sustainability. These courses encourage students to engage deeply with texts, fostering awareness of social issues and the impact of literature on society. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122802 | Teater | Theater | The Theater course provides students with an introduction to the fundamental elements of theater, including acting, directing, playwriting, and stage design. | 1. Quality Education (Goal 4): Theater courses enhance creativity, critical thinking, and communication skills, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Theater often explores themes of social justice, representation, and marginalized voices, promoting inclusivity and awareness of inequalities. 3. Gender Equality (Goal 5): Many theatrical works and discussions focus on gender representation and feminist themes, fostering dialogue about gender issues and equity. 4. Sustainable Cities and Communities (Goal 11): Theater can engage with local communities and cultural identities, promoting awareness of social and environmental issues. 5. Peace, Justice, and Strong Institutions (Goal 16): Theater often addresses conflict, ethics, and human rights, fostering understanding and dialogue that can promote peace and social justice. These courses encourage students to explore and express complex social themes through performance, fostering both personal growth and societal engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122904 | Desain Kurikulum dan Bahan Ajar | Curriculum Design and Teaching Materials | The Curriculum Design and Teaching Materials course focuses on the principles and practices of developing effective educational curricula and instructional resources. | 1. Quality Education (Goal 4): These courses focus on creating effective curricula and teaching materials that enhance learning outcomes and educational quality. 2. Reduced Inequalities (Goal 10): By addressing diverse learner needs and promoting inclusive practices, curriculum design can help reduce disparities in education. 3. Gender Equality (Goal 5): Courses may emphasize gender-sensitive materials and curricula that promote equal representation and opportunities for all genders. 4. Sustainable Cities and Communities (Goal 11): Curriculum design can incorporate themes of sustainability, encouraging students to engage with local and global community issues. 5. Partnerships for the Goals (Goal 17): Collaboration with educators, communities, and stakeholders is essential in designing effective curricula and teaching resources. These courses equip students with the skills to develop educational programs that not only enhance learning but also address broader social goals and values. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123004 | Asesmen Bahasa | Language Assessment | The Language Assessment course focuses on the principles and practices of evaluating language proficiency and learning outcomes. | 1. Quality Education (Goal 4): These courses focus on developing effective assessment tools and practices that enhance language learning outcomes and ensure educational quality. 2. Reduced Inequalities (Goal 10): Language assessment can identify diverse learners’ needs and promote fair testing practices, helping to address disparities in language education. 3. Gender Equality (Goal 5): Courses may examine how assessment practices can promote or hinder gender equity in language learning environments. 4. Partnerships for the Goals (Goal 17): Collaboration with educators and stakeholders is essential for developing relevant and effective assessment methods that support learning. 5. Decent Work and Economic Growth (Goal 8): Language proficiency assessments are often tied to employability; effective assessment practices can enhance job opportunities for learners. These courses equip students with the skills to create and implement assessments that not only evaluate language proficiency but also support broader educational and social goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123102 | Manajemen Kelas Bahasa | Language Class Management | The Language Class Management course focuses on effective strategies for organizing and managing language learning environments. | 1. Quality Education (Goal 4): Effective class management strategies are crucial for creating a conducive learning environment, enhancing educational quality and student outcomes. 2. Reduced Inequalities (Goal 10): By promoting inclusive classroom practices and addressing diverse learner needs, these courses can help reduce educational disparities. 3. Gender Equality (Goal 5): Language class management can include strategies for ensuring equal participation and representation of all genders in the classroom. 4. Sustainable Cities and Communities (Goal 11): Courses may focus on fostering a sense of community and collaboration among students, promoting social cohesion within diverse classroom settings. 5. Partnerships for the Goals (Goal 17): Effective class management often involves collaboration with colleagues, families, and the community to support student learning and development. These courses equip future educators with the skills to manage language classrooms effectively, promoting not only academic success but also social equity and community engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123202 | Bahasa Inggris untuk Tujuan Khusus | English for Specific Purposes | The English for Specific Purposes (ESP) course focuses on teaching English tailored to the specific needs of learners in various professional fields, such as business, medicine, engineering, and law. | 1. Quality Education (Goal 4): ESP courses focus on tailored language instruction that enhances learning outcomes for specific fields, promoting effective education. 2. Decent Work and Economic Growth (Goal 8): By equipping learners with the language skills needed in specific professional contexts, ESP supports employability and career advancement. 3. Reduced Inequalities (Goal 10): ESP can address the needs of diverse learners, including those from underrepresented backgrounds, by providing relevant language skills that enhance access to opportunities. 4. Partnerships for the Goals (Goal 17): Collaborating with industries and professionals to design ESP curricula fosters connections between education and the workforce, enhancing relevance and effectiveness. 5. Sustainable Cities and Communities (Goal 11): ESP can include language skills related to community engagement and local issues, promoting awareness and participation in sustainable practices. These courses equip students with specialized language skills that not only enhance their professional competencies but also contribute to broader social and economic goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123302 | Psikologi Pendidikan Bahasa | psychology of language education | The Psychology of Language Education course examines the cognitive, emotional, and social factors that influence language learning and teaching. | 1. Quality Education (Goal 4): Understanding the psychological principles behind language learning enhances teaching practices and improves educational outcomes. 2. Reduced Inequalities (Goal 10): These courses can address diverse learning needs and psychological barriers, promoting inclusive and equitable language education. 3. Gender Equality (Goal 5): Exploring psychological factors in language acquisition can include discussions on gender differences and fostering equitable learning environments. 4. Decent Work and Economic Growth (Goal 8): Language proficiency is often linked to employability; effective educational practices can enhance job readiness and economic opportunities. 5. Partnerships for the Goals (Goal 17): Collaborating with educators, psychologists, and communities can enhance understanding and support for effective language education strategies. These courses aim to equip future educators with insights into the psychological aspects of language learning, fostering both effective teaching and positive student outcomes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122002 | Bahasa dan Media | language and media | The Language and Media course explores the interplay between language and various media forms, including print, digital, and social media. | 1. Quality Education (Goal 4): Analyzing language in media enhances critical thinking and media literacy, contributing to informed and educated citizens. 2. Reduced Inequalities (Goal 10): These courses often explore representation in media, addressing issues of bias, stereotyping, and inclusivity, which can promote social equity. 3. Gender Equality (Goal 5): Examining language use in media can highlight gender representation and issues, fostering discussions about equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language in media can promote critical engagement with information, supporting democratic practices and informed public discourse. 5. Sustainable Cities and Communities (Goal 11): Media can influence community identity and engagement, and courses may explore language’s role in promoting sustainable practices within communities. These courses encourage students to critically analyze the interplay between language and media, fostering awareness of social issues and enhancing communication skills. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122102 | Psikolinguistik | Psycholinguistics | The Psycholinguistics course examines the cognitive processes underlying language acquisition, comprehension, and production. | 1. Quality Education (Goal 4): Understanding the cognitive processes behind language acquisition and use can enhance teaching strategies, contributing to effective language education. 2. Reduced Inequalities (Goal 10): Psycholinguistics can address language learning challenges faced by diverse populations, promoting inclusive education practices that cater to varying needs. 3. Gender Equality (Goal 5): Exploring how language and cognition intersect can include discussions on gender differences in language use and learning, fostering awareness of gender issues. 4. Decent Work and Economic Growth (Goal 8): Proficiency in language skills, informed by psycholinguistic principles, can enhance employability and career development opportunities. 5. Peace, Justice, and Strong Institutions (Goal 16): Understanding the relationship between language, thought, and communication can support conflict resolution and promote dialogue in diverse contexts. These courses equip students with insights into the cognitive and psychological aspects of language, enhancing both personal development and societal engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122202 | Isu Aktual dan Linguistik | Current and Linguistic Issues | The Current and Linguistic Issues course examines contemporary debates and challenges in the field of linguistics. | 1. Quality Education (Goal 4): Exploring contemporary linguistic issues enhances critical thinking and promotes awareness of language diversity and its implications for education. 2. Reduced Inequalities (Goal 10): These courses often address language-related inequalities, such as access to education and representation in media, promoting inclusivity. 3. Gender Equality (Goal 5): Discussions on current linguistic issues may include gender language use and representation, fostering awareness of gender dynamics in communication. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding linguistic issues can contribute to conflict resolution and enhance communication across diverse groups, promoting social cohesion. 5. Sustainable Cities and Communities (Goal 11): Language plays a crucial role in community identity and engagement, and these courses may explore its impact on local and global issues. These courses encourage students to engage critically with contemporary linguistic challenges, fostering both academic growth and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122304 | Telaah Puisi Inggris | A Study of English Poetry | The A Study of English Poetry course offers an in-depth exploration of poetic forms, themes, and techniques across various historical periods and cultural contexts. | 1. Quality Education (Goal 4): Analyzing poetry enhances critical thinking, interpretation, and appreciation for language and literature, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Poetry often explores themes of social justice, identity, and representation, fostering discussions about inequality and marginalized voices. 3. Gender Equality (Goal 5): Many poetic works address gender issues and representation, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Poetry can address conflict, ethics, and human rights, fostering understanding and dialogue around social justice issues. 5. Sustainable Cities and Communities (Goal 11): Poetry often reflects community dynamics and social issues, promoting awareness of local cultures and sustainable practices. These courses encourage students to engage deeply with poetic texts, fostering both literary appreciation and awareness of broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122404 | Telaah Drama Inggris | Study of English Drama | The Study of English Drama course explores the evolution and key themes of drama in English literature, from classical to contemporary works. | 1. Quality Education (Goal 4): Analyzing drama enhances critical thinking, interpretation, and understanding of complex themes, contributing to a rich educational experience. 2. Reduced Inequalities (Goal 10): Drama often explores issues of social justice, identity, and representation, fostering discussions about inequalities and marginalized voices. 3. Gender Equality (Goal 5): Many dramatic works address gender dynamics and representation, encouraging critical engagement with themes related to equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Drama frequently addresses conflict, ethics, and social issues, fostering dialogue and understanding around justice and human rights. 5. Sustainable Cities and Communities (Goal 11): Dramatic works often reflect community dynamics, cultural identities, and social challenges, promoting awareness of local and global issues. These courses encourage students to engage deeply with dramatic texts and performances, fostering both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122502 | Survei Kesusastraan Inggris | Survey of English Literature | The Survey of English Literature course provides an overview of key literary movements, genres, and authors in English literature from its beginnings to the present. | 1. Quality Education (Goal 4): These courses enhance critical thinking, analytical skills, and cultural literacy, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Literature often explores themes of social justice, identity, and representation, fostering discussions about inequalities and diverse voices. 3. Gender Equality (Goal 5): Many literary works address gender roles and issues, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature can provoke discussions about conflict, ethics, and human rights, promoting understanding and dialogue around social justice. 5. Sustainable Cities and Communities (Goal 11): Literary texts often reflect community dynamics, cultural identities, and environmental issues, raising awareness of local and global challenges. These courses encourage students to engage deeply with a wide range of texts, fostering both literary appreciation and awareness of broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122602 | Sastra Bandingan | Comparative Literature | The Comparative Literature course examines literary works from different cultures, languages, and traditions, focusing on themes, genres, and narrative techniques. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by comparing literary texts from different cultures, contributing to a comprehensive understanding of global literature. 2. Reduced Inequalities (Goal 10): Comparative literature often highlights diverse voices and perspectives, fostering discussions about representation and social inequalities across cultures. 3. Gender Equality (Goal 5): Many comparative analyses address gender representation and the roles of women in various literary traditions, encouraging critical engagement with gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): By examining literature from various cultural and historical contexts, students can explore themes of conflict, justice, and ethics, promoting intercultural understanding. 5. Sustainable Cities and Communities (Goal 11): Literature reflects cultural identities and social issues; comparative studies can raise awareness of local and global community dynamics. These courses encourage students to engage with a variety of texts, fostering both literary appreciation and critical awareness of global social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121302 | Budaya dalam Pengajaran Bahasa Inggris | Culture in English Language Teaching | The Culture in English Language Teaching course explores the integration of cultural knowledge and awareness into English language instruction. | 1. Quality Education (Goal 4): These courses enhance teaching methodologies by incorporating cultural contexts, promoting effective language learning and intercultural understanding. 2. Reduced Inequalities (Goal 10): By addressing cultural diversity and representation in language teaching, these courses help create inclusive learning environments that cater to diverse student backgrounds. 3. Gender Equality (Goal 5): Discussions on culture can include gender roles and representations, fostering awareness of gender issues and promoting equality in language education. 4. Sustainable Cities and Communities (Goal 11): Understanding the cultural dynamics of communities can enhance language teaching practices, encouraging students to engage with and contribute to their local contexts. 5. Peace, Justice, and Strong Institutions (Goal 16): Cultural awareness in language teaching promotes empathy and understanding, which are essential for conflict resolution and building strong, inclusive communities. These courses prepare educators to incorporate cultural elements into language instruction, enriching the learning experience and fostering a more inclusive and understanding classroom environment. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121402 | Isu Aktual dalam Pengajaran Bahasa Inggris | Current Issues in English Language Teaching | The Current Issues in English Language Teaching course examines contemporary challenges and trends in the field of English language education. | 1. Quality Education (Goal 4): These courses address contemporary challenges in language education, promoting innovative teaching methods and enhancing learning outcomes. 2. Reduced Inequalities (Goal 10): By exploring issues such as language access, diversity, and inclusion, these courses aim to create equitable educational environments for all learners. 3. Gender Equality (Goal 5): Discussions on current issues often include gender dynamics in language learning, promoting awareness of and strategies for achieving gender equity. 4. Decent Work and Economic Growth (Goal 8): Addressing the skills needed in the global job market can enhance employability and support economic opportunities for language learners. 5. Peace, Justice, and Strong Institutions (Goal 16): Examining language education’s role in fostering understanding and cooperation can contribute to social cohesion and conflict resolution. These courses prepare educators to critically engage with and address pressing issues in English language teaching, enhancing both educational practices and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121504 | Menulis Esai Akademik | Writing Academic Essays | The Writing Academic Essays course focuses on developing the skills necessary for crafting effective academic essays across various disciplines. | 1. Quality Education (Goal 4): These courses enhance critical thinking, research skills, and academic writing proficiency, contributing to a strong educational foundation. 2. Reduced Inequalities (Goal 10): By promoting effective communication skills, these courses help empower students from diverse backgrounds, enabling them to articulate their ideas and perspectives. 3. Gender Equality (Goal 5): Discussions on academic writing can include issues of representation and voice, fostering awareness of gender dynamics in academic contexts. 4. Decent Work and Economic Growth (Goal 8): Strong writing skills are essential for professional success; these courses equip students with the abilities needed for effective communication in the workplace. 5. Peace, Justice, and Strong Institutions (Goal 16): Academic writing encourages informed discourse, critical engagement with societal issues, and the ability to advocate for justice and equity. These courses provide students with essential skills for academic and professional success while promoting critical engagement with broader social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121604 | Penerjemahan dan Penjurubahasaan Bahasa Indonesia-Bahasa Inggris | Translation and Interpreting Indonesian-English | The Translation and Interpreting Indonesian-English course focuses on developing skills in translating and interpreting between Indonesian and English. | 1. Quality Education (Goal 4): These courses enhance language proficiency and intercultural communication skills, contributing to effective learning and education. 2. Reduced Inequalities (Goal 10): By facilitating communication between different language speakers, translation and interpreting promote inclusivity and access to information for diverse populations. 3. Gender Equality (Goal 5): Discussions on translation practices may include considerations of gender representation and issues, fostering awareness of gender dynamics in communication. 4. Decent Work and Economic Growth (Goal 8): Proficiency in translation and interpreting can enhance employability and support economic opportunities in global and local markets. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective translation and interpreting play crucial roles in diplomacy, conflict resolution, and promoting understanding across cultures. These courses prepare students to bridge language barriers, fostering effective communication and collaboration in various contexts. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122702 | Budaya dan Bahasa Inggris | English Culture and Language | The English Culture and Language course explores the relationship between language and cultural identity within English-speaking communities. | 1. Quality Education (Goal 4): These courses enhance understanding of cultural contexts in language learning, promoting effective communication and critical thinking. 2. Reduced Inequalities (Goal 10): By exploring diverse cultural perspectives, these courses foster inclusivity and awareness of social inequalities related to language use. 3. Gender Equality (Goal 5): Discussions on culture often include gender roles and representation, encouraging critical engagement with issues of equality and empowerment. 4. Sustainable Cities and Communities (Goal 11): Understanding the cultural aspects of language can promote community engagement and social cohesion within diverse environments. 5. Peace, Justice, and Strong Institutions (Goal 16): Cultural awareness in language education promotes empathy and understanding, which are essential for conflict resolution and building strong communities. These courses prepare students to appreciate and navigate the interplay between language and culture, enriching their educational experience and fostering social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121804 | Sintaksis Bahasa Inggris | English Syntax | The English Syntax course focuses on the structure and rules governing sentence formation in the English language. | 1. Quality Education (Goal 4): Understanding syntax enhances critical thinking and analytical skills, contributing to a comprehensive education in linguistics and language studies. 2. Reduced Inequalities (Goal 10): By exploring syntactic structures across different dialects and languages, these courses promote awareness of linguistic diversity and inclusivity. 3. Gender Equality (Goal 5): Analyzing language can include discussions on how syntax may reflect and perpetuate gender norms, fostering critical engagement with gender issues in language use. 4. Peace, Justice, and Strong Institutions (Goal 16): A deep understanding of syntax supports effective communication, which is essential for fostering dialogue and understanding in diverse contexts. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration in linguistic research and application, strengthening partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in the structures of language, enhancing both academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121904 | Semantik Bahasa Inggris | English Semantics | The English Semantics course explores the study of meaning in the English language, focusing on how words, phrases, and sentences convey meaning in various contexts. | 1. Quality Education (Goal 4): Understanding semantics enhances critical thinking and analytical skills, contributing to a well-rounded education in linguistics and communication. 2. Reduced Inequalities (Goal 10): Courses that explore meaning in different contexts can promote awareness of diverse perspectives and linguistic inclusivity, addressing inequalities in language use. 3. Gender Equality (Goal 5): Analyzing how language conveys meaning can include discussions on gendered language and representation, fostering critical engagement with gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): A deep understanding of semantics supports effective communication, which is essential for dialogue and conflict resolution in diverse settings. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration in research and applications related to semantics, fostering partnerships among educators, researchers, and communities. These courses equip students with essential skills in understanding meaning and interpretation, enhancing both their academic abilities and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120502 | Struktur Bahasa Inggris Lanjutan | Advanced English Structure | The Advanced English Structure course delves into the intricate components of English grammar and syntax, focusing on complex sentence structures and advanced grammatical concepts. | 1. Quality Education (Goal 4): These courses enhance students’ understanding of complex language structures, improving their analytical and critical thinking skills essential for effective communication. 2. Reduced Inequalities (Goal 10): By exploring diverse English structures, including dialects and variations, the course promotes awareness of linguistic diversity and inclusivity in language education. 3. Gender Equality (Goal 5): Discussions may include how language structures can reflect and influence gender norms, fostering critical engagement with issues of representation and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): A strong command of language structure is vital for effective communication in professional and civic contexts, supporting dialogue and collaboration. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative projects that involve research and application of advanced language structures, fostering partnerships in education and beyond. These courses provide students with a comprehensive understanding of English language structures, enhancing their academic and professional communication skills while promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121704 | Fonetik dan Fonologi Bahasa Inggris | English Phonetics and Phonology | The English Phonetics and Phonology course explores the sounds of the English language, focusing on both the physical properties of speech sounds (phonetics) and their systematic organization and patterns (phonology). | 1. Quality Education (Goal 4): Understanding phonetics and phonology enhances students’ knowledge of sound systems in English, promoting effective communication and critical thinking skills. 2. Reduced Inequalities (Goal 10): Exploring variations in pronunciation and dialects can foster awareness of linguistic diversity and inclusivity, addressing issues related to language access. 3. Gender Equality (Goal 5): Discussions on phonetics may include how speech patterns and accents can reflect and perpetuate gender norms, encouraging critical engagement with gender issues in language. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in phonetics supports clear communication, which is essential for dialogue and conflict resolution in diverse contexts. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative research and projects involving phonetic analysis, fostering partnerships among educators, researchers, and communities. These courses equip students with essential skills in understanding the sounds of English, enhancing both their academic abilities and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120802 | Morfologi Bahasa Inggris | English Morphology | The English Morphology course focuses on the structure and formation of words in the English language. | 1. Quality Education (Goal 4): Understanding morphology enhances students’ knowledge of word formation and structure, promoting critical thinking and effective communication skills. 2. Reduced Inequalities (Goal 10): Exploring morphological variations across dialects and languages can foster awareness of linguistic diversity and inclusivity, addressing issues related to language access. 3. Gender Equality (Goal 5): Discussions may include how morphological structures can reflect gender distinctions in language, fostering critical engagement with gender representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in morphology supports effective communication and understanding in various contexts, aiding in dialogue and conflict resolution. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative research and projects related to morphological analysis, fostering partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in the structure of words, enhancing both their linguistic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120902 | Teori Sastra | Literary Theory | The Literary Theory course provides an overview of major theoretical frameworks used to analyze and interpret literature. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by engaging with diverse theoretical perspectives, enhancing students’ understanding of literature. 2. Reduced Inequalities (Goal 10): Literary theory often addresses issues of representation and power dynamics in literature, fostering discussions about marginalized voices and social justice. 3. Gender Equality (Goal 5): Many literary theories focus on gender issues and the representation of women in literature, encouraging critical engagement with gender dynamics. 4. Peace, Justice, and Strong Institutions (Goal 16): Literary theory can explore themes of justice, ethics, and human rights, promoting understanding and dialogue around societal issues. 5. Sustainable Cities and Communities (Goal 11): By analyzing literature’s role in reflecting and shaping communities, these courses can raise awareness of local cultures and social challenges. These courses equip students with the tools to critically engage with texts and understand the broader societal implications of literature, fostering both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121002 | Budaya dalam Kesusastraan Inggris | Culture in English Literature | The Culture in English Literature course examines how cultural contexts shape and influence literary texts in English. | 1. Quality Education (Goal 4): These courses enhance understanding of cultural contexts in literature, promoting critical thinking and effective communication. 2. Reduced Inequalities (Goal 10): By exploring diverse cultural perspectives in literature, these courses foster discussions about representation, identity, and social justice. 3. Gender Equality (Goal 5): Many literary works address gender roles and issues, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature often reflects societal conflicts and ethical dilemmas, promoting understanding and dialogue around justice and human rights. 5. Sustainable Cities and Communities (Goal 11): Analyzing cultural representations in literature can raise awareness of local and global issues, fostering community engagement and social cohesion. These courses encourage students to appreciate the interplay between culture and literature, enriching their educational experience and promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121102 | Isu Aktual dalam Kesusastraan | Current Issues in Literature | The Current Issues in Literature course explores contemporary themes and challenges in literary studies, examining how literature responds to and reflects modern societal concerns. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by examining contemporary literary works and their relevance to current social issues. 2. Reduced Inequalities (Goal 10): Current issues in literature often address themes of social justice, representation, and marginalized voices, fostering discussions about inequality and inclusivity. 3. Gender Equality (Goal 5): Many contemporary literary works explore gender dynamics and issues, encouraging critical engagement with themes of empowerment and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature that tackles current issues can promote dialogue about justice, ethics, and human rights, fostering a deeper understanding of societal challenges. 5. Sustainable Cities and Communities (Goal 11): Literature often reflects community identities and social challenges, raising awareness of local and global issues and encouraging civic engagement. These courses encourage students to engage with relevant literary texts while critically reflecting on their societal implications, enhancing both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121202 | Metodologi Pengajaran Bahasa Inggris | English Language Teaching Methodology | The English Language Teaching Methodology course focuses on the principles and practices of effective language instruction. | 1. Quality Education (Goal 4): These courses provide educators with effective teaching strategies and practices, enhancing the quality of language education and improving learning outcomes. 2. Reduced Inequalities (Goal 10): By promoting inclusive teaching methods that cater to diverse learners, these courses aim to create equitable educational environments for all students. 3. Gender Equality (Goal 5): Discussions on methodology may include considerations of gender in language education, fostering awareness of representation and equality in the classroom. 4. Decent Work and Economic Growth (Goal 8): Effective language teaching methodologies enhance students’ language skills, contributing to their employability and career opportunities. 5. Partnerships for the Goals (Goal 17): The course may encourage collaboration among educators, researchers, and communities to improve language teaching practices and share resources. These courses equip future educators with the knowledge and skills necessary to create effective and inclusive language learning environments, fostering both academic success and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110804 | Struktur Bahasa Inggris | English Structure | The English Structure course provides an overview of the fundamental components of English grammar and syntax. | 1. Quality Education (Goal 4): Understanding English structure enhances students’ linguistic skills, critical thinking, and analytical abilities, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Exploring various English structures, including dialects and variations, fosters awareness of linguistic diversity and promotes inclusivity in language education. 3. Gender Equality (Goal 5): Discussions on language structure may include how certain structures reflect gender roles, encouraging critical engagement with gender representation in language. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in English structure supports effective communication, which is essential for dialogue and conflict resolution in diverse contexts. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaborative projects involving linguistic research and analysis, fostering partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in English language structures, enhancing their academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110904 | Membaca Kritis | Critical Reading | The Critical Reading course focuses on developing analytical and interpretative skills essential for engaging with complex texts across various genres and disciplines. | 1. Quality Education (Goal 4): These courses enhance critical thinking, comprehension, and analytical skills, promoting a deeper understanding of texts across various genres and contexts. 2. Reduced Inequalities (Goal 10): Critical reading fosters awareness of diverse perspectives and social issues, encouraging discussions about representation and equity in literature and media. 3. Gender Equality (Goal 5): By analyzing texts that explore gender dynamics, students can engage with themes of empowerment and equality, promoting awareness of gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): Critical reading encourages informed discourse on social justice and ethical considerations, fostering dialogue around human rights and justice. 5. Sustainable Cities and Communities (Goal 11): Analyzing literature and texts related to community issues can raise awareness of local and global challenges, encouraging civic engagement. These courses equip students with essential skills for navigating complex texts, enhancing their ability to engage thoughtfully with societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04111002 | Sejarah Perkembangan Bahasa dan Kebudayaan Inggris | History of the Development of English Language and Culture | The History of the Development of English Language and Culture course examines the evolution of the English language from its early origins to its contemporary forms. | 1. Quality Education (Goal 4): Understanding the evolution of the English language and culture promotes critical thinking and cultural literacy, enriching students’ educational experience. 2. Reduced Inequalities (Goal 10): Exploring the historical development of the language can highlight issues of linguistic diversity and the impact of cultural exchange, fostering discussions about inclusivity. 3. Gender Equality (Goal 5): Analyzing historical texts and cultural developments can reveal gender roles and representation, encouraging critical engagement with themes of gender equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding the historical context of language can inform discussions on power dynamics, social justice, and human rights throughout history. 5. Sustainable Cities and Communities (Goal 11): The course may examine how language and culture shape community identities and social issues, promoting awareness of local and global contexts. These courses provide students with a comprehensive understanding of the interplay between language and culture, enhancing their academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120104 | Menulis Esai Argumentatif | Writing Argumentative Essays | The Writing Argumentative Essays course focuses on the techniques and strategies necessary for crafting compelling argumentative essays. | 1. Quality Education (Goal 4): These courses enhance critical thinking, research skills, and effective communication, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Argumentative writing often addresses social issues and injustices, fostering awareness and discussion about inequalities and marginalized voices. 3. Gender Equality (Goal 5): Courses may engage with topics related to gender issues, encouraging students to construct and analyze arguments around gender equality and representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Writing argumentative essays encourages informed discourse on ethical and social justice issues, promoting dialogue about human rights and justice. 5. Partnerships for the Goals (Goal 17): Collaborative projects may be part of the coursework, encouraging partnerships in research and advocacy for various social issues. These courses equip students with essential skills for constructing well-reasoned arguments and engaging thoughtfully with societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120204 | Penerjemahan dan Penjurubahasaan Bahasa Inggris-Bahasa Indonesia | English-Indonesian Translation and Interpreting | The English-Indonesian Translation and Interpreting course focuses on developing skills in translating and interpreting between English and Indonesian. | 1. Quality Education (Goal 4): These courses enhance language proficiency and intercultural communication skills, contributing to effective learning and understanding. 2. Reduced Inequalities (Goal 10): By facilitating communication between English and Indonesian speakers, translation and interpreting promote inclusivity and access to information, helping to bridge linguistic divides. 3. Gender Equality (Goal 5): Discussions may include how language and translation practices can reflect gender issues, fostering awareness of representation and equality. 4. Decent Work and Economic Growth (Goal 8): Proficiency in translation and interpreting skills enhances employability and supports career opportunities in various sectors. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective translation and interpreting are crucial for diplomacy, conflict resolution, and promoting understanding in multicultural settings. These courses prepare students to bridge language barriers, fostering effective communication and collaboration in various contexts. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120302 | Korespondensi Bahasa Inggris | English Correspondence | The English Correspondence course focuses on the principles and practices of writing effective business and personal communications in English. | 1. Quality Education (Goal 4): These courses enhance students’ writing and communication skills, promoting effective correspondence practices essential for academic and professional settings. 2. Decent Work and Economic Growth (Goal 8): Proficiency in writing formal correspondence is critical for career success, improving employability in various fields that require effective communication. 3. Reduced Inequalities (Goal 10): By teaching effective communication strategies, these courses can help marginalized groups express their ideas and needs, fostering inclusivity. 4. Gender Equality (Goal 5): Discussions may include the role of language in shaping perceptions and representation, encouraging awareness of gender dynamics in communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective correspondence is vital for clear communication in professional and civic contexts, supporting dialogue and collaboration in diverse settings. These courses equip students with essential skills for writing clear and effective correspondence, enhancing their academic and professional communication abilities. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120402 | Semiologi | Semiology | The Semiology course explores the study of signs and symbols and their role in communication across various contexts, including language, literature, art, and media. | 1. Quality Education (Goal 4): Semiology promotes critical thinking and analytical skills by examining signs and symbols in communication, enriching students’ understanding of language and meaning. 2. Reduced Inequalities (Goal 10): By exploring how meaning is constructed in various cultural contexts, these courses encourage awareness of diverse perspectives and inclusivity in communication. 3. Gender Equality (Goal 5): Discussions in semiology may include how signs and symbols reflect and influence gender representations, fostering critical engagement with issues of gender equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding semiotic processes can enhance communication strategies for social justice, promoting dialogue and awareness of ethical issues. 5. Sustainable Cities and Communities (Goal 11): Analyzing how cultural signs shape community identities can raise awareness of local issues and foster engagement with social challenges. These courses provide students with essential skills to analyze and interpret meaning in various contexts, enhancing their critical understanding of communication and culture. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110102 | Pengantar Ilmu Sastra | Introduction to Literature | The Introduction to Literature course provides an overview of key literary genres, including poetry, prose, and drama, while exploring fundamental themes and techniques in literature. | 1. Quality Education (Goal 4): These courses promote critical thinking, analytical skills, and cultural literacy, providing a foundation for understanding various literary genres and contexts. 2. Reduced Inequalities (Goal 10): Literature often explores themes of social justice, representation, and marginalized voices, fostering discussions about inclusivity and equity. 3. Gender Equality (Goal 5): Many literary works address gender dynamics and issues, encouraging students to engage with themes of empowerment and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature can reflect and critique societal issues, promoting dialogue about justice, ethics, and human rights. 5. Sustainable Cities and Communities (Goal 11): Analyzing literature related to community and identity can raise awareness of local and global challenges, fostering civic engagement. These courses equip students with the tools to appreciate and critically engage with literature, enhancing their understanding of cultural and social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110202 | Pengantar Linguistik Umum | Introduction to General Linguistics | The Introduction to General Linguistics course provides a comprehensive overview of the fundamental concepts and theories in the study of language. | 1. Quality Education (Goal 4): These courses provide foundational knowledge in linguistics, promoting critical thinking and analytical skills that enhance students’ understanding of language. 2. Reduced Inequalities (Goal 10): By exploring language diversity and the socio-cultural aspects of language use, these courses foster awareness of linguistic inclusivity and the importance of preserving minority languages. 3. Gender Equality (Goal 5): Linguistics often addresses how language reflects and shapes gender roles, encouraging critical engagement with issues of gender representation and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language’s role in communication can promote dialogue and understanding, which are essential for conflict resolution and social cohesion. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaborative research and projects that involve language documentation and preservation, fostering partnerships among linguists, educators, and communities. These courses equip students with essential skills to analyze and understand the complexities of language, enhancing their academic and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110302 | Pengantar Linguistik Terapan | Introduction to Applied Linguistics | The Introduction to Applied Linguistics course explores the practical applications of linguistic theories and concepts in real-world contexts. | 1. Quality Education (Goal 4): These courses enhance understanding of language acquisition, teaching methodologies, and assessment practices, contributing to effective language education. 2. Reduced Inequalities (Goal 10): By addressing language barriers and promoting inclusive language policies, these courses foster awareness of linguistic diversity and support equitable access to education. 3. Gender Equality (Goal 5): Discussions may include how language use reflects gender dynamics, encouraging critical engagement with gender representation in communication. 4. Decent Work and Economic Growth (Goal 8): Proficiency in applied linguistics supports employability in fields such as education, translation, and communication, enhancing career opportunities. 5. Peace, Justice, and Strong Institutions (Goal 16): Understanding language’s role in social interaction can promote dialogue and understanding, which are essential for conflict resolution and community cohesion. These courses equip students with practical skills and insights into language use in real-world contexts, enhancing their academic and professional capabilities while promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110404 | Menyimak dan Berbicara Bahasa Inggris | Listening and Speaking English | The Listening and Speaking English course focuses on developing effective oral communication and active listening skills in English. Students engage in various interactive activities, such as discussions, presentations, and role-plays, to enhance their speaking proficiency and confidence. The course emphasizes pronunciation, intonation, and conversational strategies, as well as techniques for understanding spoken language in different contexts, including everyday conversations and academic settings. | 1. Quality Education (Goal 4): These courses enhance communication skills, critical for academic success and effective participation in discussions, debates, and presentations. 2. Reduced Inequalities (Goal 10): Improving listening and speaking skills fosters inclusivity, enabling learners from diverse backgrounds to engage and express themselves in English. 3. Gender Equality (Goal 5): Discussions in these courses can address gender dynamics in communication, promoting awareness of gender representation and empowering all voices. 4. Decent Work and Economic Growth (Goal 8): Strong listening and speaking skills are essential for professional success, enhancing employability in various fields that require effective communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective communication skills are vital for dialogue and conflict resolution, supporting the development of strong and cohesive communities. These courses equip students with essential oral communication skills, enhancing their academic and professional capabilities while fostering social awareness and inclusion. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110502 | Teori Berpikir Kritis | Critical Thinking Theory | The Critical Thinking Theory course explores the principles and practices of critical thinking, emphasizing its role in effective reasoning, problem-solving, and decision-making. Students learn to identify logical fallacies, evaluate arguments, and analyze evidence in various contexts. | 1. Quality Education (Goal 4): These courses promote analytical and critical thinking skills, which are essential for effective learning and problem-solving across various disciplines. 2. Reduced Inequalities (Goal 10): Critical thinking encourages awareness of social issues and inequalities, empowering students to engage in discussions about justice and inclusivity. 3. Gender Equality (Goal 5): Engaging with critical thinking can help students analyze gender issues, fostering discussions on representation, equity, and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Critical thinking promotes informed dialogue and understanding, which are vital for conflict resolution, social cohesion, and the development of strong institutions. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration and interdisciplinary approaches, fostering partnerships that enhance critical inquiry and social engagement. These courses equip students with essential skills for evaluating arguments, making informed decisions, and engaging thoughtfully with complex societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110602 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course provides students with an overview of the principles and practices essential for starting and managing a business. Students explore key concepts such as business planning, market research, funding options, and innovative thinking. The course emphasizes the entrepreneurial process, including idea generation, feasibility analysis, and strategic planning. | 1. Decent Work and Economic Growth (Goal 8): Entrepreneurship fosters innovation and job creation, contributing to economic development and sustainable growth. 2. Quality Education (Goal 4): These courses equip students with knowledge and skills related to business, finance, and management, enhancing their educational experience. 3. Reduced Inequalities (Goal 10): Entrepreneurship education can empower marginalized communities by providing tools and resources to create their own businesses, promoting economic inclusivity. 4. Sustainable Cities and Communities (Goal 11): Entrepreneurs often address local challenges through innovative solutions, contributing to sustainable urban development and community resilience. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration between students, businesses, and community organizations, fostering partnerships that enhance entrepreneurial efforts. These courses provide students with the skills and mindset necessary to launch and manage successful ventures, while also promoting social responsibility and sustainability. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110704 | Menyimak dan Berbicara Bahasa Inggris Akademi | English Listening and Speaking Academy | The English Listening and Speaking Academy course focuses on enhancing students’ proficiency in listening and speaking skills through immersive and interactive learning experiences. Students engage in various activities, including discussions, presentations, and role-plays, aimed at improving their pronunciation, fluency, and comprehension. | 1. Quality Education (Goal 4): These courses enhance students’ listening and speaking skills, which are crucial for effective communication in academic and professional settings. 2. Reduced Inequalities (Goal 10): By improving language proficiency, these courses help learners from diverse backgrounds express themselves and engage more fully in educational and social contexts. 3. Gender Equality (Goal 5): Discussions and activities may address gender dynamics in communication, promoting awareness and encouraging equal participation in speaking and listening. 4. Decent Work and Economic Growth (Goal 8): Strong listening and speaking skills are essential for professional success, enhancing employability in various fields that require effective communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective communication fosters dialogue and understanding, which are vital for conflict resolution and building cohesive communities. These courses equip students with essential oral communication skills, enhancing their academic and professional capabilities while fostering social inclusion and awareness. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | KURIKULUM SARJANA K-23 | 2023 | |||||
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110103 | Dasar Dasar Fisika Laut | Basic Marine Physics | Basic Marine Physics is an introductory course that examines the fundamental physical principles that govern marine environments. | 1. Life Below Water (SDG 14): This goal directly addresses the conservation and sustainable use of the oceans, seas, and marine resources. Topics like ocean currents, marine ecosystems, and their physical properties are often included. 2. Climate Action (SDG 13): Marine physics may involve the study of oceanic influences on climate, including the effects of sea temperature changes and ocean circulation patterns. 3. Sustainable Cities and Communities (SDG 11): Understanding marine environments can contribute to sustainable coastal development and urban planning. 4. Quality Education (SDG 4): A focus on educating students about marine sciences contributes to raising awareness and understanding of marine issues. 5. Partnerships for the Goals (SDG 17): Collaborative research in marine physics often involves partnerships among universities, governments, and organizations working toward sustainable ocean management. These connections highlight the importance of marine physics in addressing global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131903 | Bioremediasi (P) | Bioremediation (P) | Bioremediation (P) is a practical course that focuses on the application of biological techniques to remediate contaminated environments, such as soil and water. | 1. Clean Water and Sanitation (SDG 6): Bioremediation techniques are often employed to treat contaminated water sources, helping to ensure access to clean water. 2. Responsible Consumption and Production (SDG 12): The course may cover sustainable waste management practices and the reduction of pollutants in the environment. 3. Climate Action (SDG 13): Bioremediation can play a role in mitigating climate change by restoring ecosystems and reducing greenhouse gas emissions from contaminated sites. 4. Life on Land (SDG 15): The course likely addresses soil and land contamination, focusing on restoring ecosystems and promoting biodiversity. 5. Partnerships for the Goals (SDG 17): Bioremediation projects often involve collaboration between academia, industry, and government entities. By integrating these SDGs, a Bioremediation course emphasizes the importance of sustainable practices in addressing environmental challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01132003 | Survei Hidrografi (P) | Hydrographic Survey (P) | Hydrographic Survey (P) is a practical course that focuses on the techniques and technologies used to measure and map underwater features and water bodies. | 1. Life Below Water (SDG 14): Hydrographic surveying is essential for understanding and managing marine environments, including mapping seabeds and assessing marine habitats. 2. Sustainable Cities and Communities (SDG 11): Hydrographic data is crucial for safe navigation and development in coastal areas, contributing to sustainable urban planning. 3. Climate Action (SDG 13): Understanding sea level changes and coastal erosion through hydrographic surveys can inform climate adaptation strategies. 4. Industry, Innovation, and Infrastructure (SDG 9): The course may cover technologies and methodologies used in surveying, promoting innovation in marine infrastructure. 5. Partnerships for the Goals (SDG 17): Hydrographic surveying often involves collaboration among various stakeholders, including governments, environmental organizations, and research institutions. By integrating these SDGs, a Hydrographic Survey course emphasizes the importance of data in managing marine and coastal resources sustainably. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01132103 | Ekotoksikologi Akuatik (P) | Aquatic Ecotoxicology (P) | Aquatic Ecotoxicology (P) is a practical course that examines the effects of pollutants on aquatic ecosystems and organisms. | 1. Life Below Water (SDG 14): The course focuses on the effects of pollutants and toxins on aquatic ecosystems, contributing to the conservation and sustainable use of marine and freshwater resources. 2. Clean Water and Sanitation (SDG 6): Understanding the impact of contaminants on water quality is crucial for ensuring access to safe and clean water. 3. Responsible Consumption and Production (SDG 12): The course may address the importance of minimizing pollution and promoting sustainable practices in industries that affect aquatic environments. 4. Climate Action (SDG 13): The effects of climate change on aquatic ecosystems and how toxins interact with these changes may also be explored. 5. Life on Land (SDG 15): Aquatic ecotoxicology often considers how pollutants affect terrestrial ecosystems, particularly in riparian zones and watersheds. By linking these SDGs, an Aquatic Ecotoxicology course highlights the importance of understanding and mitigating the impacts of pollutants on both aquatic and terrestrial environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01140102 | Seminar Akhir | Final Seminar | Final Seminar is a capstone course designed for students to synthesize and present their research findings or projects. | 1. Quality Education (SDG 4): The seminar format typically emphasizes critical thinking, communication skills, and collaborative learning. 2. Decent Work and Economic Growth (SDG 8): If the seminar includes discussions on career readiness and professional development, it may contribute to understanding labor markets and economic opportunities. 3. Reduced Inequalities (SDG 10): Topics related to social justice, equity, and inclusion can be explored, fostering awareness of inequality issues. 4. Sustainable Cities and Communities (SDG 11): If the seminar focuses on urban issues, community planning, or sustainability practices, it may address urban development challenges. 5. Partnerships for the Goals (SDG 17): Seminars often involve collaboration and networking, emphasizing the importance of partnerships in achieving sustainable development. The specific SDGs covered would depend on the seminar’s theme and the topics chosen by participants. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | Final Project (Thesis) is a comprehensive course where students conduct original research on a specific topic within their field of study. | 1. Quality Education (SDG 4): Research projects can contribute to educational advancements or explore pedagogical strategies. 2. Gender Equality (SDG 5): Theses focusing on gender studies or women’s rights can address issues related to equality and empowerment. 3. Climate Action (SDG 13): Environmental science or policy projects often investigate climate change impacts and mitigation strategies. 4. Sustainable Cities and Communities (SDG 11): Research on urban planning, infrastructure, or community sustainability can align with this goal. 5. Life Below Water (SDG 14) and Life on Land (SDG 15): Projects related to biodiversity, conservation, or the impacts of pollution can address these environmental goals. 6. Responsible Consumption and Production (SDG 12): Theses that explore sustainable practices in industries or waste management can contribute to this goal. 7. Partnerships for the Goals (SDG 17): Research involving collaboration with organizations or communities may highlight the importance of partnerships in achieving sustainable development. Ultimately, the specific SDGs addressed will depend on the student’s area of study and research focus. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133320 | Kemaslahatan BMI | Benefits of BMI | Benefits of BMI is a course that explores the concept of Body Mass Index (BMI) and its implications for health and wellness. | 1. Good Health and Well-being (SDG 3): This goal directly addresses health issues, including nutrition, obesity, and overall well-being. The course may cover how BMI is used to assess health risks. 2. Quality Education (SDG 4): Educating students about BMI, nutrition, and healthy lifestyle choices contributes to broader educational goals regarding health literacy. 3. Reduced Inequalities (SDG 10): Discussions may include how socioeconomic factors influence health outcomes and access to nutrition education. 4. Sustainable Cities and Communities (SDG 11): Topics might explore how urban planning and community resources impact public health and access to healthy food options. 5. Responsible Consumption and Production (SDG 12): The course could address sustainable dietary practices and the impact of food choices on health and the environment. By connecting these SDGs, the course emphasizes the importance of understanding BMI in promoting public health and sustainable lifestyles. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131203 | Geomorfologi Pesisir (P) | Coastal Geomorphology (P) | Coastal Geomorphology (P) is a practical course that studies the processes and landforms of coastal environments. | 1. Life Below Water (SDG 14): The course may focus on coastal ecosystems, marine habitats, and the impact of geomorphological processes on biodiversity. 2. Sustainable Cities and Communities (SDG 11): Understanding coastal landforms and processes is crucial for sustainable coastal development, urban planning, and disaster risk reduction. 3. Climate Action (SDG 13): The course often includes topics on sea-level rise, coastal erosion, and the effects of climate change on coastal geomorphology. 4. Clean Water and Sanitation (SDG 6): Coastal geomorphology can influence water quality and the health of coastal environments, impacting freshwater and marine ecosystems. 5. Life on Land (SDG 15): The interconnections between coastal and terrestrial systems may be explored, emphasizing habitat conservation and land management. By linking these SDGs, a Coastal Geomorphology course highlights the importance of understanding coastal dynamics in addressing environmental challenges and promoting sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131303 | Pemodelan Laut (P) | Ocean Modeling (P) | Ocean Modeling (P) is a practical course that focuses on the simulation of oceanic processes using mathematical and computational models. | 1. Life Below Water (SDG 14): Ocean modeling directly contributes to understanding marine ecosystems, ocean circulation, and the impacts of human activities on marine environments. 2. Climate Action (SDG 13): Models often assess climate change impacts, including sea-level rise, temperature changes, and ocean acidification, providing critical data for climate adaptation and mitigation strategies. 3. Sustainable Cities and Communities (SDG 11): Understanding coastal dynamics and ocean interactions is vital for sustainable coastal development and urban planning. 4. Clean Water and Sanitation (SDG 6): Ocean models can help assess and manage water quality, contributing to the health of marine ecosystems and the provision of clean water. 5. Partnerships for the Goals (SDG 17): Ocean modeling often involves collaboration among researchers, governments, and organizations, emphasizing the importance of partnerships in addressing ocean-related challenges. By integrating these SDGs, an Ocean Modeling course highlights the role of scientific modeling in promoting sustainable practices and informing policy decisions related to marine and coastal environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131402 | Tata Kelola Proyek Kelautan (P) | Marine Project Governance (P) | Marine Project Governance (P) is a practical course that examines the frameworks and processes involved in managing marine projects effectively. | 1. Life Below Water (SDG 14): The course focuses on the sustainable management and conservation of marine resources, emphasizing the governance structures needed to protect ocean ecosystems. 2. Sustainable Cities and Communities (SDG 11): Discussions may include the governance of coastal areas and the integration of marine projects into urban planning and community development. 3. Climate Action (SDG 13): The course may address how marine governance can mitigate climate change impacts on marine environments and coastal communities. 4. Partnerships for the Goals (SDG 17): Effective governance often involves collaboration among various stakeholders, including governments, NGOs, and local communities, highlighting the importance of partnerships in achieving sustainable marine outcomes. 5. Decent Work and Economic Growth (SDG 8): The course may explore governance frameworks that support sustainable fisheries, aquaculture, and marine tourism, contributing to economic development. By linking these SDGs, a Marine Project Governance course emphasizes the critical role of governance in achieving sustainable management and protection of marine resources. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131502 | Penataan Ruang Pesisir dan Laut (P) | Coastal and Marine Spatial Planning (P) | Coastal and Marine Spatial Planning (P) is a practical course focused on the strategic management of coastal and marine resources through spatial planning. | 1. Life Below Water (SDG 14): Emphasizes the conservation and sustainable use of marine resources and ecosystems, highlighting the importance of spatial planning in protecting biodiversity. 2. Sustainable Cities and Communities (SDG 11): Integrates coastal and marine planning with urban development, ensuring sustainable growth in coastal areas. 3. Climate Action (SDG 13): Addresses strategies for adapting to climate change impacts, such as sea-level rise and coastal erosion, through informed spatial planning. 4. Clean Water and Sanitation (SDG 6): Focuses on protecting water quality in coastal and marine environments, contributing to the health of ecosystems and human communities. 5. Partnerships for the Goals (SDG 17): Highlights the importance of collaboration among governments, local communities, and stakeholders in effective spatial planning processes. By linking these SDGs, a course on Coastal and Marine Spatial Planning underscores the critical role of integrated management in promoting sustainable coastal and marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131603 | Pengelolaan Kawasan Konservasi Perairan Laut (P) | Management of Marine Protected Areas (P) | Management of Marine Protected Areas (P) is a practical course that focuses on the strategies and practices involved in the effective management of marine protected areas (MPAs). | 1. Life Below Water (SDG 14): This goal directly relates to the conservation and sustainable management of marine ecosystems and resources, which is central to the management of MPAs. 2. Sustainable Cities and Communities (SDG 11): The course may explore the integration of MPAs into coastal community planning and the importance of sustainable development in coastal areas. 3. Climate Action (SDG 13): Discussions may include the role of MPAs in climate change mitigation and adaptation, such as protecting biodiversity and enhancing ecosystem resilience. 4. Decent Work and Economic Growth (SDG 8): The management of MPAs can support sustainable fisheries, ecotourism, and other livelihoods that contribute to economic growth while ensuring environmental protection. 5. Partnerships for the Goals (SDG 17): Effective management of MPAs often requires collaboration among governments, local communities, NGOs, and other stakeholders, emphasizing the importance of partnerships. By integrating these SDGs, a course on the Management of Marine Protected Areas highlights the importance of sustainable practices and governance in protecting marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131703 | Pengelolaan Wilayah Pesisir dan Laut (P) | Management of Coastal and Marine Areas (P) | Management of Coastal and Marine Areas (P) is a practical course focused on the integrated management of coastal and marine environments. | 1. Life Below Water (SDG 14): This goal focuses on the conservation and sustainable use of marine resources, which is central to the management of coastal and marine areas. 2. Sustainable Cities and Communities (SDG 11): The course often explores the integration of coastal management with urban development, ensuring that coastal areas are developed sustainably. 3. Climate Action (SDG 13): Discussions may include strategies for adapting to climate change impacts, such as sea-level rise and coastal erosion, and how management practices can enhance resilience. 4. Clean Water and Sanitation (SDG 6): Effective management of coastal and marine areas is essential for maintaining water quality and protecting marine ecosystems. 5. Decent Work and Economic Growth (SDG 8): The course may address sustainable livelihoods related to fisheries, tourism, and other economic activities in coastal areas. 6. Partnerships for the Goals (SDG 17): Successful management often involves collaboration among various stakeholders, including governments, local communities, and NGOs. By linking these SDGs, a course on the Management of Coastal and Marine Areas emphasizes the importance of integrated and sustainable approaches to managing coastal and marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131803 | Parasit dan Penyakit Biota Laut (P) | Parasites and Diseases of Marine Biota (P) | Parasites and Diseases of Marine Biota (P) is a practical course that explores the various parasites and diseases affecting marine organisms. | 1. Life Below Water (SDG 14): This goal directly relates to the conservation and sustainable use of marine resources, including understanding the impacts of parasites and diseases on marine species and ecosystems. 2. Good Health and Well-being (SDG 3): The course may explore the implications of marine diseases on human health, particularly in relation to seafood consumption and marine ecosystems. 3. Sustainable Cities and Communities (SDG 11): Understanding marine biota health can influence urban planning and management of coastal areas, ensuring that human activities do not adversely affect marine life. 4. Climate Action (SDG 13): Discussions may include how climate change can influence the spread and impact of marine diseases and parasites, affecting ecosystem resilience. 5. Life on Land (SDG 15): There may be connections to terrestrial ecosystems, particularly in understanding the broader ecological impacts of marine parasites and diseases on biodiversity. By linking these SDGs, a course on Parasites and Diseases of Marine Biota emphasizes the importance of understanding health in marine ecosystems and its broader implications for biodiversity and human health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130503 | Perbenihan dan Penangkaran Biota Laut | Seedling and Breeding of Marine Biota | Seedling and Breeding of Marine Biota is a specialized course that focuses on the propagation and breeding techniques of marine organisms. | 1. Life Below Water (SDG 14): This goal focuses on the conservation and sustainable use of marine resources, including the breeding and cultivation of marine species to support biodiversity and ecosystem health. 2. Zero Hunger (SDG 2): The course may explore aquaculture practices and the cultivation of marine organisms as a means to improve food security and nutrition. 3. Sustainable Industry, Innovation, and Infrastructure (SDG 9): Discussions may include advancements in breeding technologies and sustainable practices in marine aquaculture, contributing to innovation in the field. 4. Climate Action (SDG 13): Breeding programs may address resilience in marine species to climate change impacts, such as ocean acidification and temperature changes. 5. Partnerships for the Goals (SDG 17): Collaboration among researchers, industries, and communities is often essential in developing sustainable practices for breeding marine biota. By linking these SDGs, a course on Seedling and Breeding of Marine Biota emphasizes the importance of sustainable practices in aquaculture and marine resource management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130603 | Koralogi | Choralogy | Chorology is a course that explores the study of the distribution of organisms across geographical areas and the ecological and evolutionary factors influencing this distribution. | 1. Life Below Water (SDG 14): Chorology is essential for understanding the distribution of marine species and ecosystems, which aids in their conservation and management. 2. Life on Land (SDG 15): The course likely focuses on terrestrial biodiversity, exploring the distribution of various species and the factors influencing their habitats. 3. Climate Action (SDG 13): Discussions may include how climate change affects species distribution and ecosystem dynamics, emphasizing the need for adaptive management strategies. 4. Sustainable Cities and Communities (SDG 11): Understanding species distribution can inform urban planning and land use decisions to promote biodiversity in urban settings. 5. Responsible Consumption and Production (SDG 12): Insights into the distribution of species can contribute to sustainable resource management and conservation efforts. By integrating these SDGs, a course on Chorology emphasizes the importance of understanding species distribution for biodiversity conservation and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130703 | Genetika Konservasi (P) | Conservation Genetics (P) | Conservation Genetics (P) is a practical course that examines the genetic principles and techniques used to conserve and manage biodiversity. | 1. Life Below Water (SDG 14): The course often focuses on the genetics of marine species, which is crucial for understanding their conservation and management. 2. Life on Land (SDG 15): Conservation genetics plays a critical role in protecting terrestrial biodiversity, including the genetic health of endangered species and habitats. 3. Climate Action (SDG 13): Understanding genetic diversity can help in assessing species’ resilience to climate change and developing strategies for adaptation. 4. Sustainable Cities and Communities (SDG 11): Insights from conservation genetics can inform urban planning and land use decisions that promote biodiversity and habitat connectivity. 5. Partnerships for the Goals (SDG 17): Conservation efforts often involve collaboration among researchers, conservation organizations, and communities, emphasizing the importance of partnerships. By linking these SDGs, a course on Conservation Genetics highlights the vital role of genetic diversity in maintaining healthy ecosystems and informing conservation strategies. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130803 | Selam Ilmiah (P) | Scientific Diving (P) | Scientific Diving (P) is a practical course designed for students to gain skills and knowledge in underwater research techniques. | 1. Life Below Water (SDG 14): The course directly relates to the conservation and sustainable use of marine resources, as scientific diving is often used to study marine ecosystems, monitor biodiversity, and assess the health of underwater habitats. 2. Climate Action (SDG 13): Scientific diving may involve research on how climate change affects marine environments, such as coral reefs and oceanic ecosystems, informing adaptation and mitigation strategies. 3. Quality Education (SDG 4): The course provides practical training in underwater research techniques, contributing to the education and skill development of students in marine sciences. 4. Sustainable Cities and Communities (SDG 11): Insights gained from scientific diving can inform coastal management and urban planning, ensuring that development is aligned with environmental sustainability. 5. Partnerships for the Goals (SDG 17): Collaborative research projects often involve partnerships between academic institutions, governments, and conservation organizations, emphasizing the importance of teamwork in achieving sustainable outcomes. By integrating these SDGs, a course on Scientific Diving highlights the role of underwater research in promoting marine conservation and sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130903 | Bahan Alam Laut (P) | Marine Natural Ingredients (P) | Marine Natural Ingredients (P) is a practical course that explores the extraction and application of natural compounds derived from marine organisms. | 1. Life Below Water (SDG 14): The course focuses on the sustainable use and conservation of marine resources, including the exploration of marine ingredients for various applications. 2. Good Health and Well-being (SDG 3): Many marine natural ingredients are explored for their health benefits, including nutritional, medicinal, and cosmetic applications, contributing to human health and wellness. 3. Responsible Consumption and Production (SDG 12): The course may emphasize sustainable sourcing and production practices for marine ingredients, promoting environmentally friendly consumption. 4. Sustainable Industry, Innovation, and Infrastructure (SDG 9): Discussions may include innovation in the extraction and use of marine ingredients in industries such as food, pharmaceuticals, and cosmetics. 5. Partnerships for the Goals (SDG 17): Collaborative research and development with industry, academia, and local communities are often essential for the sustainable management of marine resources. By linking these SDGs, a course on Marine Natural Ingredients highlights the importance of sustainability and innovation in utilizing marine resources responsibly. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131003 | Ekowisata Laut (P) | Marine Ecotourism (P) | Marine Ecotourism (P) is a practical course that focuses on the principles and practices of ecotourism in marine environments. | 1. Life Below Water (SDG 14): The course focuses on the conservation and sustainable use of marine resources and ecosystems, emphasizing the importance of protecting marine biodiversity through ecotourism practices. 2. Sustainable Cities and Communities (SDG 11): Marine ecotourism promotes sustainable development in coastal areas, balancing tourism with the needs of local communities and the environment. 3. Decent Work and Economic Growth (SDG 8): The course may explore how marine ecotourism can create job opportunities and support local economies while promoting responsible tourism practices. 4. Climate Action (SDG 13): Discussions may include the impact of climate change on marine environments and how ecotourism can raise awareness and support conservation efforts. 5. Partnerships for the Goals (SDG 17): Successful marine ecotourism often relies on collaboration among stakeholders, including local communities, governments, and conservation organizations. By integrating these SDGs, a course on Marine Ecotourism highlights the role of sustainable tourism in promoting conservation and supporting local communities. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131103 | Manajemen Marikultur (P) | Mariculture Management (P) | Mariculture Management (P) is a practical course that focuses on the sustainable farming of marine organisms in their natural habitats. | 1. Life Below Water (SDG 14): The course focuses on the sustainable management of marine resources, including the cultivation of fish, shellfish, and other marine organisms, to ensure ecosystem health and biodiversity. 2. Zero Hunger (SDG 2): Mariculture plays a vital role in enhancing food security by providing a sustainable source of seafood, contributing to nutrition and livelihoods. 3. Decent Work and Economic Growth (SDG 8): The course may explore how mariculture can create job opportunities and stimulate local economies through sustainable practices. 4. Climate Action (SDG 13): Discussions may include the impacts of climate change on marine environments and how mariculture can adapt to and mitigate these effects. 5. Responsible Consumption and Production (SDG 12): The course often emphasizes sustainable practices in mariculture to minimize environmental impacts and promote responsible resource use. 6. Partnerships for the Goals (SDG 17): Successful mariculture management often involves collaboration among governments, industry, and local communities to ensure sustainable practices. By integrating these SDGs, a course on Mariculture Management highlights the importance of sustainable aquaculture in promoting food security, economic growth, and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121303 | Oseanografi Kimia | Chemical Oceanography | Chemical Oceanography is a course that explores the chemical composition and processes of ocean waters and their interactions with marine organisms and the atmosphere. | 1. SDG 14: Life Below Water – This goal focuses on conserving and sustainably using the oceans, seas, and marine resources. Chemical oceanography is central to understanding ocean chemistry, marine ecosystems, and the impacts of pollution. 2. SDG 13: Climate Action – Chemical oceanography examines oceanic processes that influence climate, including carbon cycling and ocean acidification, which are critical for understanding climate change. 3. SDG 15: Life on Land – While primarily focused on terrestrial ecosystems, this goal can be linked through the study of how land-based activities (like agriculture and industrial processes) affect ocean chemistry and marine life. 4. SDG 12: Responsible Consumption and Production – Understanding chemical processes in the ocean can lead to better management of resources and pollution, promoting sustainable practices. 5. SDG 3: Good Health and Well-being – Ocean health directly impacts human health through food security, pollution, and the provision of ecosystem services. Courses may also touch on other goals depending on their focus, especially those related to sustainable practices and environmental management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121402 | Analisis Data Bioekologi Laut | Marine Bioecological Data Analysis | Marine Bioecological Data Analysis is a course focused on the statistical and analytical techniques used to interpret data from marine biological and ecological studies. | 1. SDG 14: Life Below Water – This goal is directly relevant as the course focuses on marine ecosystems, biodiversity, and the data analysis techniques used to assess the health and sustainability of marine life. 2. SDG 13: Climate Action – Analyzing marine data can reveal trends related to climate change impacts on marine ecosystems, such as shifts in species distribution and ocean temperature changes. 3. SDG 15: Life on Land – While primarily focused on marine environments, connections can be drawn regarding how terrestrial activities influence coastal and marine ecosystems, affecting overall biodiversity. 4. SDG 12: Responsible Consumption and Production – Data analysis can inform sustainable practices in marine resource management, including fisheries and tourism, promoting responsible use of ocean resources. 5. SDG 17: Partnerships for the Goals – Collaborative data-sharing and analysis initiatives among researchers, governments, and organizations can help address marine ecological challenges. These SDGs are often interrelated, and a course in this field can highlight the importance of data analysis in understanding and addressing global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121502 | Metode Penelitian Kelautan | Marine Research Methods | Marine Research Methods is a course designed to provide students with the skills and knowledge necessary to conduct research in marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, as it involves studying marine ecosystems, biodiversity, and the methodologies used to assess and monitor marine health. 2. SDG 13: Climate Action – Research methods may include studying the impacts of climate change on marine environments, helping to understand how ocean systems respond to global climate shifts. 3. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable practices in marine resource management, including fishing techniques and conservation strategies. 4. SDG 4: Quality Education – By teaching research methods, the course promotes quality education and the development of skills necessary for future marine scientists and conservationists. 5. SDG 17: Partnerships for the Goals – Research methods often involve collaboration among institutions, governments, and organizations, fostering partnerships to address marine challenges. These SDGs reflect the course’s focus on understanding and managing marine environments through rigorous research methodologies. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130103 | Pencemaran Laut | Marine Pollution | Marine Pollution is a course that examines the various types of pollutants affecting marine environments and their ecological, economic, and health impacts. | 1.SDG 14: Life Below Water – This goal is directly related to understanding and mitigating pollution’s impact on marine ecosystems, biodiversity, and the health of ocean environments. 2. SDG 12: Responsible Consumption and Production – The course often explores the sources and impacts of marine pollution, promoting sustainable practices to reduce waste and prevent pollution. 3. SDG 3: Good Health and Well-being – Marine pollution can affect human health through contaminated seafood and polluted water, making this goal relevant to understanding those connections. 4. SDG 13: Climate Action – While primarily focused on pollution, the course may also discuss the interplay between pollution and climate change, such as the effects of ocean acidification. 5. SDG 15: Life on Land – Pollution from land-based sources impacts marine environments, highlighting the interconnectedness of terrestrial and marine ecosystems. 5. SDG 17: Partnerships for the Goals – Addressing marine pollution often requires collaboration between governments, NGOs, and the scientific community, promoting partnerships for effective solutions. These SDGs underscore the importance of addressing marine pollution for the sustainability of ocean ecosystems and human health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130203 | Teknik Rehabilitasi Ekosistem Pesisir dan Laut | Coastal and Marine Ecosystem Rehabilitation Techniques | Coastal and Marine Ecosystem Rehabilitation Techniques is a course focused on strategies and methodologies for restoring degraded coastal and marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on the restoration and conservation of marine ecosystems, such as coral reefs, mangroves, and seagrasses. 2. SDG 15: Life on Land – While primarily focused on marine ecosystems, the course may also address the interconnectedness of coastal ecosystems and terrestrial environments, promoting integrated rehabilitation techniques. 3. SDG 13: Climate Action – Rehabilitation techniques often consider the effects of climate change on coastal and marine ecosystems, emphasizing resilience and adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The course may promote sustainable practices that reduce human impacts on coastal and marine ecosystems, encouraging responsible resource management. 5. SDG 3: Good Health and Well-being – Healthy coastal and marine ecosystems are vital for food security, livelihoods, and overall human health, linking the course content to this goal. 6. SDG 17: Partnerships for the Goals – Successful rehabilitation efforts often involve collaboration among researchers, local communities, governments, and NGOs, fostering partnerships for effective ecosystem management. These SDGs reflect the importance of rehabilitating coastal and marine ecosystems to ensure sustainability and resilience against environmental changes. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130303 | Sistem Informasi Geografis untuk Kelautan | Geographic Information Systems for Maritime Affairs | Geographic Information Systems for Maritime Affairs is a course that focuses on the application of GIS technologies in maritime contexts. | 1. SDG 14: Life Below Water – This goal is directly relevant, as GIS tools are used to analyze and manage marine ecosystems, monitor biodiversity, and assess the impacts of human activities on oceans. 2. SDG 13: Climate Action – GIS can help visualize and analyze data related to climate change effects on maritime areas, such as rising sea levels and changing marine habitats. 3. SDG 12: Responsible Consumption and Production – The course may explore how GIS can support sustainable management practices in fisheries, shipping, and coastal development, promoting responsible use of marine resources. 4. SDG 11: Sustainable Cities and Communities – GIS is vital for planning coastal and marine infrastructure, ensuring that development is sustainable and minimizes environmental impact. 5. SDG 3: Good Health and Well-being – By supporting the management of marine resources and pollution monitoring, GIS contributes to public health related to safe seafood and clean water. 6. SDG 17: Partnerships for the Goals – GIS facilitates collaboration and data sharing among various stakeholders, including governments, NGOs, and researchers, to address maritime challenges. These SDGs highlight the role of GIS in promoting sustainable maritime practices and addressing environmental issues in marine contexts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130403 | Ekologi Populasi | Population Ecology | Population Ecology is a course that focuses on the dynamics of populations within ecosystems and the factors that influence their growth, distribution, and interactions. | 1. SDG 15: Life on Land – This goal is closely related, as population ecology studies the dynamics of species populations, their interactions with ecosystems, and conservation strategies for biodiversity. 2. SDG 14: Life Below Water – For courses that include marine species, understanding population dynamics in aquatic environments is critical for the sustainable management of marine resources. 3. SDG 13: Climate Action – Population ecology can examine how climate change impacts species distribution, population sizes, and ecological interactions, contributing to climate adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The course may explore sustainable practices related to wildlife management, fisheries, and habitat conservation, promoting responsible use of biological resources. 5. SDG 3: Good Health and Well-being – Healthy ecosystems and biodiversity contribute to human health, and understanding population dynamics can inform conservation efforts that protect ecosystem services. 6. SDG 4: Quality Education – Teaching population ecology promotes education and awareness about biodiversity, conservation, and ecological principles, fostering informed decision-making. These SDGs highlight the importance of population ecology in understanding and addressing ecological and environmental challenges for sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120703 | Sedimentologi | Sedimentology | Sedimentology is a course that studies the formation, transportation, deposition, and lithification of sediments. | 1. SDG 14: Life Below Water – Sedimentology is crucial for understanding sediment dynamics in marine environments, including their impact on marine ecosystems, habitats, and biodiversity. 2. SDG 15: Life on Land – This goal relates to understanding terrestrial sediment processes, soil formation, and the impacts of sedimentation on land ecosystems, which are essential for biodiversity and habitat conservation. 3. SDG 13: Climate Action – Sedimentology can provide insights into past climate conditions through sediment records, helping to understand climate change impacts and inform adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The study of sediments can inform sustainable practices in resource extraction (like mining and dredging) and help mitigate environmental impacts. 5. SDG 11: Sustainable Cities and Communities – Sediment transport and deposition are important considerations in urban planning and infrastructure development, especially in coastal areas prone to erosion and flooding. 6. SDG 3: Good Health and Well-being – Understanding sediment dynamics can also be linked to water quality and pollution, which directly impacts public health, particularly in coastal communities. These SDGs highlight the relevance of sedimentology in understanding geological processes and their implications for environmental sustainability and resource management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121002 | Kewirausahaan Perikanan dan Kelautan | Fisheries and Marine Entrepreneurship | Fisheries and Marine Entrepreneurship is a course that explores the intersection of marine resource management and business development. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on sustainable fisheries management, marine resource conservation, and the impact of entrepreneurship on marine ecosystems. 2. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in the fishing industry, promoting responsible consumption of marine resources and reducing waste. 3. SDG 8: Decent Work and Economic Growth – By exploring entrepreneurship in the fisheries sector, the course supports economic development and the creation of decent jobs in coastal communities. 4. SDG 1: No Poverty – Fisheries and marine entrepreneurship can contribute to poverty alleviation in coastal regions by providing livelihoods and promoting economic resilience. 5. SDG 17: Partnerships for the Goals – Successful fisheries and marine entrepreneurship often involves collaboration among various stakeholders, including governments, NGOs, and local communities, fostering partnerships for sustainable development. 6. SDG 3: Good Health and Well-being – Sustainable fisheries contribute to food security and nutrition, directly impacting public health, particularly in coastal populations that rely on seafood. These SDGs highlight the importance of integrating sustainability and entrepreneurship in fisheries to promote both economic growth and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120803 | Fisiologi Biota Laut | Physiology of Marine Biota | Physiology of Marine Biota is a course that examines the physiological processes and adaptations of marine organisms in response to their environment. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on understanding the physiological processes of marine organisms and their adaptations to ocean environments, which is crucial for conservation efforts. 2. SDG 13: Climate Action – The course may examine how marine organisms respond to climate change, such as ocean acidification and temperature fluctuations, providing insights into their resilience and adaptability. 3. SDG 3: Good Health and Well-being – Understanding marine biota physiology can inform studies on the health benefits of seafood and the role of marine organisms in ecosystem services that contribute to human health. 4. SDG 12: Responsible Consumption and Production – Insights into marine physiology can promote sustainable fishing practices and resource management, ensuring that marine populations are harvested responsibly. 5. SDG 15: Life on Land – While focused on marine life, the physiological responses of marine organisms can have implications for understanding broader ecological interactions, including those that affect terrestrial ecosystems. 6. SDG 4: Quality Education – Teaching the physiology of marine biota enhances knowledge about marine life, fostering education and awareness about biodiversity and conservation. These SDGs emphasize the significance of understanding marine physiology in promoting sustainability, conservation, and responsible resource management in ocean environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120903 | Mikrobiologi Laut | Marine Microbiology | Marine Microbiology is a course that focuses on the study of microorganisms in marine environments and their roles in ecological processes. | 1. SDG 14: Life Below Water – This goal is central to the course, as it focuses on understanding marine microorganisms and their roles in ocean ecosystems, nutrient cycling, and biodiversity. 2. SDG 13: Climate Action – Marine microorganisms play a significant role in carbon cycling and climate regulation, making their study crucial for understanding and mitigating climate change impacts. 3. SDG 3: Good Health and Well-being – The course may explore the health implications of marine microorganisms, including their potential benefits in pharmaceuticals and the role of harmful algal blooms in public health. 4. SDG 12: Responsible Consumption and Production – Insights from marine microbiology can inform sustainable practices in fisheries and aquaculture, promoting responsible use of marine resources. 5. SDG 15: Life on Land – Understanding the interactions between marine and terrestrial microorganisms can provide insights into broader ecosystem health and sustainability. 6. SDG 17: Partnerships for the Goals – Collaboration among researchers, industry, and policymakers is essential for advancing marine microbiology research and its applications, fostering partnerships for sustainability. These SDGs emphasize the importance of marine microbiology in addressing ecological, health, and sustainability challenges in marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121003 | Penginderaan Jauh Kelautan | Marine Remote Sensing | Marine Remote Sensing is a course that focuses on the application of remote sensing technologies to study marine environments. | 1. SDG 14: Life Below Water – This goal is directly relevant, as remote sensing technologies are used to monitor marine ecosystems, assess biodiversity, and manage marine resources effectively. 2. SDG 13: Climate Action – Remote sensing can help analyze and visualize climate change impacts on ocean conditions, such as sea level rise, ocean temperature changes, and shifts in marine habitats. 3. SDG 12: Responsible Consumption and Production – The course may focus on how remote sensing can support sustainable practices in fisheries, coastal management, and resource extraction, promoting responsible use of marine environments. 4. SDG 11: Sustainable Cities and Communities – Remote sensing aids in coastal urban planning and management, helping to develop sustainable infrastructure that minimizes environmental impact. 5. SDG 3: Good Health and Well-being – By monitoring water quality and identifying pollution sources, remote sensing contributes to public health initiatives related to safe seafood and clean coastal waters. 6. SDG 17: Partnerships for the Goals – Effective marine remote sensing often involves collaboration between researchers, governments, and organizations, fostering partnerships to address marine and coastal challenges. These SDGs highlight the significance of marine remote sensing in promoting sustainable management practices and addressing environmental issues in ocean and coastal regions. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121103 | Biologi Laut | Marine Biology | Marine Biology is a comprehensive course that explores the study of marine organisms, their behaviors, interactions, and the ecosystems they inhabit. | 1.SDG 14: Life Below Water – This goal is central to the course, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as understanding marine biodiversity. 2. SDG 13: Climate Action – Marine biology examines how climate change affects marine ecosystems, including ocean acidification and shifts in species distributions, providing insights for climate adaptation strategies. 3. SDG 15: Life on Land – While primarily focused on marine environments, marine biology also explores the interconnections between terrestrial and marine ecosystems, highlighting their mutual impacts. 4. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in fisheries, aquaculture, and tourism, promoting responsible use of marine resources and reducing overexploitation. 5. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and nutrition, linking marine biology to public health, especially in coastal communities that rely on seafood. 6. SDG 4: Quality Education – The course fosters education about marine ecosystems, biodiversity, and conservation, promoting awareness and informed decision-making among students and the public. 7. SDG 17: Partnerships for the Goals – Collaborative research and conservation efforts often involve partnerships among academia, governments, NGOs, and local communities, addressing marine conservation challenges. These SDGs highlight the importance of marine biology in understanding and addressing ecological, environmental, and sustainability issues in ocean and coastal ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121203 | Oseanografi Fisika | Physical Oceanography | Physical Oceanography is a course that examines the physical properties and dynamics of ocean waters and their interactions with the atmosphere and climate. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on understanding ocean dynamics, currents, and their impacts on marine ecosystems and biodiversity. 2. SDG 13: Climate Action – Physical oceanography examines the role of oceans in climate regulation, including heat distribution, sea level rise, and ocean-atmosphere interactions, contributing to climate change research. 3. SDG 12: Responsible Consumption and Production – Understanding physical processes in the ocean can inform sustainable practices in marine resource management and fisheries, promoting responsible use of ocean resources. 4. SDG 11: Sustainable Cities and Communities – Insights from physical oceanography can aid in coastal management and urban planning, particularly in vulnerable coastal areas prone to erosion and flooding. 5. SDG 3: Good Health and Well-being – The health of marine environments, which physical oceanography helps to monitor, directly impacts public health through seafood safety and water quality. 6. SDG 15: Life on Land – While focused on ocean processes, physical oceanography can provide insights into how ocean conditions influence coastal ecosystems, linking land and marine health. 7. SDG 17: Partnerships for the Goals – Collaborative research and data-sharing initiatives often involve partnerships among scientists, governments, and organizations, fostering cooperative efforts to address ocean challenges. These SDGs underscore the importance of physical oceanography in understanding ocean systems and their interactions with climate and ecosystems, promoting sustainable management and conservation efforts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120103 | Statistika | Statistics | Statistics is a foundational course that introduces students to the principles and techniques of data analysis. | 1. SDG 4: Quality Education – Statistics is essential for effective teaching and learning in various fields, helping students develop critical thinking and analytical skills. 2. SDG 3: Good Health and Well-being – Statistical methods are crucial in public health research, epidemiology, and the analysis of health data, helping to inform health policies and interventions. 3. SDG 1: No Poverty – Statistics plays a key role in analyzing poverty data, evaluating social programs, and informing policies aimed at reducing poverty and inequality. 4. SDG 5: Gender Equality – Statistical analysis can be used to study gender disparities, monitor progress towards gender equality, and inform policies that promote women’s empowerment. 5. SDG 11: Sustainable Cities and Communities – Statistics helps in urban planning and development by analyzing data related to population trends, resource allocation, and community needs. 6. SDG 12: Responsible Consumption and Production – Statistical tools are used to analyze consumption patterns and resource use, contributing to sustainable production and consumption practices. 7. SDG 13: Climate Action – Statistics is essential for analyzing climate data, modeling climate change impacts, and assessing the effectiveness of climate policies. 8. SDG 17: Partnerships for the Goals – Collaborative efforts often rely on statistical data for monitoring progress and evaluating the impact of partnerships aimed at achieving sustainable development. These SDGs highlight the broad applicability of statistics in addressing social, economic, and environmental challenges, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110103 | Iktiologi | Ichthyology | Ichthyology is a course that focuses on the study of fish, covering their biology, ecology, and diversity. | 1. SDG 14: Life Below Water – This goal is central to Ichthyology, focusing on the conservation and sustainable use of fish species and marine ecosystems, as well as understanding biodiversity and fish population dynamics. 2. SDG 12: Responsible Consumption and Production – The course often emphasizes sustainable fishing practices, promoting responsible management of fish stocks and minimizing overfishing and bycatch. 3. SDG 13: Climate Action – Ichthyology examines how climate change impacts fish populations and aquatic ecosystems, contributing to research on resilience and adaptation strategies. 4. SDG 3: Good Health and Well-being – Fish are an important source of nutrition and protein for many communities, and understanding ichthyology can help ensure the sustainability and health of fish populations. 5. SDG 1: No Poverty – Sustainable fisheries can provide livelihoods and economic opportunities for coastal communities, contributing to poverty alleviation and economic resilience. 6. SDG 15: Life on Land – While focused on aquatic life, ichthyology can provide insights into the interconnectedness of freshwater and terrestrial ecosystems, promoting a holistic understanding of biodiversity. 7. SDG 17: Partnerships for the Goals – Collaborative research efforts often involve partnerships among researchers, governments, and local communities to address challenges in fish conservation and management. These SDGs highlight the importance of Ichthyology in understanding and managing fish populations, contributing to sustainable development and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120203 | Ekologi Laut | Marine Ecology | Marine Ecology is a course that explores the interactions between marine organisms and their environments, focusing on the dynamics of marine ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Ecology, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as understanding marine biodiversity and ecosystem dynamics. 2. SDG 13: Climate Action – The course often examines how marine ecosystems respond to climate change, including impacts such as ocean acidification, sea-level rise, and shifting species distributions. 3. SDG 12: Responsible Consumption and Production – Marine Ecology emphasizes sustainable practices in fisheries, aquaculture, and marine resource management, promoting responsible consumption of ocean resources. 4. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and human health, and understanding these ecosystems can help protect the benefits they provide, such as clean water and nutritious seafood. 5. SDG 15: Life on Land – While focused on marine environments, Marine Ecology often explores the connections between terrestrial and marine ecosystems, highlighting their interdependence and promoting integrated conservation strategies. 6, SDG 4: Quality Education – The course fosters awareness and education about marine ecosystems, biodiversity, and conservation, encouraging informed decision-making and stewardship. 7. SDG 17: Partnerships for the Goals – Collaborative research and conservation efforts often involve partnerships among scientists, governments, NGOs, and local communities to address marine conservation challenges. These SDGs emphasize the significance of Marine Ecology in understanding and managing ocean environments, contributing to sustainable development and ecological health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120303 | Botani Laut | Marine Botany | Marine Botany is a course that focuses on the study of marine plants and algae, examining their biology, ecology, and roles in marine ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Botany, focusing on the study and conservation of marine plants, such as seaweeds and seagrasses, which are vital for marine ecosystems and biodiversity. 2. SDG 13: Climate Action – Marine plants play a significant role in carbon sequestration and mitigating climate change impacts, making their study essential for understanding ocean health in a changing climate. 3. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable harvesting practices of marine plants and their use in various industries, promoting responsible resource management. 4. SDG 3: Good Health and Well-being – Marine plants are sources of nutrition and have medicinal properties, and understanding their benefits can contribute to food security and public health. 5. SDG 15: Life on Land – Marine botany can inform our understanding of coastal ecosystems and their interactions with terrestrial environments, highlighting the importance of integrated ecosystem management. 6. SDG 4: Quality Education – The course promotes education about marine ecosystems and biodiversity, fostering awareness and stewardship among students and the public. 7. SDG 17: Partnerships for the Goals – Research and conservation efforts in marine botany often involve collaboration among researchers, communities, and policymakers, fostering partnerships for sustainability. These SDGs highlight the importance of Marine Botany in promoting the health of ocean ecosystems and understanding their role in global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120403 | Planktonologi Laut | Marine Planktonology | Marine Planktonology is a course dedicated to the study of plankton, the diverse group of microorganisms and small organisms that drift in marine environments. | 1. SDG 14: Life Below Water – This goal is central to Marine Planktonology, focusing on the study of plankton as crucial components of marine ecosystems, including their roles in food webs, nutrient cycling, and overall ocean health. 2. SDG 13: Climate Action – Plankton play significant roles in carbon cycling and can be indicators of climate change impacts on marine environments, making their study vital for understanding ocean responses to climate change. 3. SDG 12: Responsible Consumption and Production – Understanding plankton dynamics can inform sustainable practices in fisheries and aquaculture, as they are foundational to marine food webs that support commercial fish species. 4. SDG 3: Good Health and Well-being – Healthy plankton populations are essential for ocean health, which directly impacts food security and nutrition for coastal communities reliant on marine resources. 5. SDG 15: Life on Land – While primarily focused on marine environments, planktonology can provide insights into the interconnections between marine and terrestrial ecosystems, especially in coastal areas. 6. SDG 4: Quality Education – The course fosters awareness and understanding of marine ecosystems and biodiversity, promoting informed decision-making and stewardship of marine resources. 7. SDG 17: Partnerships for the Goals – Research in planktonology often involves collaboration among scientists, governments, and communities, fostering partnerships for effective marine conservation and management. These SDGs highlight the significance of Marine Planktonology in understanding the foundational role of plankton in marine ecosystems and their broader implications for sustainability and environmental health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120503 | Akustik Kelautan | Marine Acoustics | Marine Acoustics is a course that focuses on the study of sound in marine environments, including its generation, propagation, and interactions with marine organisms and ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Acoustics, as the course focuses on understanding sound propagation in marine environments, the behavior of marine organisms, and the monitoring of marine ecosystems. 2. SDG 13: Climate Action – Marine acoustics can be used to study oceanographic processes affected by climate change, such as changes in marine habitats and species distributions, contributing to climate research. 3. SDG 12: Responsible Consumption and Production – The course may cover the impacts of underwater noise pollution from human activities (e.g., shipping, drilling) on marine life, emphasizing the need for sustainable practices in marine resource management. 4. SDG 3: Good Health and Well-being – Understanding the effects of noise pollution on marine organisms can inform public health considerations, particularly for communities reliant on healthy marine ecosystems. 5. SDG 11: Sustainable Cities and Communities – Marine acoustics can inform urban planning and development in coastal areas, ensuring that infrastructure development minimizes impacts on marine environments. 6. SDG 4: Quality Education – The course promotes awareness and education about marine acoustics, fostering skills and knowledge in students that are critical for marine science and conservation. 7. SDG 17: Partnerships for the Goals – Collaborative research efforts in marine acoustics often involve partnerships among academic institutions, governments, and industry stakeholders to address marine conservation challenges. These SDGs highlight the relevance of Marine Acoustics in understanding marine environments, monitoring biodiversity, and promoting sustainable practices in ocean management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120603 | Meteorologi Laut | Marine Meteorology | Marine Meteorology is a course that focuses on the study of weather and climate as they relate to oceanic environments. | 1.SDG 13: Climate Action – Marine Meteorology focuses on understanding weather patterns, ocean-atmosphere interactions, and climate variability, which are essential for climate change research and adaptation strategies. 2. SDG 14: Life Below Water – This goal is relevant as marine meteorology helps understand how meteorological conditions impact marine ecosystems, including currents, temperature variations, and extreme weather events. 3. SDG 11: Sustainable Cities and Communities – The course can inform coastal and marine planning by analyzing the impacts of weather and climate on urban areas, helping to develop resilient communities. 4. SDG 3: Good Health and Well-being – Understanding marine meteorological conditions can inform public health initiatives, particularly regarding weather-related health risks and safe seafood practices. 5. SDG 12: Responsible Consumption and Production – Knowledge of marine meteorology can enhance sustainable practices in industries such as fisheries and shipping, reducing environmental impacts. 6. SDG 17: Partnerships for the Goals – Collaborative research in marine meteorology often involves partnerships among scientists, governmental agencies, and international organizations to improve weather forecasting and climate resilience. 7. SDG 4: Quality Education – The course promotes education in meteorology and oceanography, equipping students with the skills needed for effective environmental management and scientific research. These SDGs highlight the importance of Marine Meteorology in understanding the interactions between the ocean and atmosphere, contributing to sustainable development and environmental resilience. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110202 | Pengantar Ilmu Kelautan dan Perikanan | Introduction to Marine Science and Fisheries | Introduction to Marine Science and Fisheries is a foundational course that provides an overview of marine ecosystems and the principles of fisheries management. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on the conservation and sustainable use of marine resources, understanding marine ecosystems, and the biodiversity of aquatic life. 2. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in fisheries management, promoting responsible fishing techniques and resource conservation. 3. SDG 3: Good Health and Well-being – Healthy marine ecosystems are crucial for food security and nutrition, and the course often addresses the role of fisheries in providing seafood and supporting public health. 4. SDG 1: No Poverty – Sustainable fisheries can contribute to poverty alleviation in coastal communities by providing livelihoods and economic opportunities, making this goal relevant to the course content. 5. SDG 13: Climate Action – The course may explore the impacts of climate change on marine ecosystems and fisheries, highlighting the need for adaptive management strategies. 6 .SDG 4: Quality Education – By providing foundational knowledge in marine science, the course fosters awareness and education about marine ecosystems and the importance of conservation. 7. SDG 17: Partnerships for the Goals – Collaborative efforts in marine science and fisheries often involve partnerships among researchers, governments, and local communities to address challenges in marine resource management. These SDGs reflect the course’s focus on understanding marine ecosystems, promoting sustainable fisheries, and contributing to broader environmental and social goals. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110302 | Pengantar Oseanografi | Introduction to Oceanography | Introduction to Oceanography is a foundational course that explores the science of the oceans, covering their physical, chemical, biological, and geological aspects. | 1. SDG 14: Life Below Water – This goal is central to oceanography, focusing on the study of marine ecosystems, biodiversity, and the sustainable use of ocean resources. 2. SDG 13: Climate Action – Oceanography examines the role of oceans in climate regulation, including the impacts of climate change on ocean systems and marine life, contributing to climate research and adaptation strategies. 3. SDG 12: Responsible Consumption and Production – The course often emphasizes sustainable practices in marine resource management, promoting responsible use of ocean resources, such as fisheries and tourism. 4. SDG 3: Good Health and Well-being – Understanding ocean ecosystems is vital for food security and human health, particularly through safe seafood consumption and clean water resources. 5. SDG 11: Sustainable Cities and Communities – Oceanography informs coastal management and urban planning, addressing issues such as erosion, flooding, and habitat preservation in coastal areas. 6. SDG 4: Quality Education – The course promotes education about ocean systems and their importance, fostering awareness and informed decision-making regarding marine conservation. 7. SDG 17: Partnerships for the Goals – Collaborative research and initiatives often involve partnerships among scientists, governments, and communities to address marine challenges and promote sustainability. These SDGs highlight the importance of oceanography in understanding ocean processes and their interactions with climate, ecosystems, and human activities, contributing to sustainable development efforts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110402 | Dasar-Dasar Biokimia | Biochemistry Basics | Biochemistry Basics is a foundational course that introduces the chemical processes and substances that occur in living organisms. | 1. SDG 3: Good Health and Well-being – Biochemistry is fundamental to understanding human health, disease mechanisms, nutrition, and the development of pharmaceuticals and therapies. 2. SDG 2: Zero Hunger – The course may cover topics related to food security, nutrition, and the biochemical processes in agriculture, which are essential for improving crop yields and food quality. 3. SDG 4: Quality Education – By providing foundational knowledge in biochemistry, the course fosters critical thinking and scientific literacy, essential for further education and research in health and life sciences. 4. SDG 12: Responsible Consumption and Production – Understanding biochemical processes can inform sustainable practices in industries such as food production, pharmaceuticals, and waste management. 5.. SDG 9: Industry, Innovation, and Infrastructure – Biochemistry plays a key role in biotechnology and innovation, contributing to advances in health care, agriculture, and environmental solutions. 6. SDG 17: Partnerships for the Goals – Collaboration in research and development often involves partnerships among academic institutions, industries, and governments to address global health and sustainability challenges. These SDGs highlight the relevance of biochemistry in addressing health, nutrition, and environmental issues, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110502 | Komputasi Kelautan | Marine Computing | Marine Computing is a course that focuses on the application of computing technologies and software tools in marine science and research. | 1. SDG 3: Good Health and Well-being – Biochemistry is fundamental to understanding human health, disease mechanisms, nutrition, and the development of pharmaceuticals and therapies. 2. SDG 2: Zero Hunger – The course may cover topics related to food security, nutrition, and the biochemical processes in agriculture, which are essential for improving crop yields and food quality. 3. SDG 4: Quality Education – By providing foundational knowledge in biochemistry, the course fosters critical thinking and scientific literacy, essential for further education and research in health and life sciences. 4. SDG 12: Responsible Consumption and Production – Understanding biochemical processes can inform sustainable practices in industries such as food production, pharmaceuticals, and waste management. 5. SDG 9: Industry, Innovation, and Infrastructure – Biochemistry plays a key role in biotechnology and innovation, contributing to advances in health care, agriculture, and environmental solutions. 6. SDG 17: Partnerships for the Goals – Collaboration in research and development often involves partnerships among academic institutions, industries, and governments to address global health and sustainability challenges. These SDGs highlight the relevance of biochemistry in addressing health, nutrition, and environmental issues, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110603 | Renang dan Dasar-Dasar Selam | Swimming and Diving Basics | Swimming and Diving Basics is a course designed to introduce students to the fundamental skills and techniques of swimming and diving. | 1. SDG 3: Good Health and Well-being – This goal is directly relevant, as swimming and diving promote physical fitness, mental well-being, and overall health through regular physical activity. 2. SDG 4: Quality Education – The course provides educational opportunities for students to learn essential swimming and diving skills, promoting safety and awareness in aquatic environments. 3. SDG 11: Sustainable Cities and Communities – Aquatic activities contribute to community well-being and can enhance local recreational facilities, fostering inclusive environments for all community members. 4. SDG 12: Responsible Consumption and Production – If the course covers topics such as sustainable practices in aquatic sports or environmental awareness related to water safety and conservation, it can promote responsible use of resources. 5. SDG 10: Reduced Inequality – By providing swimming and diving education, the course can help ensure that individuals from diverse backgrounds have access to these important life skills, promoting inclusivity and safety. While the connection to these SDGs may be less direct compared to more science-focused courses, promoting health, safety, and community well-being is integral to the objectives of a Swimming and Diving Basics course. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110703 | Zoologi Laut | Marine Zoology | Marine Zoology is a course that focuses on the study of animal life in marine environments. | 1. SDG 14: Life Below Water – This goal is central to Marine Zoology, focusing on the study and conservation of marine animals, their habitats, and biodiversity in ocean ecosystems. 2. SDG 15: Life on Land – While primarily focused on marine environments, the course may explore the interconnections between terrestrial and marine ecosystems, emphasizing the importance of integrated conservation efforts. 3. SDG 13: Climate Action – Marine zoology examines how climate change affects marine species and ecosystems, contributing to understanding the impacts of global warming on marine life. 4. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable practices in fisheries and aquaculture, promoting responsible management of marine resources to prevent overfishing and habitat destruction. 5. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and nutrition, and the course often addresses the role of marine animals in human health and well-being. 6. SDG 4: Quality Education – By educating students about marine animals and ecosystems, the course fosters awareness and understanding, promoting informed decision-making regarding marine conservation. 7. SDG 17: Partnerships for the Goals – Research in marine zoology often involves collaboration among scientists, conservation organizations, and policymakers to address marine conservation challenges effectively. These SDGs reflect the importance of Marine Zoology in understanding marine biodiversity, promoting sustainable practices, and addressing environmental challenges in ocean ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110803 | Pemetaan Pesisir dan Laut | Coastal and Marine Mapping | Coastal and Marine Mapping is a course that focuses on the techniques and technologies used to create detailed maps of coastal and marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on mapping marine ecosystems, habitats, and biodiversity, which is essential for effective conservation and management of ocean resources. 2. SDG 13: Climate Action – Mapping coastal and marine areas helps in assessing vulnerabilities to climate change, such as sea-level rise and coastal erosion, supporting adaptation and mitigation strategies. 3. SDG 11: Sustainable Cities and Communities – The course contributes to sustainable coastal planning and management by providing tools for mapping and analyzing coastal areas, ensuring that development is environmentally sound. 4. SDG 12: Responsible Consumption and Production – Mapping can inform sustainable resource management practices, particularly in fisheries and tourism, helping to minimize environmental impacts. 5. SDG 3: Good Health and Well-being – Understanding coastal and marine environments through mapping can support public health initiatives related to water quality, pollution monitoring, and safe recreational areas. 6. SDG 4: Quality Education – The course promotes education in mapping techniques and technologies, fostering skills that are essential for careers in marine science, conservation, and environmental management. 7. SDG 17: Partnerships for the Goals – Collaborative mapping efforts often involve partnerships between academic institutions, government agencies, and local communities to address coastal and marine challenges effectively. These SDGs highlight the importance of Coastal and Marine Mapping in promoting sustainable management and conservation of coastal and marine environments. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110102 | Pengantar Ilmu Komunikasi | Introduction to Communication Science | Introduction to Communication Science is a foundational course that explores the theories, processes, and contexts of human communication. Students learn about the various models of communication, including interpersonal, group, and mass communication. | 1. **Quality Education (Goal 4)**: – This course promotes critical thinking, effective communication skills, and media literacy, all essential for quality education. 2. **Gender Equality (Goal 5)**: – Discussions around representation, gender issues in media, and the role of communication in promoting gender equality can be integrated into the curriculum. 3. **Reduced Inequalities (Goal 10)**: – The course can address how communication practices can influence social justice, inclusion, and the representation of marginalized voices. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Understanding the role of communication in fostering transparency, accountability, and civic engagement contributes to this goal. 5. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaboration in communication efforts can highlight the importance of partnerships in achieving the SDGs. By focusing on these themes, the course can help students understand the impact of communication on societal challenges and promote sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02135103 | Riset Media | Media Research | Media Research is a course that focuses on the methodologies and techniques used to study media and its impact on society. Students learn about qualitative and quantitative research methods, data collection techniques, and analysis strategies specific to media studies. | 1. **Quality Education (Goal 4)**: – By teaching research methodologies and critical analysis, this course supports the development of informed and analytical citizens. 2. **Reduced Inequalities (Goal 10)**: – Media research can explore issues related to representation and access, helping to address inequalities in media portrayals and access to information. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – This course can focus on how media research contributes to transparency, accountability, and informed public discourse, fostering civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Media research can investigate the role of media in community development, urban planning, and sustainable practices. 5. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaborative research projects can highlight the importance of partnerships in achieving impactful media research outcomes. By integrating these connections, the **Media Research** course can enhance students’ understanding of the media’s role in addressing global challenges and contributing to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02144406 | Tugas Akhir (Skripsi) | Final Project (Thesis) | Final Project (Thesis) course is a capstone experience for students, typically in their final year of study. It involves conducting independent research on a specific topic within their field, culminating in a comprehensive written thesis. | 1. **Quality Education (Goal 4)**: – The thesis process fosters deep research, critical thinking, and academic rigor, contributing to high-quality education outcomes. 2. **Reduced Inequalities (Goal 10)**: – Students may choose topics that address social justice, representation, or media access, contributing to discussions about inequalities in society. 3. **Sustainable Cities and Communities (Goal 11)**: – Research topics could focus on urban issues, community engagement, and sustainable practices, providing insights that benefit local communities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Theses may examine the role of media in promoting justice, accountability, or civic engagement, contributing to a more informed and active citizenry. 5. **Partnerships for the Goals (Goal 17)**: – Collaborative projects or research partnerships can be encouraged, emphasizing the importance of working together to achieve common goals. By allowing students to explore these themes in their theses, the course can empower them to contribute to sustainable development and address pressing global challenges through their research. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130102 | Komunikasi dan kerjasama | Communication and cooperation | Communication and Cooperation course examines the principles and practices that facilitate effective collaboration in various contexts, including interpersonal, organizational, and cross-cultural settings. | 1. **Quality Education (Goal 4)**: – This course fosters skills in effective communication, teamwork, and collaborative problem-solving, essential for quality education. 2. **Gender Equality (Goal 5)**: – Promoting inclusive communication practices can enhance understanding of gender issues and support efforts toward gender equality. 3. **Reduced Inequalities (Goal 10)**: – The course can address how effective communication can bridge gaps in understanding and representation, contributing to reduced inequalities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective communication is vital for fostering dialogue, understanding, and cooperation in conflict resolution and promoting civic engagement. 5. **Partnerships for the Goals (Goal 17)**: – This course emphasizes the importance of collaboration and partnerships, highlighting how cooperative communication can drive collective action toward achieving the SDGs. By focusing on these themes, the **Communication and Cooperation** course can equip students with the skills necessary to navigate and address global challenges through effective communication strategies. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130502 | Komunikasi Digital | Digital Communications | Digital Communications course explores the theories and practices surrounding communication in the digital age. Students examine various digital platforms and tools, including social media, websites, and mobile applications, and their impact on personal and professional communication. | 1. **Quality Education (Goal 4)**: – This course enhances digital literacy, equipping students with the skills to effectively use digital tools for communication, thus supporting quality education. 2. **Gender Equality (Goal 5)**: – Discussions around digital representation and online gender issues can help raise awareness of gender disparities in digital spaces. 3. **Decent Work and Economic Growth (Goal 8)**: – By focusing on digital communication strategies, the course prepares students for careers in the rapidly evolving digital economy, supporting economic growth. 4. **Reduced Inequalities (Goal 10)**: – The course can explore how digital communication can provide platforms for marginalized voices, helping to reduce inequalities in access to information and representation. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: – Digital communications play a crucial role in fostering transparency and accountability, promoting civic engagement, and facilitating informed public discourse. 6. **Partnerships for the Goals (Goal 17)**: – The emphasis on collaborative digital projects can highlight the importance of partnerships in leveraging technology for sustainable development. By addressing these themes, the **Digital Communications** course can empower students to utilize digital tools effectively and responsibly in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134403 | Riset PR | PR Research | PR Research course focuses on the methods and strategies used to gather and analyze information relevant to public relations practices. Students learn about both qualitative and quantitative research techniques, including surveys, interviews, content analysis, and media monitoring. | 1. **Quality Education (Goal 4)**: – The course teaches research methodologies and critical analysis, enhancing students’ understanding of public relations and its impact on society. 2. **Reduced Inequalities (Goal 10)**: – PR research can focus on issues related to representation and inclusivity, helping to address inequalities in how different groups are portrayed in media and communication. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Research in public relations can explore how effective communication strategies promote transparency, accountability, and civic engagement, contributing to stronger institutions. 4. **Sustainable Cities and Communities (Goal 11)**: – PR research can investigate community engagement strategies, helping organizations communicate more effectively about sustainable practices and local initiatives. 5. **Partnerships for the Goals (Goal 17)**: – The course can emphasize collaboration in PR campaigns, showcasing how partnerships enhance communication efforts and support the achievement of the SDGs. By integrating these connections, the **PR Research** course can equip students with the skills to conduct meaningful research that informs effective communication strategies and contributes to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134503 | Digital PR dan Media Sosial | Digital PR and Social Media | Digital PR and Social Media course examines the intersection of public relations and digital communication platforms. Students learn strategies for managing brand reputation, engaging audiences, and creating impactful content across social media channels. | 1. **Quality Education (Goal 4)**: – This course fosters digital literacy and critical thinking, essential for navigating and utilizing digital communication tools effectively. 2. **Gender Equality (Goal 5)**: – Discussions can focus on gender representation in social media and digital campaigns, promoting awareness and advocacy for gender equality. 3. **Decent Work and Economic Growth (Goal 8)**: – Students learn strategies for leveraging digital platforms for PR purposes, preparing them for careers in the growing digital economy. 4. **Reduced Inequalities (Goal 10)**: – The course can address how digital PR can amplify marginalized voices and promote inclusivity in representation across social media. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective digital communication strategies can foster transparency and accountability, encouraging civic engagement and informed public discourse. 6. **Sustainable Cities and Communities (Goal 11)**: – Students can explore how digital PR campaigns can promote local initiatives and community engagement, contributing to sustainable practices. 7. **Partnerships for the Goals (Goal 17)**: – The course emphasizes collaborative campaigns and partnerships in digital PR, illustrating the importance of working together to achieve common goals. By addressing these themes, the **Digital PR and Social Media** course prepares students to use digital platforms responsibly and effectively to promote positive social change and contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134603 | Manajemen Acara | Event Management | Event Management course provides students with the skills and knowledge needed to plan, execute, and evaluate a variety of events, from corporate meetings to festivals. | 1. **Quality Education (Goal 4)**: – The course provides practical skills and knowledge necessary for planning and executing events, contributing to hands-on learning experiences. 2. **Gender Equality (Goal 5)**: – Events can be designed to promote gender equality, and the course can address inclusive practices in event planning and execution. 3. **Decent Work and Economic Growth (Goal 8)**: – This course prepares students for careers in a vital sector of the economy, emphasizing the role of events in driving economic growth and job creation. 4. **Reduced Inequalities (Goal 10)**: – Event management can focus on accessibility and inclusion, ensuring that events cater to diverse audiences and promote equal participation. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can explore sustainable event practices, such as waste reduction and community engagement, contributing to more sustainable local communities. 6. **Climate Action (Goal 13)**: – The course can address how to minimize the environmental impact of events, promoting eco-friendly practices in event planning. 7. **Partnerships for the Goals (Goal 17)**: – Collaboration with various stakeholders (vendors, sponsors, community organizations) is crucial in event management, highlighting the importance of partnerships. By focusing on these themes, the **Event Management** course can equip students with the skills to create impactful, inclusive, and sustainable events that contribute to global goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134703 | Seminar PR | PR Seminar | PR Seminar course is an advanced exploration of current topics and trends in public relations. It typically involves discussions, case studies, and guest lectures from industry professionals. | 1. **Quality Education (Goal 4)**: – The seminar format encourages active participation, critical thinking, and the exchange of ideas, enhancing learning outcomes in public relations. 2. **Gender Equality (Goal 5)**: – Discussions can focus on gender representation in PR campaigns, promoting awareness and strategies for advancing gender equality in the field. 3. **Reduced Inequalities (Goal 10)**: – The seminar can explore how PR practices can address social justice issues and promote inclusivity, highlighting the importance of diverse voices in communication. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Topics may include the role of public relations in fostering transparency and accountability, as well as its impact on civic engagement and public trust. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can engage with case studies on community-focused PR initiatives that promote sustainable practices and community development. 6. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaboration with various stakeholders in PR campaigns can illustrate the importance of partnerships in achieving effective communication outcomes. By integrating these themes, the **PR Seminar** can prepare students to engage thoughtfully with contemporary issues in public relations while contributing to sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134803 | Simulasi Studio Penyiaran Terpadu | Integrated Broadcasting Studio Simulation | Integrated Broadcasting Studio Simulation course offers hands-on experience in a simulated broadcasting environment, where students learn the fundamentals of audio and video production. | 1. **Quality Education (Goal 4)**: – This hands-on course provides practical experience in broadcasting, enhancing students’ skills and knowledge in media production and communication. 2. **Decent Work and Economic Growth (Goal 8)**: – By simulating real-world broadcasting scenarios, the course prepares students for careers in the media industry, contributing to job creation and economic growth. 3. **Reduced Inequalities (Goal 10)**: – The course can explore the role of broadcasting in representing diverse voices and addressing social issues, promoting inclusivity in media narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Students can examine how broadcasting can serve as a platform for civic engagement, transparency, and public discourse, fostering informed communities. 5. **Sustainable Cities and Communities (Goal 11)**: – The course can incorporate projects focused on local issues, helping students understand the impact of media in community engagement and development. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with local organizations or community groups in projects can emphasize the importance of partnerships in effective media production and outreach. By focusing on these themes, the **Integrated Broadcasting Studio Simulation** course can equip students with the skills to create impactful media content that contributes to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134903 | Produksi Radio dan TV | Radio and TV Production | Radio and TV Production course provides students with a comprehensive understanding of the production processes involved in creating audio and visual content for broadcast media. | 1. **Quality Education (Goal 4)**: – This course provides practical skills in media production, enhancing students’ understanding of audio-visual communication and its role in education and information dissemination. 2. **Decent Work and Economic Growth (Goal 8)**: – By training students for careers in the broadcasting industry, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – The course can focus on producing content that represents diverse voices and addresses social issues, promoting inclusivity in broadcasting. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Radio and TV production can serve as powerful tools for fostering dialogue, transparency, and civic engagement, contributing to informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Projects can highlight local stories and issues, helping students understand the role of media in community engagement and sustainable development. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with community organizations or local businesses in production projects can emphasize the importance of partnerships in effective media outreach. By integrating these themes, the **Radio and TV Production** course can equip students with the skills to create meaningful content that supports sustainable development and addresses global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02135003 | Produksi Film Dokumenter | Documentary Film Production | Documentary Film Production course focuses on the art and craft of creating non-fiction films. Students learn the entire production process, from research and development to filming, editing, and post-production. | 1. **Quality Education (Goal 4)**: – This course enhances storytelling and critical thinking skills, enabling students to communicate complex issues effectively through documentary filmmaking. 2. **Reduced Inequalities (Goal 10)**: – Documentaries often focus on underrepresented voices and social justice issues, contributing to a greater understanding of inequalities and promoting inclusivity. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Documentaries can serve as powerful tools for advocacy, raising awareness about social issues and fostering informed public discourse, thereby promoting transparency and accountability. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can explore local issues and community narratives through their documentaries, highlighting sustainable practices and community resilience. 5. **Climate Action (Goal 13)**: – The course can focus on producing documentaries that address environmental issues, climate change, and sustainability, raising awareness and encouraging action. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with NGOs, community groups, or other stakeholders for documentary projects can emphasize the importance of partnerships in achieving impactful storytelling. By focusing on these themes, the **Documentary Film Production** course can empower students to create meaningful films that contribute to social change and support sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133703 | Teknik Multikamera | Multicamera Techniques | Multicamera Techniques course focuses on the principles and practices of producing live and recorded content using multiple camera setups. | 1. **Quality Education (Goal 4)**: – This course provides hands-on training in multicamera production, enhancing students’ technical skills and understanding of live broadcasting and event coverage. 2. **Decent Work and Economic Growth (Goal 8)**: – By preparing students for careers in television and live production, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – The course can focus on producing content that highlights diverse perspectives and social issues, promoting inclusivity in media representation. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Multicamera techniques are often used in broadcasting public forums and civic engagement events, facilitating transparency and informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can engage in projects that cover local events or issues, helping to promote community initiatives and sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with community organizations or local broadcasters for multicamera projects can illustrate the importance of partnerships in effective media production. By integrating these themes, the **Multicamera Techniques** course can equip students with the skills to create impactful content that supports sustainable development and addresses important social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133803 | Videografi dan Editing | Videography and Editing | Videography and Editing course equips students with essential skills in video production and post-production. | 1. **Quality Education (Goal 4)**: – This course enhances technical skills in videography and editing, promoting creativity and critical thinking essential for effective storytelling. 2. **Decent Work and Economic Growth (Goal 8)**: – Training in videography and editing prepares students for careers in the media and entertainment industries, contributing to job creation and economic growth. 3. **Reduced Inequalities (Goal 10)**: – Students can focus on creating content that addresses social issues and represents diverse voices, promoting inclusivity in media narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Videography can be used to document events and stories that foster civic engagement and raise awareness about social justice, contributing to informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Projects can highlight local issues, community initiatives, and sustainable practices, helping students understand the impact of media on community engagement. 6. **Climate Action (Goal 13)**: – The course can encourage projects that focus on environmental issues, using videography to raise awareness and inspire action towards sustainability. 7. **Partnerships for the Goals (Goal 17)**: – Collaborating with local organizations for videography projects can emphasize the importance of partnerships in producing impactful content. By focusing on these themes, the **Videography and Editing** course can empower students to create meaningful visual stories that support sustainable development and address significant social challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133903 | Broadcast Programming | Broadcast Programming | Broadcast Programming course explores the principles and strategies behind creating engaging content for television and radio. | 1. **Quality Education (Goal 4)**: – This course teaches students about content creation and audience engagement, enhancing their understanding of effective communication and media literacy. 2. **Decent Work and Economic Growth (Goal 8)**: – By preparing students for careers in television and radio programming, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – Broadcast programming can focus on diverse content that represents various social groups, promoting inclusivity and awareness of inequalities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Programming can serve as a platform for civic engagement and public discourse, fostering transparency and accountability in media. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can develop programs that address local issues, community initiatives, and sustainable practices, helping to engage audiences on important topics. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with community organizations or local stakeholders for programming can illustrate the importance of partnerships in creating impactful content. By focusing on these themes, the **Broadcast Programming** course can equip students with the skills to develop meaningful programming that supports sustainable development and addresses critical social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134003 | Penulisan dan Reportase Multimedia | Multimedia Writing and Reporting | Multimedia Writing and Reporting course focuses on developing writing and reporting skills for various digital platforms. | 1. **Quality Education (Goal 4)**: – This course enhances writing and reporting skills across various media formats, fostering critical thinking and effective communication. 2. **Reduced Inequalities (Goal 10)**: – Students can focus on issues related to representation and inclusivity in their reporting, highlighting marginalized voices and social justice topics. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective reporting is crucial for transparency and accountability, promoting informed public discourse and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – The course can encourage students to cover local issues, community initiatives, and sustainable practices, raising awareness about important topics. 5. **Climate Action (Goal 13)**: – Multimedia reporting can be utilized to address environmental issues, educating the public on climate change and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with local organizations or community groups for reporting projects can emphasize the importance of partnerships in impactful journalism. By focusing on these themes, the **Multimedia Writing and Reporting** course can equip students with the skills to create compelling narratives that support sustainable development and address significant societal challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134103 | Feature TV | TV Features | TV Features course focuses on the development and production of feature segments for television. | 1. **Quality Education (Goal 4)**: – This course enhances storytelling and production skills, promoting critical thinking and effective communication through visual media. 2. **Reduced Inequalities (Goal 10)**: – TV features can focus on social issues and highlight underrepresented voices, contributing to awareness and advocacy for equality. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Features can serve as powerful tools for raising awareness about social justice issues, fostering public discourse and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can create features that address local challenges and promote community initiatives, helping to engage audiences on sustainable practices. 5. **Climate Action (Goal 13)**: – TV features can explore environmental topics, raising awareness about climate change and promoting sustainable solutions. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with local organizations or community groups for feature stories can highlight the importance of partnerships in creating impactful content. By focusing on these themes, the **TV Features** course can equip students to produce meaningful and engaging content that supports sustainable development and addresses significant social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134203 | Jurnalistik Lingkungan | Environmental Journalism | Environmental Journalism course focuses on reporting and storytelling about environmental issues and sustainability. | 1. **Quality Education (Goal 4)**: – This course educates students about the importance of environmental issues and effective communication, fostering critical thinking and informed reporting. 2. **Climate Action (Goal 13)**: – The primary focus of the course is to raise awareness about climate change, environmental policies, and sustainable practices, encouraging action and advocacy. 3. **Sustainable Cities and Communities (Goal 11)**: – Students can explore how urban development affects the environment and report on sustainable practices within communities, promoting awareness and engagement. 4. **Life Below Water (Goal 14)**: – Environmental journalism often addresses issues related to ocean conservation, pollution, and the importance of marine ecosystems. 5. **Life on Land (Goal 15)**: – The course can cover topics related to biodiversity, land use, and conservation efforts, highlighting the importance of protecting terrestrial ecosystems. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: – Reporting on environmental issues can foster transparency and accountability in environmental governance, promoting informed public discourse and civic engagement. By emphasizing these themes, the **Environmental Journalism** course can equip students with the skills to report effectively on environmental issues, contributing to sustainable development and raising awareness about global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134303 | Praktik Terpadu Jurnalistik Multiplatform | Integrated Practice of Multiplatform Journalism | Integrated Practice of Multiplatform Journalism course explores the skills and strategies needed for effective storytelling across various media platforms, including print, digital, audio, and video. | 1. **Quality Education (Goal 4)**: – This course fosters comprehensive skills in various forms of media, promoting critical thinking and adaptability in journalism across platforms. 2. **Reduced Inequalities (Goal 10)**: – Multiplatform journalism can focus on representing diverse voices and addressing social issues, contributing to a more equitable media landscape. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective journalism plays a vital role in promoting transparency, accountability, and informed public discourse, essential for strong institutions and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can cover local issues and community stories, raising awareness about sustainable practices and community initiatives. 5. **Climate Action (Goal 13)**: – The course can encourage reporting on environmental topics across multiple platforms, educating audiences about climate change and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with various media outlets and organizations can highlight the importance of partnerships in achieving impactful journalism. By focusing on these themes, the **Integrated Practice of Multiplatform Journalism** course can equip students with the skills to create meaningful and effective journalism that supports sustainable development and addresses critical societal issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133003 | Jurnalisme Data dan Investigasi | Data and Investigative Journalism | Data and Investigative Journalism course focuses on the techniques and methodologies used to uncover and report complex stories through data analysis and investigative practices. | 1. **Quality Education (Goal 4)**: – This course promotes critical thinking and analytical skills, essential for understanding and interpreting complex data in journalism. 2. **Reduced Inequalities (Goal 10)**: – Investigative journalism can expose issues related to social justice, inequality, and discrimination, contributing to a more equitable society. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Data journalism is crucial for promoting transparency and accountability in governance, helping to uncover corruption and hold institutions accountable. 4. **Sustainable Cities and Communities (Goal 11)**: – Investigative projects can focus on urban issues, infrastructure, and community needs, raising awareness about local challenges and sustainable solutions. 5. **Climate Action (Goal 13)**: – Data-driven investigations can explore environmental issues, climate change impacts, and sustainability practices, educating the public and promoting action. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with NGOs, researchers, and data analysts can enhance investigative efforts and highlight the importance of partnerships in uncovering critical stories. By emphasizing these themes, the **Data and Investigative Journalism** course can equip students with the skills to conduct impactful investigations that support sustainable development and address pressing societal challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133103 | Jurnalistik Khusus | Special Journalism | Special Journalism course explores niche areas of journalism that require specialized knowledge and skills, such as sports, health, environmental, or political reporting. | 1. **Quality Education (Goal 4)**: – This course enhances specialized reporting skills, encouraging critical thinking and deep understanding of niche topics, which is vital for informed journalism. 2. **Reduced Inequalities (Goal 10)**: – Special journalism can focus on underreported issues, marginalized communities, and social justice, helping to raise awareness and promote inclusivity. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Reporting on topics related to justice, governance, and human rights fosters accountability and encourages public discourse on important issues. 4. **Sustainable Cities and Communities (Goal 11)**: – Students may cover local stories related to urban development, sustainability, and community resilience, highlighting important local initiatives. 5. **Climate Action (Goal 13)**: – Special journalism can focus on environmental issues and sustainability practices, raising awareness about climate change and its impacts. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with experts, NGOs, and community organizations can enhance the depth and impact of reporting, illustrating the importance of partnerships in journalism. By focusing on these themes, the **Special Journalism** course can equip students to engage with critical issues in society, promoting informed public discourse and contributing to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133202 | Pemasaran dan PR Korporasi | Corporate Marketing and PR | Corporate Marketing and PR course examines the strategies and practices used to build and maintain a positive corporate image while effectively promoting products and services. | 1. **Goal 8: Decent Work and Economic Growth** – Discussions about ethical marketing practices and their impact on job creation and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Exploring how corporate marketing can promote sustainable industrial practices and innovation. 3. **Goal 12: Responsible Consumption and Production** – Addressing sustainable marketing strategies and promoting products that support sustainable consumption. 4. **Goal 13: Climate Action** – Understanding the role of corporate communications in raising awareness and promoting climate-friendly practices. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaborations between businesses, governments, and NGOs in achieving sustainability. By integrating these goals, the course can emphasize the importance of ethical marketing and corporate responsibility. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133303 | Manajemen Reputasi dan Krisis | Reputation and Crisis Management | Reputation and Crisis Management course focuses on strategies for building, maintaining, and restoring organizational reputation in the face of challenges. | 1. **Goal 8: Decent Work and Economic Growth** – Managing reputation can affect employee morale and retention. A positive reputation attracts talent and supports economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Companies that manage crises effectively can maintain stakeholder trust, which is essential for innovation and infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Crisis management strategies can address issues related to product safety and sustainability, reinforcing responsible practices in production and consumption. 4. **Goal 13: Climate Action** – In times of crisis, especially related to environmental issues, effective communication can mitigate damage and promote sustainability efforts. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Reputation management involves transparency and ethical practices, which can foster trust and integrity within institutions. Courses covering these areas often emphasize strategic communication, stakeholder engagement, and ethical considerations in managing both reputation and crises. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133403 | Teknik Lobi, Negosiasi dan Presentasi | Lobbying, Negotiation and Presentation Techniques | Lobbying, Negotiation, and Presentation Techniques course explores the skills and strategies necessary for effective advocacy and persuasion in various contexts, including political, corporate, and community settings. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective lobbying and negotiation contribute to transparency and accountability in decision-making processes, promoting stronger institutions. 2. **Goal 17: Partnerships for the Goals** – Skills in negotiation and presentation are crucial for building partnerships between businesses, governments, and civil society to achieve sustainable development. 3. **Goal 8: Decent Work and Economic Growth** – Effective negotiation can lead to fair labor practices and better working conditions, supporting economic growth and decent work. 4. **Goal 12: Responsible Consumption and Production** – Lobbying efforts can advocate for policies that promote sustainability in production and consumption practices. 5. **Goal 13: Climate Action** – Negotiation skills are vital in discussions around environmental policies and climate change initiatives, enabling effective advocacy for sustainable practices. These skills are essential for effectively communicating ideas, influencing stakeholders, and driving meaningful change within organizations and society at large. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133503 | Marketing Communication | Marketing Communications | Marketing Communications course examines the strategies and tactics used to effectively communicate a brand’s message to its target audience. | 1. **Goal 8: Decent Work and Economic Growth** – Marketing communications can highlight a company’s commitment to fair labor practices and community development, fostering economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective marketing strategies can promote innovation in products and services, encouraging investment in sustainable infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Campaigns can educate consumers about sustainable products and practices, encouraging responsible consumption. 4. **Goal 13: Climate Action** – Marketing communications can raise awareness of climate issues, promote eco-friendly products, and support corporate initiatives focused on sustainability. 5. **Goal 17: Partnerships for the Goals** – Communication strategies can facilitate collaboration with NGOs, governments, and other stakeholders to advance shared sustainability goals. Incorporating these elements into marketing communications not only enhances a brand’s reputation but also drives positive social and environmental impact. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133602 | Product Enggagement for Broadcasting | Product Engagement for Broadcasting | Product Engagement for Broadcasting course focuses on strategies for creating compelling content that resonates with audiences and enhances viewer or listener interaction with broadcast products. | 1. **Goal 4: Quality Education** – Broadcasting can be a powerful tool for educational content, promoting learning and awareness on various social issues. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Engaging audiences through innovative broadcasting techniques can enhance the media landscape, fostering technological advancements and infrastructure development. 3. **Goal 10: Reduced Inequalities** – Broadcasting that includes diverse voices and stories can help address inequalities and promote inclusivity. 4. **Goal 12: Responsible Consumption and Production** – Product engagement can promote sustainable practices through campaigns that encourage responsible consumer behavior. 5. **Goal 17: Partnerships for the Goals** – Collaborating with various stakeholders, including NGOs and community organizations, can enhance the impact of broadcasting efforts in promoting sustainability. Effective product engagement strategies can lead to more meaningful interactions, helping to foster a more informed and engaged audience while promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122303 | CSR and Political PR | CSR and Political PR | CSR and Political PR course examines the intersection of corporate social responsibility (CSR) and public relations in the political arena. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – CSR initiatives often involve ethical practices and transparency, which are vital for fostering trust in institutions. Political PR can promote these values to enhance public confidence. 2. **Goal 8: Decent Work and Economic Growth** – CSR efforts can focus on fair labor practices and community engagement, while political PR can advocate for policies that support economic growth and job creation. 3. **Goal 12: Responsible Consumption and Production** – Companies can use CSR to demonstrate commitment to sustainability, while political PR can help shape regulations that encourage responsible business practices. 4. **Goal 17: Partnerships for the Goals** – Both CSR and political PR can facilitate collaborations between businesses, governments, and NGOs to address social and environmental challenges. 5. **Goal 13: Climate Action** – CSR initiatives can include climate action commitments, and political PR can help communicate these efforts and advocate for supportive policies. Integrating CSR into political PR strategies enhances corporate reputation and fosters positive societal impact, aligning business goals with broader sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122403 | PR Personality | PR Personality | PR Personality course explores the traits, skills, and attributes essential for success in public relations. | 1. **Goal 10: Reduced Inequalities** – A PR personality that values inclusivity can help ensure diverse voices are represented in communications, addressing societal inequalities. 2. **Goal 12: Responsible Consumption and Production** – A focus on sustainability in PR messaging can encourage responsible consumer behavior and highlight ethical practices within industries. 3. **Goal 16: Peace, Justice, and Strong Institutions** – A PR personality that emphasizes transparency and integrity can foster trust between organizations and the public, contributing to stronger institutions. 4. **Goal 13: Climate Action** – A proactive, passionate personality can drive campaigns that raise awareness about climate issues and advocate for sustainability initiatives. 5. **Goal 17: Partnerships for the Goals** – A collaborative PR personality can facilitate partnerships between organizations, NGOs, and governments to advance shared goals. Overall, the personality traits of PR professionals—such as empathy, adaptability, and ethical commitment—play a vital role in how effectively they can communicate and influence public perception in alignment with sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122503 | Ekonomi Politik Media | The Political Economy of the Media | The Political Economy of the Media course examines the relationship between media, politics, and economics. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – A robust media landscape can promote transparency and accountability in governance, essential for building strong institutions. 2. **Goal 10: Reduced Inequalities** – The political economy perspective can highlight disparities in media access and representation, advocating for diverse voices and equitable media practices. 3. **Goal 4: Quality Education** – Media plays a crucial role in disseminating educational content. Understanding its economic underpinnings can enhance efforts to promote access to quality education through various media channels. 4. **Goal 12: Responsible Consumption and Production** – Media can influence consumer behavior and promote sustainability. Examining the economic models of media outlets can reveal their role in advocating for responsible production and consumption. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts between media organizations, governments, and civil society can drive awareness and action towards achieving sustainable development goals. By analyzing the political economy of the media, we can better understand its role in shaping public discourse, influencing policies, and contributing to social change in line with sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122603 | Teknik Kamera Video | Video Camera Techniques | Video Camera Techniques course focuses on the fundamental skills needed for effective video production using various camera equipment. | 1. **Goal 4: Quality Education** – Utilizing effective video techniques can enhance educational content, making learning more engaging and accessible, particularly in remote or underserved areas. 2. **Goal 10: Reduced Inequalities** – Techniques that focus on diverse representation and inclusive storytelling can help amplify underrepresented voices and issues, promoting social equality. 3. **Goal 12: Responsible Consumption and Production** – Videos can be used to promote sustainable practices and raise awareness about responsible consumption, showcasing eco-friendly products and practices. 4. **Goal 13: Climate Action** – Compelling video content can effectively communicate the urgency of climate change, driving awareness and action through impactful visuals and narratives. 5. **Goal 17: Partnerships for the Goals** – Video techniques can facilitate collaboration between organizations by documenting partnerships and shared initiatives, making their impacts more visible. By mastering video camera techniques, creators can produce content that not only informs and entertains but also drives social change and supports the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132703 | Metode Penelitian Kualitatif | Qualitative Research Methods | Qualitative Research Methods course introduces students to the principles and techniques used in qualitative research, emphasizing the exploration of human behavior, experiences, and social phenomena. | 1. **Goal 4: Quality Education** – Qualitative methods, such as interviews and focus groups, can explore educational needs and experiences, informing policies and practices to enhance learning outcomes. 2. **Goal 10: Reduced Inequalities** – These methods can provide insights into the experiences of marginalized groups, helping to identify barriers and inform strategies to promote equity and inclusion. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Qualitative research can assess public perceptions of justice and governance, providing critical feedback for improving institutional trust and accountability. 4. **Goal 12: Responsible Consumption and Production** – Understanding consumer attitudes and behaviors through qualitative research can inform campaigns promoting sustainable practices and responsible consumption. 5. **Goal 17: Partnerships for the Goals** – Qualitative approaches can facilitate dialogue between stakeholders, helping to identify common goals and collaborative strategies for sustainable development. By employing qualitative research methods, researchers and practitioners can gain deeper insights into societal issues, leading to more effective interventions and policies that align with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132802 | Social Media News | Social Media News | Social Media News course focuses on the evolving landscape of news reporting and consumption in the context of social media platforms. | 1. **Goal 4: Quality Education** – Social media can be used to disseminate educational content and raise awareness about various issues, making information accessible to diverse audiences. 2. **Goal 10: Reduced Inequalities** – Social media platforms can amplify the voices of marginalized groups, helping to address inequalities and promote social justice. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Social media can enhance transparency and accountability by facilitating public engagement and dialogue around governance and institutional issues. 4. **Goal 12: Responsible Consumption and Production** – Campaigns on social media can promote sustainable practices and encourage responsible consumer behavior through informative content. 5. **Goal 13: Climate Action** – Social media is a powerful tool for mobilizing action on climate change, sharing information, and advocating for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Social media fosters collaboration and partnerships among organizations, governments, and communities, facilitating collective action toward the SDGs. Overall, the role of social media in news dissemination can drive awareness, engagement, and action on critical social and environmental issues, supporting the achievement of sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132903 | Fotografi dan Video Jurnalistik | Journalistic Photography and Video | Journalistic Photography and Video course focuses on the essential skills and techniques needed for visual storytelling in journalism. | 1. **Goal 4: Quality Education** – Visual journalism can enhance educational materials and campaigns, making complex information more accessible and engaging for diverse audiences. 2. **Goal 10: Reduced Inequalities** – Photography and video can highlight the experiences of marginalized communities, raising awareness of social injustices and promoting equity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Investigative journalism, through compelling visuals, can expose corruption and promote accountability, fostering trust in institutions. 4. **Goal 12: Responsible Consumption and Production** – Visual media can promote sustainable practices and educate the public about environmental issues, encouraging responsible consumer behavior. 5. **Goal 13: Climate Action** – Powerful imagery and video can effectively communicate the urgency of climate change, inspiring action and advocacy for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Collaborative projects in journalism can document and promote partnerships between organizations and communities working towards sustainable development. By leveraging journalistic photography and video, creators can not only inform and educate but also drive social change and support the achievement of the SDGs through impactful visual storytelling. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121603 | Public Speaking | Public Speaking | Public Speaking course focuses on developing effective communication skills for various speaking contexts. | 1. **Goal 4: Quality Education** – Effective public speaking can enhance educational presentations, workshops, and seminars, fostering better learning environments. 2. **Goal 10: Reduced Inequalities** – Speaking engagements can amplify the voices of marginalized communities, advocating for their rights and promoting social equity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Public speaking skills are essential for leaders and advocates who aim to promote transparency, accountability, and justice within institutions. 4. **Goal 12: Responsible Consumption and Production** – Engaging public speaking can raise awareness about sustainable practices and encourage audiences to make responsible choices. 5. **Goal 13: Climate Action** – Public speakers can mobilize communities around climate issues, inspiring action and advocacy for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Effective communication is key in fostering collaborations among different stakeholders working towards shared goals. Mastering public speaking not only enhances individual effectiveness but also drives collective action and engagement on important social and environmental issues, supporting the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121703 | Desain Grafis Multimedia dan Animasi | Multimedia Graphic Design and Animation | Multimedia Graphic Design and Animation course explores the principles of graphic design and animation across various digital platforms. | 1. **Goal 4: Quality Education** – Multimedia design can create engaging educational materials, enhancing learning experiences through interactive graphics and animations. 2. **Goal 10: Reduced Inequalities** – Design can promote inclusivity by representing diverse cultures and perspectives, helping to raise awareness of social issues and inequalities. 3. **Goal 12: Responsible Consumption and Production** – Graphics and animations can effectively communicate sustainable practices and advocate for responsible consumer behavior. 4. **Goal 13: Climate Action** – Creative visual content can raise awareness about climate change and inspire action through compelling narratives and engaging visuals. 5. **Goal 17: Partnerships for the Goals** – Multimedia projects can facilitate collaboration by visually documenting partnerships and initiatives aimed at achieving sustainable development. By leveraging multimedia graphic design and animation, creators can enhance messages, engage audiences, and drive awareness and action on critical social and environmental issues, supporting the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121803 | Mediapreneurship | Mediapreneurship | Mediapreneurship course focuses on the intersection of media and entrepreneurship, equipping students with the skills to create and manage media ventures. | 1. **Goal 8: Decent Work and Economic Growth** – Mediapreneurship can create job opportunities and stimulate economic growth by developing new media ventures and supporting local economies. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurs in the media sector drive innovation, contributing to advancements in technology and infrastructure while promoting sustainable media practices. 3. **Goal 10: Reduced Inequalities** – Mediapreneurship can empower underrepresented groups by providing platforms for their voices and stories, helping to address social and economic inequalities. 4. **Goal 12: Responsible Consumption and Production** – Media entrepreneurs can promote sustainable practices through content that raises awareness about responsible consumption and environmental issues. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts among media entrepreneurs, NGOs, and communities can enhance the impact of projects aimed at achieving sustainable development. By fostering creativity and innovation, medipreneurship can not only contribute to economic growth but also drive social change and promote sustainability, aligning with the broader objectives of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121903 | Metode Penelitian Kuantitatif | Quantitative Research Methods | Quantitative Research Methods course provides students with an understanding of statistical techniques and methodologies used to analyze numerical data. | 1. **Goal 4: Quality Education** – Quantitative research can assess educational outcomes, helping to identify gaps and inform policies that improve access and quality in education. 2. **Goal 10: Reduced Inequalities** – By analyzing statistical data on income, education, and health, quantitative research can highlight disparities and inform strategies to address inequalities. 3. **Goal 12: Responsible Consumption and Production** – Surveys and data analysis can gauge consumer behavior regarding sustainability, providing insights to promote responsible consumption practices. 4. **Goal 13: Climate Action** – Quantitative methods can be used to model climate impacts, assess carbon emissions, and evaluate the effectiveness of environmental policies. 5. **Goal 17: Partnerships for the Goals** – Quantitative research can evaluate the impact of collaborative efforts among stakeholders, providing data that supports partnerships aimed at achieving sustainable development. By employing quantitative research methods, researchers and practitioners can generate actionable insights that inform decision-making and drive progress toward the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122003 | Hukum & Perundang-undangan Media Massa | Mass Media Law & Legislation | Mass Media Law & Legislation course examines the legal frameworks and regulations governing mass media, including print, broadcast, and digital platforms. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Strong media laws promote freedom of expression and press freedom, which are vital for transparent governance and accountability in institutions. 2. **Goal 10: Reduced Inequalities** – Legislation that protects the rights of marginalized groups in media can help reduce inequalities and promote diverse representation in media content. 3. **Goal 4: Quality Education** – Understanding media law can support educational initiatives about media literacy, helping individuals critically engage with media content. 4. **Goal 12: Responsible Consumption and Production** – Media regulations can guide ethical advertising and content creation, promoting responsible practices in media production and consumption. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts between governments, media organizations, and civil society can strengthen media laws and enhance their effectiveness in promoting sustainable development. By studying mass media law and legislation, practitioners can better navigate legal challenges, advocate for media rights, and contribute to the promotion of a free and responsible media landscape that supports the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122103 | News Presenting | News Presenting | News Presenting course focuses on the skills and techniques necessary for effective on-air news delivery. | 1. **Goal 4: Quality Education** – News presenters can educate the public on important issues, fostering awareness and understanding of various topics, including health, science, and social justice. 2. **Goal 10: Reduced Inequalities** – Presenting diverse stories and perspectives can amplify the voices of marginalized communities, promoting inclusivity and social equity in media representation. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Responsible news presenting contributes to transparency and accountability in governance, helping to inform citizens and promote civic engagement. 4. **Goal 12: Responsible Consumption and Production** – Presenters can highlight sustainable practices and raise awareness about environmental issues, encouraging responsible consumer behavior. 5. **Goal 13: Climate Action** – News presenters play a vital role in communicating climate change issues, informing the public about environmental challenges and inspiring action. 6. **Goal 17: Partnerships for the Goals** – Collaborating with various organizations, news presenters can amplify campaigns and initiatives aimed at achieving the SDGs. By effectively presenting news, journalists can inform, educate, and engage audiences, fostering a more informed public and contributing to the achievement of sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122203 | Jurnalistik TV | TV journalism | TV Journalism course focuses on the principles and practices of reporting, producing, and presenting news for television. | 1. **Goal 4: Quality Education** – TV journalism can provide educational programming that informs audiences about critical issues, enhancing public knowledge and understanding. 2. **Goal 10: Reduced Inequalities** – By covering diverse perspectives and stories from marginalized communities, TV journalism can promote social equity and raise awareness of inequalities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Investigative journalism on TV can hold power to account, fostering transparency and trust in institutions by reporting on governance and justice issues. 4. **Goal 12: Responsible Consumption and Production** – TV programs can educate viewers about sustainable practices, encouraging responsible consumer behavior and promoting environmental awareness. 5. **Goal 13: Climate Action** – TV journalism plays a crucial role in communicating climate change issues, educating the public on environmental challenges and inspiring action for sustainability. 6. **Goal 17: Partnerships for the Goals** – Collaborative projects between TV journalists and NGOs can amplify campaigns focused on social change and sustainable development. By effectively informing and engaging audiences, TV journalism can drive awareness and action on critical issues, supporting the broader objectives of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120903 | Komunikasi Organisasi dan Manajemen | Organizational Communication and Management | Organizational Communication and Management course examines the critical role of communication in organizational contexts and its impact on management practices. | 1. **Goal 8: Decent Work and Economic Growth** – Effective organizational communication can enhance employee engagement and productivity, contributing to economic growth and decent work conditions. 2. **Goal 10: Reduced Inequalities** – Promoting inclusive communication practices within organizations can help ensure diverse voices are heard, reducing inequalities and fostering a more equitable workplace. 3. **Goal 12: Responsible Consumption and Production** – Clear communication about sustainability practices and corporate social responsibility initiatives can enhance organizational commitment to responsible production and consumption. 4. **Goal 13: Climate Action** – Organizations can use effective communication strategies to promote climate action initiatives, raising awareness and motivating employees and stakeholders to participate. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Transparent communication within organizations builds trust and accountability, essential for strong institutional governance. 6. **Goal 17: Partnerships for the Goals** – Effective communication is vital for building partnerships and collaborations between organizations, NGOs, and communities to address social and environmental challenges. By enhancing communication strategies and management practices, organizations can drive positive change, support sustainable development, and contribute to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121003 | Komunikasi Politik, Pendapat Umum dan Pencitraan | Political Communication, Public Opinion and Image | Political Communication, Public Opinion, and Image course examines the interplay between communication strategies, public perception, and political behavior. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective political communication fosters transparency and accountability, promoting trust in institutions and enabling informed citizen participation in democratic processes. 2. **Goal 10: Reduced Inequalities** – By addressing diverse perspectives and issues, political communication can help amplify marginalized voices, contributing to greater social equity and inclusion. 3. **Goal 4: Quality Education** – Educating the public about political processes and issues through effective communication strategies can enhance civic engagement and understanding of democratic rights. 4. **Goal 12: Responsible Consumption and Production** – Political communication can advocate for sustainable policies and practices, shaping public opinion on environmental issues and responsible consumption. 5. **Goal 13: Climate Action** – Engaging communication strategies can mobilize public support for climate initiatives, influencing both policy and behavior toward sustainability. 6. **Goal 17: Partnerships for the Goals** – Political communication can facilitate collaboration between governments, civil society, and the private sector, fostering partnerships aimed at achieving the SDGs. By strategically managing public opinion and political image, effective communication can drive awareness, engagement, and action toward sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121103 | Teori Media | Media Theory | Media Theory course explores the fundamental concepts and frameworks that shape the study of media and communication. | 1. **Goal 4: Quality Education** – Media theories can inform educational practices by analyzing how media can be used effectively in teaching and learning environments, enhancing educational outcomes. 2. **Goal 10: Reduced Inequalities** – Theories addressing representation and media bias can highlight how media shapes perceptions of marginalized groups, promoting more equitable portrayals and narratives. 3. **Goal 12: Responsible Consumption and Production** – Media theories can explore the role of advertising and content in shaping consumer behavior, encouraging responsible consumption and awareness of sustainable practices. 4. **Goal 13: Climate Action** – Media theories can analyze how climate change is communicated, helping to improve messaging strategies that mobilize public awareness and action on environmental issues. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Theories examining the relationship between media and democracy can enhance understanding of media’s role in promoting transparency, accountability, and civic engagement. 6. **Goal 17: Partnerships for the Goals** – Media theories can facilitate collaboration among stakeholders by providing insights into how media can effectively support partnerships and collective action towards sustainable development. By applying media theories, researchers and practitioners can better understand and leverage the power of media to drive social change and contribute to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121203 | Dasar-Dasar Konvergensi Jurnalistik | Basics of Journalistic Convergence | Basics of Journalistic Convergence course introduces students to the integration of various media formats and platforms in journalism. | 1. **Goal 4: Quality Education** – Converged journalism can enhance educational content delivery, utilizing various platforms to engage learners and provide comprehensive information on critical issues. 2. **Goal 10: Reduced Inequalities** – Converged media can amplify diverse voices by integrating different media formats (e.g., text, audio, video) to reach broader audiences and highlight marginalized perspectives. 3. **Goal 12: Responsible Consumption and Production** – Converged journalism can raise awareness about sustainable practices by using multiple formats to inform consumers about responsible choices. 4. **Goal 13: Climate Action** – Utilizing various media formats, such as social media, videos, and interactive graphics, can effectively communicate climate issues and engage the public in advocacy. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Converged journalism can enhance transparency and accountability by using various platforms to cover governance and justice issues, fostering informed civic engagement. 6. **Goal 17: Partnerships for the Goals** – Converged journalism can facilitate collaboration among media organizations, NGOs, and communities, allowing for collective action towards achieving the SDGs. By embracing the principles of journalistic convergence, media professionals can create more engaging, accessible, and impactful storytelling that supports sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121303 | Dasar-dasar Penyiaran | Broadcasting Basics | Broadcasting Basics course provides an introduction to the fundamental concepts and techniques of radio and television broadcasting. | 1. **Goal 4: Quality Education** – Broadcasting can provide educational programming that informs and engages audiences, making learning accessible through various channels, including radio and television. 2. **Goal 10: Reduced Inequalities** – Broadcasting can amplify the voices of marginalized communities, promoting inclusivity and diversity in media representation and content. 3. **Goal 12: Responsible Consumption and Production** – Educational campaigns through broadcasting can raise awareness about sustainability and encourage responsible consumer behavior. 4. **Goal 13: Climate Action** – Broadcasting plays a crucial role in disseminating information about climate change, environmental issues, and initiatives that inspire public action and advocacy. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Broadcasting can enhance transparency and accountability in governance by providing coverage of civic issues, thus promoting informed public participation. 6. **Goal 17: Partnerships for the Goals** – Broadcasting can facilitate partnerships between organizations, governments, and communities, helping to share information and coordinate efforts toward sustainable development. By mastering the basics of broadcasting, media professionals can effectively inform, educate, and engage audiences, contributing to the broader goals of sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121403 | Dasar-dasar Public Relations | Basics of Public Relations | Basics of Public Relations course introduces students to the foundational principles and practices of public relations (PR). | 1. **Goal 4: Quality Education** – PR can support educational initiatives by promoting awareness of important issues and informing the public about educational resources and opportunities. 2. **Goal 10: Reduced Inequalities** – Effective PR strategies can amplify the voices of marginalized communities, promoting diversity and inclusion within communications and campaigns. 3. **Goal 12: Responsible Consumption and Production** – PR campaigns can educate consumers about sustainable practices and encourage organizations to adopt environmentally responsible behaviors. 4. **Goal 13: Climate Action** – PR professionals can raise awareness about climate issues, advocate for sustainable practices, and mobilize communities around environmental initiatives. 5. **Goal 16: Peace, Justice, and Strong Institutions** – PR plays a crucial role in fostering transparency and trust, helping organizations communicate their values and actions effectively to build strong institutions. 6. **Goal 17: Partnerships for the Goals** – PR facilitates collaboration between organizations, governments, and civil society, helping to promote partnerships aimed at achieving sustainable development objectives. By mastering the basics of public relations, professionals can effectively engage stakeholders, build relationships, and contribute to the advancement of social and environmental goals aligned with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121503 | Feature News and Creative Writing | Feature News and Creative Writing | Feature News and Creative Writing course focuses on the art of storytelling in journalism, emphasizing the creation of compelling feature articles and narratives. | 1. **Quality Education (SDG 4)**: The course itself promotes literacy and critical thinking, key components of quality education. 2. **Gender Equality (SDG 5)**: Topics related to gender issues can be explored through creative writing and journalism, highlighting women’s stories and challenges. 3. **Reduced Inequality (SDG 10)**: Courses can address social justice issues, exploring marginalized voices and fostering inclusive narratives. 4. **Sustainable Cities and Communities (SDG 11)**: Feature writing can focus on urban development, sustainability, and community issues. 5. **Climate Action (SDG 13)**: Environmental themes can be a central topic, encouraging awareness and advocacy through writing. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: Investigative journalism and feature stories can address issues of governance, justice, and human rights. Through various writing assignments and projects, students can engage with these goals, enhancing awareness and encouraging action through their creative work. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110203 | English for Communication | English for Communication | English for Communication course is designed to enhance students’ English language skills specifically for effective communication in professional and social contexts. | 1. **Quality Education (SDG 4)**: The course itself aims to improve language skills, which are crucial for effective communication and education. 2. **Gender Equality (SDG 5)**: Discussions and materials can highlight gender issues, promoting awareness and advocacy through communication. 3. **Reduced Inequality (SDG 10)**: The course can focus on inclusive communication practices, helping students from diverse backgrounds express themselves effectively. 4. **Sustainable Cities and Communities (SDG 11)**: Communication about urban issues and community engagement can be explored through presentations and discussions. 5. **Climate Action (SDG 13)**: Topics related to environmental communication can be incorporated, encouraging students to engage with sustainability issues. 6. **Partnerships for the Goals (SDG 17)**: The course can emphasize collaboration and communication skills necessary for working with others toward shared goals. Through various activities like presentations, discussions, and writing assignments, students can develop skills that align with these SDGs, promoting awareness and engagement with global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110302 | Archipelago Ethnicity Communication | Archipelago Ethnicity Communication | Archipelago Ethnicity Communication course explores the diverse cultural and ethnic identities within archipelagic regions, focusing on how these identities influence communication practices. | 1. **Reduced Inequality (SDG 10)**: This course can explore the diverse ethnic groups within archipelagos, addressing issues of representation, power dynamics, and the challenges faced by marginalized communities. 2. **Quality Education (SDG 4)**: The course can promote understanding of cultural diversity and encourage the development of communication skills that respect and reflect the varied perspectives of different ethnic groups. 3. **Gender Equality (SDG 5)**: Discussions can focus on the roles and contributions of different genders within various ethnic communities, promoting gender-sensitive communication practices. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: The course can address conflict resolution and the role of communication in fostering peace among diverse ethnic groups. 5. **Sustainable Cities and Communities (SDG 11)**: Communication about local cultures and community needs can be a key focus, emphasizing the importance of inclusive dialogue in urban development. 6. **Partnerships for the Goals (SDG 17)**: The course can encourage collaboration among students from different backgrounds, promoting intercultural communication and partnerships for shared goals. By integrating these themes, the course can enhance students’ understanding of the complexities of ethnicity and communication in archipelagos, fostering skills that contribute to social cohesion and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110403 | ICT dan Big Data | ICT and Big Data | ICT and Big Data course explores the intersection of information and communication technology (ICT) and big data analytics. | 1. **Quality Education (SDG 4)**: The course can promote digital literacy, teaching students how to use ICT tools and analyze big data, essential skills for modern education. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing the role of ICT in driving innovation and developing infrastructure, the course can explore how big data can enhance industries and economies. 3. **Reduced Inequality (SDG 10)**: The course can address how data analytics can identify and address disparities in access to resources, services, and opportunities. 4. **Sustainable Cities and Communities (SDG 11)**: ICT and big data can be applied to urban planning, environmental monitoring, and enhancing the quality of life in communities. 5. **Climate Action (SDG 13)**: The course can cover how big data analytics can inform climate action strategies and environmental sustainability efforts. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: ICT can facilitate transparent governance and data-driven decision-making, promoting accountability and justice. 7. **Partnerships for the Goals (SDG 17)**: The course can highlight the importance of collaboration and data sharing among various stakeholders to achieve sustainable development goals. By integrating these themes, the course can equip students with the knowledge and skills to leverage ICT and big data for positive social impact and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110503 | Etika dan Filsafat Komunikasi | Ethics and Philosophy of Communication | Ethics and Philosophy of Communication course examines the ethical principles and philosophical theories that underpin communication practices across various contexts. | 1. **Quality Education (SDG 4)**: The course can foster critical thinking about ethical communication practices and the philosophical underpinnings of information dissemination. 2. **Gender Equality (SDG 5)**: Discussions can center on ethical considerations in gender representation and the impact of communication on gender norms and stereotypes. 3. **Reduced Inequality (SDG 10)**: The course can address the role of communication in perpetuating or challenging social inequalities, emphasizing the ethical responsibilities of communicators. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Ethical communication is crucial for promoting transparency, accountability, and justice, making this goal particularly relevant to the course. 5. **Partnerships for the Goals (SDG 17)**: The philosophy of communication can emphasize the importance of collaboration and dialogue in achieving shared objectives, fostering partnerships among diverse stakeholders. 6. **Decent Work and Economic Growth (SDG 8)**: The course can examine ethical considerations in corporate communication, labor relations, and the responsibilities of organizations toward their employees and communities. By integrating these themes, the course can help students navigate the complexities of ethical communication, equipping them with the philosophical frameworks needed to engage responsibly in diverse communicative contexts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110603 | Dasar-Dasar Fotografi | Photography Basics | Photography Basics course introduces students to the fundamental concepts and techniques of photography. Students learn about camera operation, composition, lighting, exposure, and the elements of visual storytelling. | 1. **Quality Education (SDG 4)**: Teaching photography skills fosters creativity and critical thinking, providing students with valuable tools for self-expression and communication. 2. **Gender Equality (SDG 5)**: Photography can be a powerful medium to highlight gender issues, promote women’s stories, and challenge stereotypes, encouraging a more inclusive representation. 3. **Reduced Inequality (SDG 10)**: The course can focus on using photography to amplify marginalized voices and document social issues, fostering awareness and empathy. 4. **Sustainable Cities and Communities (SDG 11)**: Students can explore urban environments through photography, highlighting community stories, sustainability efforts, and cultural diversity. 5. **Climate Action (SDG 13)**: Photography can raise awareness of environmental issues and climate change, encouraging advocacy and action through visual storytelling. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: The course can address how photography can document social justice movements and promote dialogue about human rights and governance. 7. **Partnerships for the Goals (SDG 17)**: Collaborative photography projects can foster partnerships among students, communities, and organizations, promoting shared objectives and storytelling. By integrating these themes, the Photography Basics course can empower students to use their skills for social change, creativity, and engagement with global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120703 | Core Theory of Communication | Core Theory of Communication | Core Theory of Communication course provides a comprehensive overview of foundational theories and concepts that underpin the study of communication. | 1. **Quality Education (SDG 4)**: Understanding communication theories enhances critical thinking and analytical skills, promoting a deeper comprehension of how communication shapes learning and information dissemination. 2. **Reduced Inequality (SDG 10)**: Theories of communication can address power dynamics and representation, exploring how communication practices can perpetuate or challenge social inequalities. 3. **Gender Equality (SDG 5)**: The course can examine communication theories related to gender, focusing on representation, stereotypes, and the role of media in shaping perceptions of gender. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Theories of communication are vital for understanding conflict resolution, dialogue facilitation, and the role of communication in promoting justice and accountability. 5. **Partnerships for the Goals (SDG 17)**: Theories of collaboration and networking can be explored, emphasizing the importance of communication in building partnerships to achieve common objectives. 6. **Sustainable Cities and Communities (SDG 11)**: The course can cover communication strategies that promote community engagement and participation in urban development and sustainability efforts. By integrating these themes, the Core Theory of Communication course can equip students with a comprehensive understanding of communication processes, enabling them to engage effectively with social issues and contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120803 | Komunikasi Antar Pribadi dan Kelompok | Interpersonal and Group Communication | “Interpersonal and Group Communication course focuses on the dynamics of communication in one-on-one interactions and within groups. | 1. **Quality Education (SDG 4)**: This course enhances communication skills essential for effective learning and collaboration, promoting critical thinking and interpersonal understanding. 2. **Reduced Inequality (SDG 10)**: By addressing communication barriers and fostering inclusive dialogue, the course can help students understand and mitigate inequalities within groups. 3. **Gender Equality (SDG 5)**: The course can examine how interpersonal communication shapes gender dynamics and promotes equality, encouraging students to explore issues like representation and stereotypes. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Effective communication is vital for conflict resolution and building strong, transparent institutions. The course can focus on dialogue and negotiation skills to promote peace. 5. **Sustainable Cities and Communities (SDG 11)**: Interpersonal and group communication skills are essential for community engagement and participatory decision-making in urban planning and development. 6. **Partnerships for the Goals (SDG 17)**: The course can emphasize teamwork and collaboration, teaching students how to work effectively in diverse groups to achieve common goals. By integrating these themes, the Interpersonal and Group Communication course can empower students with the skills necessary to navigate social dynamics, foster inclusion, and contribute positively to their communities and beyond. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110102 | Dasar Administrasi dan Kebijakan Kesehatan | Basics of Health Administration and Policy | The course “Basics of Health Administration and Policy” provides an introduction to the fundamental concepts and practices in health care management and public policy. | 1. Goal 3: Good Health and Well-Being – This goal is directly related to health administration and policy, focusing on ensuring healthy lives and promoting well-being for all. 2. Goal 1: No Poverty – Health policies can influence access to healthcare services, impacting poverty levels. 3. Goal 10: Reduced Inequalities – Understanding health administration can help identify and address disparities in healthcare access and outcomes. 4. Goal 17: Partnerships for the Goals – Collaboration among various stakeholders in health administration is crucial for effective policy implementation and achieving health-related goals. 5. Goal 4: Quality Education (to some extent) – Education and training in health administration contribute to building a knowledgeable workforce in healthcare. These goals highlight the intersection of health systems, policy-making, and social equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136203 | Penyuluhan kesehatan | Health education | The course “Health Education” focuses on promoting health literacy and empowering individuals to make informed health choices. | 1. Goal 3: Good Health and Well-Being – Health education directly contributes to improving health outcomes by empowering individuals with knowledge about disease prevention, healthy lifestyles, and healthcare access. 2. Goal 4: Quality Education – Integrating health education into school curriculums promotes overall educational quality and helps students develop lifelong health skills. 3. Goal 5: Gender Equality – Health education can address specific health issues faced by different genders, promoting equal access to health information and resources. 4. Goal 10: Reduced Inequalities – By providing equitable access to health education, we can help reduce disparities in health outcomes among different populations. 5. Goal 17: Partnerships for the Goals – Effective health education often requires collaboration between governments, schools, communities, and healthcare providers. Overall, health education plays a vital role in empowering individuals and communities, contributing to the achievement of multiple SDGs. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136503 | Pengembangan media kesehatan | Health media development | The course “Health Media Development” focuses on the intersection of health communication and media production. | 1. Goal 3: Good Health and Well-Being – Health media initiatives aim to improve health outcomes by providing accurate information on prevention, treatment, and healthy practices. 2. Goal 4: Quality Education – Health media can serve as an educational tool, enhancing knowledge about health issues in communities and schools. 3. Goal 5: Gender Equality – Media campaigns can address gender-specific health issues and promote equal access to health information for all genders. 4. Goal 10: Reduced Inequalities – Effective health media can reach marginalized populations, helping to bridge information gaps and reduce health disparities. 5. Goal 17: Partnerships for the Goals – Collaboration between health organizations, media professionals, and communities can strengthen health messaging and outreach efforts. By leveraging various media platforms, health media development plays a vital role in informing and empowering individuals and communities, ultimately contributing to better health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135103 | Keselamatan dan Kesehatan Kerja Berbagai Sektor | Occupational Safety and Health in Various Sectors | The course “Occupational Safety and Health in Various Sectors” provides an overview of safety and health practices tailored to different industries. | 1. Goal 3: Good Health and Well-Being – Ensuring safe and healthy working conditions directly contributes to the health and well-being of workers. 2. Goal 8: Decent Work and Economic Growth – Promoting safe and secure working environments is essential for decent work, which enhances productivity and economic growth. 3. Goal 5: Gender Equality – Addressing workplace safety issues can help protect all workers, including women who may face specific occupational hazards. 4. Goal 10: Reduced Inequalities – Effective OSH practices can help reduce health disparities among different worker groups, ensuring that all employees have access to safe work environments. 5. Goal 9: Industry, Innovation, and Infrastructure – Promoting safety standards in industries encourages innovation and improvements in workplace safety practices. 6. Goal 17: Partnerships for the Goals – Collaboration among governments, businesses, and organizations is essential for effective OSH policy implementation and advocacy. By prioritizing occupational safety and health, various sectors can create safer work environments, ultimately enhancing overall public health and contributing to sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132303 | Manajemen dan Analisis Data Lanjutan | Advanced Data Management and Analysis | The course “Advanced Data Management and Analysis” focuses on sophisticated techniques for managing and analyzing large datasets. | 1. Goal 3: Good Health and Well-Being – Analyzing health data can lead to improved health outcomes, better resource allocation, and more effective public health interventions. 2. Goal 4: Quality Education – Data analysis can enhance educational research and policy, helping to identify areas for improvement in education systems. 3. Goal 9: Industry, Innovation, and Infrastructure – Data management and analysis support innovation and efficiency in industries, contributing to sustainable economic growth. 4. Goal 11: Sustainable Cities and Communities – Data-driven approaches can help manage urban development, infrastructure planning, and resource allocation, making cities more sustainable. 5. Goal 16: Peace, Justice, and Strong Institutions – Effective data management is crucial for transparency, accountability, and informed policy-making in governance. 6. Goal 17: Partnerships for the Goals – Data collaboration across sectors can enhance knowledge sharing and foster partnerships that address global challenges. By leveraging advanced data management and analysis techniques, organizations can make informed decisions that support the achievement of these SDGs, ultimately driving social, economic, and environmental progress. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133803 | Telaah dan Rancangan Riset Epidemiologi | Epidemiological Research Study and Design | The course “Epidemiological Research Study and Design” provides a comprehensive overview of the principles and methodologies used in epidemiological research. | 1. **Goal 3: Good Health and Well-being** – The course directly focuses on improving health outcomes through research on diseases, health systems, and public health interventions. 2. **Goal 4: Quality Education** – By educating students about epidemiological methods, the course contributes to quality education in the health sciences. 3. **Goal 10: Reduced Inequalities** – Epidemiology often examines health disparities and social determinants of health, promoting understanding and solutions to reduce inequalities. 4. **Goal 17: Partnerships for the Goals** – Collaborative research efforts often involve partnerships across institutions, sectors, and countries, aligning with this goal. 5. **Goal 6: Clean Water and Sanitation** (sometimes) – If the course includes studies on waterborne diseases or sanitation-related health issues. By addressing these goals, the course contributes to broader public health objectives and global health initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135603 | Analisis Mengenai Dampak Lingkungan Kesehatan Masyarakat | Analysis of Environmental Impacts on Public Health | The course “Analysis of Environmental Impacts on Public Health” examines the complex relationships between environmental factors and health outcomes. | 1. **Goal 3: Good Health and Well-being** – The course directly addresses health outcomes related to environmental factors, focusing on reducing diseases and promoting overall well-being. 2. **Goal 6: Clean Water and Sanitation** – Analyzing water quality and its health impacts connects directly to ensuring availability and sustainable management of water and sanitation. 3. **Goal 11: Sustainable Cities and Communities** – The course may explore the effects of urban planning and the built environment on health, promoting sustainable practices in cities. 4. **Goal 13: Climate Action** – Examining the health impacts of climate change, including extreme weather events and changing disease patterns, aligns with this goal. 5. **Goal 15: Life on Land** – Addressing soil contamination and its effects on public health contributes to sustainable land use and biodiversity. 6. **Goal 10: Reduced Inequalities** – Investigating how environmental factors disproportionately affect vulnerable populations helps highlight and address health disparities. By covering these goals, the course contributes to a comprehensive understanding of the interplay between environmental conditions and public health, fostering sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137402 | Manajemen Pemasaran dan Inovasi Rumah Sakit | Hospital Marketing and Innovation Management | The course “Hospital Marketing and Innovation Management” focuses on the strategies and practices involved in effectively marketing health care services and fostering innovation within hospital settings. | 1. **Goal 3: Good Health and Well-being** – The course focuses on promoting health services and improving patient care, directly contributing to better health outcomes. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizing innovation in healthcare practices and technology aligns with this goal by fostering resilient infrastructure and promoting sustainable industrialization. 3. **Goal 10: Reduced Inequalities** – Marketing strategies can address disparities in healthcare access and improve outreach to underserved populations, helping to reduce inequalities in health services. 4. **Goal 11: Sustainable Cities and Communities** – The course may explore how hospitals can better serve urban populations, contributing to healthier, more sustainable communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between hospitals, communities, and stakeholders aligns with this goal, enhancing efforts towards collective health initiatives. By addressing these goals, the course equips students with the tools to improve healthcare marketing and innovation, contributing to broader public health and sustainability objectives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137502 | Manajemen Logistik Rumah Sakit | Hospital Logistics Management | The course “Hospital Logistics Management” focuses on the principles and practices essential for optimizing logistics in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – The course directly contributes to enhancing healthcare delivery by ensuring that necessary supplies and resources are available, thereby improving health outcomes. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focusing on efficient logistics practices and the integration of technology in supply chains supports resilient infrastructure and promotes innovation within healthcare systems. 3. **Goal 12: Responsible Consumption and Production** – By emphasizing sustainable logistics practices, such as waste reduction and efficient resource use, the course aligns with promoting sustainable consumption. 4. **Goal 10: Reduced Inequalities** – Effective logistics management can help ensure that healthcare services are accessible to underserved populations, addressing disparities in health access. 5. **Goal 17: Partnerships for the Goals** – Collaboration among various stakeholders (e.g., suppliers, healthcare providers) is crucial for effective logistics management, promoting partnerships for better healthcare outcomes. By covering these goals, the course equips students with the tools to optimize hospital logistics, contributing to broader public health and sustainability objectives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137602 | Manajemen Mutu dan Keselamatan Pasien | Quality Management and Patient Safety | The course “Quality Management and Patient Safety” focuses on the frameworks and strategies essential for improving healthcare quality and ensuring patient safety. | 1. **Goal 3: Good Health and Well-being** – The primary focus of the course is on improving healthcare quality and patient safety, which directly contributes to better health outcomes. 2. **Goal 5: Gender Equality** (indirectly) – By promoting equitable healthcare practices and addressing gender-specific health issues, the course can contribute to gender equality in health services. 3. **Goal 10: Reduced Inequalities** – Emphasizing quality management can help identify and address disparities in healthcare access and outcomes among different populations. 4. **Goal 12: Responsible Consumption and Production** – Incorporating sustainable practices in healthcare quality management can promote responsible use of resources and waste reduction. 5. **Goal 17: Partnerships for the Goals** – Collaboration among healthcare providers, policymakers, and other stakeholders is essential for implementing effective quality management and patient safety initiatives. By addressing these goals, the course prepares students to enhance healthcare quality and safety, ultimately contributing to more sustainable and equitable health systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137702 | Kepemimpinan Rumah Sakit | Hospital Leadership | The course “Hospital Leadership” examines the essential skills and strategies required for effective leadership in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – The course focuses on effective leadership strategies to improve healthcare delivery, enhance patient outcomes, and promote overall health in communities. 2. **Goal 4: Quality Education** – By educating future leaders in healthcare management, the course contributes to quality education and training in health leadership and administration. 3. **Goal 10: Reduced Inequalities** – Emphasizing inclusive leadership practices can help address disparities in healthcare access and promote equity in health services. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong leadership in hospitals fosters ethical governance, transparency, and accountability, which are essential for building trust in healthcare systems. 5. **Goal 17: Partnerships for the Goals** – Effective hospital leadership often involves collaboration with various stakeholders, including healthcare professionals, community organizations, and policymakers, to achieve common health objectives. By covering these goals, the course equips students with the skills to lead healthcare organizations effectively, contributing to better health outcomes and sustainable development in the healthcare sector. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137802 | Analisis Kebijakan Perumahsakitan | Hospital Policy Analysis | The course “Hospital Policy Analysis” focuses on the critical evaluation and formulation of policies that impact hospital operations and healthcare delivery. | 1. **Goal 3: Good Health and Well-being** – The course focuses on evaluating and developing policies that directly impact health outcomes, access to care, and the overall quality of healthcare services. 2. **Goal 10: Reduced Inequalities** – Analyzing policies related to health equity helps address disparities in healthcare access and outcomes among different populations. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Understanding the regulatory and legislative context of healthcare policies contributes to building effective governance and accountability in health systems. 4. **Goal 4: Quality Education** (indirectly) – By preparing future healthcare leaders and policymakers, the course supports the educational foundation necessary for informed policy development. 5. **Goal 17: Partnerships for the Goals** – Emphasizing collaboration among stakeholders in healthcare policy development fosters partnerships that can lead to improved health systems and outcomes. By addressing these goals, the course equips students with the tools to analyze and develop effective healthcare policies, ultimately contributing to sustainable health systems and improved public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137902 | Manajemen Sumber Daya Manusia Rumah Sakit | Hospital Human Resources Management | The course “Hospital Human Resources Management” focuses on the strategies and practices essential for effectively managing human capital in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – Effective management of healthcare personnel directly impacts the quality of care provided, leading to better health outcomes for patients. 2. **Goal 4: Quality Education** – The course may emphasize training and development programs for healthcare workers, contributing to quality education and continuous professional development. 3. **Goal 5: Gender Equality** – Promoting equitable hiring practices and addressing gender disparities in healthcare employment supports this goal. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on fair labor practices, employee well-being, and workforce sustainability contributes to this goal by fostering a motivated and productive healthcare workforce. 5. **Goal 10: Reduced Inequalities** – Addressing disparities in employment practices and promoting diversity and inclusion within the healthcare workforce can help reduce inequalities. 6. **Goal 17: Partnerships for the Goals** – Collaboration with educational institutions and other organizations can enhance HR practices and workforce development in healthcare settings. By addressing these goals, the course prepares students to manage human resources effectively in hospitals, ultimately contributing to improved healthcare services and sustainable development in the health sector. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23U02133720 | Komunikasi dan Interaksi Sosial | Communication and Social Interaction | The course “Communication and Social Interaction” explores the dynamics of communication in various social contexts. Students will examine theories and principles of interpersonal communication, including verbal and non-verbal communication, active listening, and conflict resolution. | 1. **Goal 4: Quality Education** – Effective communication skills are essential for learning and teaching, contributing to quality educational experiences. 2. **Goal 5: Gender Equality** – The course may address gender dynamics in communication, promoting equality and understanding of gender issues in social interactions. 3. **Goal 10: Reduced Inequalities** – By exploring communication barriers and strategies, the course can help reduce social inequalities and improve access to information for marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering effective communication is vital for building trust, resolving conflicts, and promoting civic engagement in communities. 5. **Goal 17: Partnerships for the Goals** – Emphasizing collaborative communication skills can enhance partnerships and teamwork, which are essential for achieving various SDGs. By addressing these goals, the course equips students with the necessary skills to navigate social interactions effectively, fostering understanding and collaboration in diverse contexts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136702 | Asas-asas penelitian perilaku | Principles of behavioral research | The course “Principles of Behavioral Research” introduces students to the foundational concepts and methodologies used in behavioral research. | 1. **Goal 3: Good Health and Well-being** – Understanding human behavior is crucial for developing interventions that promote health and well-being, addressing issues like mental health, substance use, and health behaviors. 2. **Goal 4: Quality Education** – The course emphasizes research methodologies that can enhance educational practices and improve learning outcomes, contributing to quality education. 3. **Goal 10: Reduced Inequalities** – By studying behavior across different populations, the course can help identify and address social inequalities, leading to more equitable interventions. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Research in behavioral sciences can inform policies that promote social cohesion, conflict resolution, and community engagement. 5. **Goal 17: Partnerships for the Goals** – Collaborative research efforts often involve partnerships between academia, communities, and organizations, fostering collective approaches to behavioral issues. By addressing these goals, the course prepares students to apply behavioral research principles to real-world challenges, ultimately contributing to sustainable development and improved quality of life. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136802 | Manajemen Pelatihan Promosi Kesehatan | Health Promotion Training Management | The course “Health Promotion Training Management” focuses on the strategies and techniques for effectively managing training programs aimed at promoting health and wellness. | 1. **Goal 3: Good Health and Well-being** – The primary focus of the course is on promoting health and preventing disease through effective training and management strategies. 2. **Goal 4: Quality Education** – The course emphasizes educating individuals and communities about health promotion, contributing to quality educational initiatives. 3. **Goal 10: Reduced Inequalities** – By addressing health disparities and promoting equitable access to health resources, the course helps reduce inequalities in health outcomes. 4. **Goal 11: Sustainable Cities and Communities** – Health promotion initiatives often focus on creating healthier environments within communities, contributing to urban sustainability. 5. **Goal 17: Partnerships for the Goals** – The course may involve collaboration with various stakeholders, including healthcare providers, community organizations, and policymakers, to enhance health promotion efforts. By addressing these goals, the course equips students with the skills to develop and manage effective health promotion programs, contributing to overall public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136902 | Pemasaran sosial | Social marketing | The course “Social Marketing” explores the application of marketing principles to promote social change and improve public health outcomes. | 1. **Goal 3: Good Health and Well-being** – Social marketing strategies often focus on health-related issues, promoting behaviors that improve health outcomes and prevent disease. 2. **Goal 4: Quality Education** – The course may emphasize educating communities about important social issues, contributing to informed decision-making and awareness. 3. **Goal 10: Reduced Inequalities** – Social marketing can target underserved populations, addressing disparities in access to resources and information. 4. **Goal 11: Sustainable Cities and Communities** – Campaigns may focus on community engagement and sustainable practices, promoting healthier and more resilient urban environments. 5. **Goal 12: Responsible Consumption and Production** – Social marketing can encourage sustainable behaviors and responsible consumption patterns among individuals and communities. 6. **Goal 17: Partnerships for the Goals** – The course often involves collaboration with various stakeholders, including nonprofits, government agencies, and businesses, to achieve social change. By addressing these goals, the course equips students with the skills to design and implement effective social marketing campaigns that contribute to positive social change and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137002 | Perilaku dan Budaya Organisasi Rumah Sakit | Hospital Organizational Behavior and Culture | The course “Hospital Organizational Behavior and Culture” examines the dynamics of behavior within healthcare organizations, focusing on how culture influences performance, employee engagement, and patient care. | 1. **Goal 3: Good Health and Well-being** – By promoting a positive organizational culture and effective teamwork, the course directly contributes to improved patient care and health outcomes. 2. **Goal 4: Quality Education** – The course emphasizes education and training for healthcare professionals, fostering continuous learning and development within the organization. 3. **Goal 5: Gender Equality** – Addressing diversity and inclusion in hospital culture promotes gender equality and equitable treatment within the workforce. 4. **Goal 8: Decent Work and Economic Growth** – Focus on employee engagement and satisfaction contributes to decent working conditions, staff retention, and overall workforce well-being. 5. **Goal 10: Reduced Inequalities** – By fostering a culture of inclusion and addressing disparities in the workplace, the course helps reduce inequalities in healthcare settings. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting ethical behavior and conflict resolution within hospital organizations supports strong governance and institutional integrity. 7. **Goal 17: Partnerships for the Goals** – The emphasis on teamwork and collaboration encourages partnerships both within the hospital and with external stakeholders for better health outcomes. By addressing these goals, the course equips students with the tools to foster a healthy organizational culture that enhances both employee and patient experiences in healthcare settings. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137102 | Manajemen Keuangan dan Akuntansi Rumah Sakit | Hospital Financial Management and Accounting | The course “Hospital Financial Management and Accounting” focuses on the financial principles and practices essential for effective management in healthcare organizations. | 1. **Goal 3: Good Health and Well-being** – Effective financial management ensures that hospitals can allocate resources efficiently, leading to improved healthcare services and better health outcomes. 2. **Goal 8: Decent Work and Economic Growth** – The course addresses financial sustainability and economic viability of healthcare organizations, contributing to decent work conditions and economic growth in the health sector. 3. **Goal 10: Reduced Inequalities** – By focusing on equitable resource allocation and financial practices, the course can help address disparities in healthcare access and quality. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizing transparency and accountability in financial management supports good governance and strengthens institutional integrity within healthcare organizations. 5. **Goal 17: Partnerships for the Goals** – Understanding financial management principles fosters partnerships between healthcare organizations and other stakeholders, such as government agencies and non-profits, to achieve common health objectives. By addressing these goals, the course equips students with the necessary skills to manage hospital finances effectively, ultimately contributing to sustainable healthcare delivery and improved public health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137202 | Sistem Informasi dan Teknologi Perumahsakitan | Hospital Information Systems and Technology | The course “Hospital Information Systems and Technology” focuses on the role of information systems and technology in enhancing hospital operations and patient care. | 1. **Goal 3: Good Health and Well-being** – Effective information systems improve healthcare delivery, patient safety, and health outcomes through better data management and access to information. 2. **Goal 4: Quality Education** – The course may cover the education and training of healthcare professionals in using technology, contributing to quality education in health informatics. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizing the role of technology in healthcare enhances infrastructure and fosters innovation in healthcare delivery. 4. **Goal 10: Reduced Inequalities** – Implementing information systems can improve access to healthcare services for underserved populations by facilitating telehealth and remote care options. 5. **Goal 11: Sustainable Cities and Communities** – Health information systems contribute to community health management and planning, promoting healthier urban environments. 6. **Goal 17: Partnerships for the Goals** – Collaboration between technology providers, healthcare organizations, and stakeholders is essential for developing effective information systems, fostering partnerships for improved health outcomes. By addressing these goals, the course prepares students to utilize technology effectively in healthcare settings, ultimately contributing to enhanced health systems and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137302 | Manajemen Strategik Rumah Sakit | Hospital Strategic Management | The course “Hospital Strategic Management” focuses on the principles and practices of strategic planning within healthcare organizations. | 1. **Goal 3: Good Health and Well-being** – Strategic management focuses on improving healthcare services, enhancing patient outcomes, and ensuring the efficient allocation of resources to promote overall health. 2. **Goal 4: Quality Education** – The course often emphasizes the importance of training and development for healthcare professionals, contributing to quality education in health management. 3. **Goal 8: Decent Work and Economic Growth** – By focusing on the sustainability and financial viability of healthcare organizations, the course supports decent work conditions and economic growth within the health sector. 4. **Goal 10: Reduced Inequalities** – Strategic management can address healthcare disparities by ensuring equitable access to services and resources, promoting health equity among different populations. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Effective strategic management promotes transparency, accountability, and ethical governance in healthcare organizations, strengthening institutional integrity. 6. **Goal 17: Partnerships for the Goals** – Emphasizing collaboration with various stakeholders, including government agencies, NGOs, and community organizations, to achieve common health objectives and improve strategic outcomes. By addressing these goals, the course equips students with the skills to develop and implement effective strategies in healthcare settings, ultimately contributing to improved health systems and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135802 | Pengantar Toksikologi Lingkungan | Introduction to Environmental Toxicology | The course “Introduction to Environmental Toxicology” provides an overview of the principles and concepts related to the study of toxic substances in the environment and their effects on human health and ecosystems. | 1. **Goal 3: Good Health and Well-being** – Understanding toxic substances and their effects on human health is crucial for preventing diseases and promoting overall well-being. 2. **Goal 6: Clean Water and Sanitation** – Environmental toxicology examines the impact of pollutants on water quality and aquatic life, emphasizing the importance of clean water for health and ecosystems. 3. **Goal 12: Responsible Consumption and Production** – The course addresses the management of hazardous materials and waste, promoting sustainable practices to reduce environmental contamination. 4. **Goal 13: Climate Action** – Understanding the effects of environmental toxins in the context of climate change is important for developing strategies to mitigate their impact on health and ecosystems. 5. **Goal 15: Life on Land** – Exploring the effects of toxins on terrestrial ecosystems and biodiversity highlights the importance of protecting ecosystems from harmful substances. 6. **Goal 17: Partnerships for the Goals** – Collaboration between researchers, policymakers, and communities is essential for addressing environmental toxicology issues and promoting public health. By addressing these goals, the course equips students with the knowledge to understand and address the impacts of environmental toxins on health and ecosystems, contributing to sustainable development and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135902 | Pengendalian Vektor | Vector Control | The course “Vector Control” focuses on the strategies and methods used to manage and reduce populations of disease-carrying organisms, such as mosquitoes, ticks, and rodents. | 1. **Goal 3: Good Health and Well-being** – Vector control is essential for preventing vector-borne diseases (e.g., malaria, dengue), thereby improving health outcomes and reducing morbidity and mortality. 2. **Goal 6: Clean Water and Sanitation** – Effective vector control often involves managing water sources and sanitation practices to reduce breeding sites for vectors, promoting overall health and hygiene. 3. **Goal 11: Sustainable Cities and Communities** – Implementing vector control strategies contributes to healthier urban environments by managing vector populations in densely populated areas. 4. **Goal 15: Life on Land** – Vector control efforts can impact biodiversity and ecosystem management, highlighting the need for sustainable practices that protect both human health and environmental integrity. 5. **Goal 17: Partnerships for the Goals** – Successful vector control requires collaboration among governments, health organizations, communities, and researchers to implement effective strategies and share best practices. By addressing these goals, the course equips students with the knowledge and skills to develop and implement effective vector control programs, contributing to improved public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136002 | Sanitasi Tempat-Tempat Umum | Sanitation of Public Places | The course “Sanitation of Public Places” focuses on the principles and practices necessary to maintain hygiene and cleanliness in public environments. | 1. **Goal 3: Good Health and Well-being** – Ensuring proper sanitation in public places is essential for preventing the spread of diseases and promoting overall public health. 2. **Goal 6: Clean Water and Sanitation** – The course directly addresses the importance of sanitation practices and infrastructure, aiming to improve access to safe and hygienic facilities. 3. **Goal 11: Sustainable Cities and Communities** – Effective sanitation contributes to the sustainability and livability of urban environments, enhancing the quality of life for residents. 4. **Goal 12: Responsible Consumption and Production** – The course may cover waste management practices and sustainable sanitation solutions that minimize environmental impact. 5. **Goal 17: Partnerships for the Goals** – Collaboration among government agencies, community organizations, and health professionals is crucial for implementing effective sanitation strategies in public places. By addressing these goals, the course prepares students to promote and implement effective sanitation practices, contributing to healthier communities and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136102 | Psikologi kesehatan | Health psychology | The course “Health Psychology” explores the psychological factors that influence health, illness, and healthcare practices. | 1. **Goal 3: Good Health and Well-being** – The primary focus of health psychology is on understanding how psychological factors affect health and well-being, promoting healthier behaviors and improving health outcomes. 2. **Goal 4: Quality Education** – The course may emphasize education about mental health, health behaviors, and coping strategies, contributing to informed decision-making and health literacy. 3. **Goal 10: Reduced Inequalities** – By addressing the psychological aspects of health, the course can help identify and mitigate health disparities among different populations. 4. **Goal 11: Sustainable Cities and Communities** – Understanding how environmental and community factors influence health behaviors can inform public health initiatives aimed at creating healthier urban environments. 5. **Goal 17: Partnerships for the Goals** – Collaboration between psychologists, healthcare providers, and community organizations is often essential for effective health interventions and programs. By addressing these goals, the course equips students with the knowledge and skills to promote psychological well-being and healthier lifestyles, ultimately contributing to improved public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136302 | Komunikasi massa dan media sosial | Mass communication and social media | The course “Mass Communication and Social Media” examines the evolving landscape of communication in the digital age. Students will explore the theories and practices of mass communication, including traditional media (television, radio, print) and contemporary platforms (social media, blogs, podcasts). | 1. **Goal 4: Quality Education** – The course often emphasizes the role of communication in education and information dissemination, contributing to informed and educated societies. 2. **Goal 5: Gender Equality** – Mass communication and social media can be powerful tools for promoting gender equality and addressing gender-based issues in society. 3. **Goal 10: Reduced Inequalities** – The course may explore how media can amplify marginalized voices and reduce inequalities by promoting diverse perspectives and representation. 4. **Goal 11: Sustainable Cities and Communities** – Communication strategies can foster community engagement and awareness about sustainable practices, enhancing urban development and social cohesion. 5. **Goal 16: Peace, Justice, and Strong Institutions** – The course addresses the role of media in promoting transparency, accountability, and civic engagement, contributing to strong institutions and social justice. 6. **Goal 17: Partnerships for the Goals** – Effective mass communication often involves collaboration with various stakeholders, including governments, NGOs, and community organizations, to promote social change. By addressing these goals, the course equips students with the skills to leverage mass communication and social media for positive social impact and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136402 | Promosi Kesehatan FKTP dan RS | FKTP and Hospital Health Promotion | The course “FKTP and Hospital Health Promotion” focuses on the integration of community-based health initiatives (FKTP) with hospital-based health promotion strategies. Students will explore the role of primary health care facilities in promoting health and preventing disease within communities. | 1. **SDG 3: Good Health and Well-Being** – Focuses on ensuring healthy lives and promoting well-being for all at all ages. 2. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries, which is often addressed in health promotion initiatives. 4. **SDG 17: Partnerships for the Goals** – Encourages collaboration and partnerships across sectors to achieve the SDGs, relevant in health promotion contexts. These courses often incorporate principles of health equity, preventive care, and community health education, aligning them with these goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136602 | Komunikasi interpersonal dan konseling kesehatan | Interpersonal communication and health counseling | The course “Interpersonal Communication and Health Counseling” focuses on the essential communication skills and techniques needed for effective health counseling. Students will explore key concepts such as active listening, empathy, and rapport-building in the context of health care interactions. | 1. **SDG 3: Good Health and Well-Being** – Promotes healthy lives and well-being for all, emphasizing the importance of effective communication in healthcare. 2. **SDG 4: Quality Education** – Supports quality education and training in communication skills, essential for healthcare professionals. 3. **SDG 5: Gender Equality** – Encourages understanding and addressing gender-specific health issues through effective counseling. 4. **SDG 10: Reduced Inequalities** – Focuses on equitable access to healthcare and addressing the needs of marginalized populations through effective communication. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among healthcare providers, patients, and communities for better health outcomes. These goals reflect the course’s aim to improve health communication, enhance patient-centered care, and promote health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134902 | Gizi dan produktivitas kerja | Nutrition and work productivity | The course “Nutrition and Work Productivity” examines the relationship between dietary habits, nutrition, and employee performance in the workplace. Students will explore how nutrition impacts physical and mental health, energy levels, and overall productivity. | 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and improving nutrition, which are essential for maintaining productivity. 2. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of good nutrition for overall health, which directly impacts productivity and well-being. 3. **SDG 4: Quality Education** – Supports education and training about nutrition and its impact on productivity, promoting informed choices. 4. **SDG 8: Decent Work and Economic Growth** – Highlights the role of nutrition in enhancing worker productivity, contributing to economic growth and sustainable livelihoods. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in food production and consumption, which can enhance nutritional quality. These goals reflect the course’s focus on the interplay between nutrition, health, and productivity in various work environments. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135002 | Kesiapan Kedaruratan Keselamatan dan Kesehatan Kerja | Occupational Safety and Health Emergency Preparedness | The course “Occupational Safety and Health Emergency Preparedness” focuses on the strategies and protocols necessary to prepare for and respond to emergencies in the workplace. Students will learn about risk assessment, emergency planning, and the implementation of safety measures to protect employees during various crises, such as natural disasters, chemical spills, or workplace accidents. | 1. **SDG 3: Good Health and Well-Being** – Focuses on ensuring healthy lives and promoting well-being, particularly in occupational settings. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes promoting safe and secure working environments, which is essential for worker productivity and economic development. 3. **SDG 11: Sustainable Cities and Communities** – Highlights the importance of resilient infrastructure and safety measures in urban planning, including workplaces. 4. **SDG 12: Responsible Consumption and Production** – Encourages practices that minimize risks and hazards in the production process, fostering safer work environments. 5. **SDG 17: Partnerships for the Goals** – Advocates for collaboration among governments, organizations, and communities to improve occupational safety and emergency preparedness. These goals reflect the course’s focus on improving workplace safety, preparedness for emergencies, and overall health outcomes in occupational settings. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135202 | Pencemaran Lingkungan | Environmental pollution | The course “Environmental Pollution” examines the sources, types, and effects of pollution on ecosystems and human health. Students will explore key topics such as air, water, soil, and noise pollution, including their chemical, biological, and physical aspects. | 1. **SDG 3: Good Health and Well-Being** – Addresses the impact of pollution on public health, promoting efforts to reduce health risks associated with environmental contaminants. 2. **SDG 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water resources, emphasizing the importance of clean water free from pollutants. 3. **SDG 11: Sustainable Cities and Communities** – Aims to make cities safe and sustainable by addressing urban pollution and promoting sustainable urban planning. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices that reduce pollution and promote efficient resource use in production and consumption. 5. **SDG 13: Climate Action** – Highlights the need to combat climate change and its impacts, which are often exacerbated by pollution. 6. **SDG 15: Life on Land** – Focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems, including efforts to combat land pollution. These goals reflect the course’s emphasis on understanding pollution’s effects on health, ecosystems, and sustainable development, as well as promoting strategies for mitigation and prevention. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135302 | Perlindungan Keamanan Pangan dan Makanan | Food and Food Safety Protection | The course “Food and Food Safety Protection” focuses on the principles and practices necessary to ensure the safety and quality of food from production to consumption. | 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and ensuring food security, emphasizing the importance of safe, nutritious food for all. 2. **SDG 3: Good Health and Well-Being** – Addresses the role of food safety in preventing foodborne illnesses and promoting overall health. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable food production practices and the responsible management of food resources, including waste reduction. 4. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among governments, industries, and communities to ensure food safety and security. 5. **SDG 6: Clean Water and Sanitation** – While primarily focused on food safety, clean water is essential for safe food production and preparation. These goals reflect the course’s emphasis on promoting food safety standards, ensuring access to safe food, and fostering sustainable food systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135402 | Perencanaan Keamanan Air Bersih dan Air Minum | Clean Water and Drinking Water Security Planning | The course “Clean Water and Drinking Water Security Planning” focuses on the principles and practices essential for ensuring access to safe and clean drinking water. Students will explore key topics such as water quality assessment, risk management, and the impact of environmental factors on water safety. | 1. **SDG 6: Clean Water and Sanitation** – This goal focuses on ensuring availability and sustainable management of water and sanitation for all. It addresses issues related to water quality, access, and the importance of sustainable water resources. 2. **SDG 3: Good Health and Well-Being** – Access to clean drinking water is essential for health. This goal emphasizes the importance of water in preventing waterborne diseases and promoting overall well-being. 3. **SDG 11: Sustainable Cities and Communities** – This goal includes targets related to sustainable urban planning and infrastructure, which can include water supply and sanitation services in urban settings. 4. **SDG 13: Climate Action** – Climate change can impact water availability and quality. This goal encourages planning and management strategies that consider climate resilience in water security. 5. **SDG 15: Life on Land** – This goal addresses the sustainable management of ecosystems and natural resources, which can impact water sources and quality. These goals highlight the interconnectedness of water management with health, urban development, climate change, and ecosystem sustainability. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135502 | Pengelolaan Limbah | Waste Management | The course “Waste Management” focuses on the principles and practices involved in the effective management of solid and hazardous waste. Students will explore key topics such as waste generation, segregation, collection, treatment, recycling, and disposal methods. | 1. **SDG 12: Responsible Consumption and Production** – This goal focuses on sustainable practices in production and consumption, emphasizing the importance of reducing waste generation and promoting recycling and reuse. 2. **SDG 11: Sustainable Cities and Communities** – Effective waste management is crucial for sustainable urban development, ensuring that cities are clean, safe, and resilient. 3. **SDG 13: Climate Action** – Waste management practices can significantly impact greenhouse gas emissions. This goal encourages strategies to mitigate climate change through better waste management. 4. **SDG 15: Life on Land** – This goal includes targets related to the sustainable management of terrestrial ecosystems, which can be affected by waste disposal and management practices. 5. **SDG 3: Good Health and Well-Being** – Proper waste management is essential for preventing pollution and protecting public health, particularly in urban areas. By addressing these goals, a course on Waste Management would explore the environmental, social, and economic aspects of waste handling and disposal. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135702 | Pengantar Analisis Risiko Kesehatan Lingkungan | Introduction to Environmental Health Risk Analysis | The course “Introduction to Environmental Health Risk Analysis” provides an overview of the methods and principles used to assess and manage risks to human health from environmental hazards. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes the importance of minimizing health risks from environmental hazards, focusing on improving health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Understanding risks related to water quality and sanitation directly supports efforts to ensure safe drinking water and hygiene. 3. **SDG 11: Sustainable Cities and Communities** – This goal includes addressing environmental health risks in urban planning, ensuring that communities are resilient and healthy. 4. **SDG 12: Responsible Consumption and Production** – Risk analysis can help identify harmful substances in production processes, promoting safer alternatives and waste reduction. 5. **SDG 13: Climate Action** – Environmental health risks are often exacerbated by climate change, making it essential to analyze these risks in the context of climate resilience. By integrating these SDGs, the course would provide a comprehensive understanding of how environmental factors affect health and the importance of risk assessment in public health strategies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134202 | Penyakit dan cedera akibat kerja | Work-related illnesses and injuries | The course “Work-Related Illnesses and Injuries” examines the types, causes, and prevention strategies associated with occupational health issues. Students will explore various work-related conditions, including musculoskeletal disorders, respiratory illnesses, and stress-related problems. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly linked, as it aims to ensure healthy lives and promote well-being for all. It emphasizes the importance of preventing workplace injuries and illnesses. 2. **SDG 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained, inclusive economic growth and decent work for all. Ensuring safe working conditions is a critical component of decent work. 3. **SDG 10: Reduced Inequalities** – Addressing occupational health risks can help reduce inequalities, as vulnerable populations often face greater exposure to hazardous working conditions. 4. **SDG 4: Quality Education** – Training and education on occupational health and safety are essential for workers to understand risks and promote a culture of safety in the workplace. 5. **SDG 12: Responsible Consumption and Production** – This goal includes ensuring sustainable practices in industry, which can help minimize the risks of work-related illnesses and injuries. By exploring these SDGs, a course on work-related illnesses and injuries would emphasize the importance of occupational health and safety in promoting overall health and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134302 | Epidemiologi Kesehatan dan Keselamatan Kerja | Epidemiology of Occupational Health and Safety | The course “Epidemiology of Occupational Health and Safety” explores the application of epidemiological methods to study health outcomes related to workplace exposures and conditions. Students will learn to identify, analyze, and interpret data on work-related injuries, illnesses, and risk factors. | 1. **SDG 3: Good Health and Well-Being** – This goal directly addresses the need to ensure healthy lives and promote well-being, including the prevention of work-related diseases and injuries. 2. **SDG 8: Decent Work and Economic Growth** – This goal emphasizes the importance of promoting safe and secure working environments, which is essential for economic growth and worker productivity. 3. **SDG 10: Reduced Inequalities** – Understanding occupational health issues helps identify disparities in exposure to risks among different groups, aiming to reduce inequalities in health outcomes. 4. **SDG 4: Quality Education** – Training and education about occupational health risks and safety measures are critical for empowering workers and improving workplace conditions. 5. **SDG 12: Responsible Consumption and Production** – This goal promotes sustainable practices in industry, which can help minimize hazards and protect worker health. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective regulation and enforcement of occupational health and safety standards contribute to safe workplaces and justice for workers. By linking these SDGs, the course would highlight the significance of epidemiological methods in understanding and improving occupational health and safety, ultimately contributing to better health outcomes in the workforce. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134402 | Fisiologi Kerja | Work Physiology | Work Physiology is a course that focuses on understanding how the human body responds and adapts to physical activity and various work environments. It covers topics such as energy metabolism, cardiovascular and respiratory responses to exercise, muscle physiology, and the effects of training. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes promoting physical and mental health, and understanding work physiology can help prevent injuries and enhance worker well-being. 2. **SDG 8: Decent Work and Economic Growth** – Promoting healthy work environments and understanding how physical demands impact worker performance supports decent work and productivity. 3. **SDG 4: Quality Education** – Education on work physiology can empower workers and managers to recognize the importance of ergonomics and health in the workplace. 4. **SDG 10: Reduced Inequalities** – Addressing the physiological needs of diverse workers can help mitigate inequalities, ensuring that all workers have safe and healthy working conditions. 5. **SDG 12: Responsible Consumption and Production** – Understanding how work environments affect health can lead to more sustainable practices in production and resource use. By exploring these connections, a course on Work Physiology would underscore the importance of optimizing physical conditions in the workplace to enhance health and productivity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134502 | Psikologi Industri dan Promosi Kesehatan dan Keselamatan Kerja | Industrial Psychology and Promotion of Occupational Health and Safety | The course on Industrial Psychology and Promotion of Occupational Health and Safety explores the psychological principles that influence behavior in the workplace. It examines how mental health, motivation, and organizational culture impact employee performance and well-being. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives, making the promotion of mental and physical health in the workplace a key area of study. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizing safe and healthy work environments contributes to overall economic growth and worker satisfaction, aligning closely with this goal. 3. **SDG 4: Quality Education** – Education and training in psychological principles related to occupational health can empower workers and managers to create safer work environments. 4. **SDG 10: Reduced Inequalities** – Understanding the psychological factors that contribute to workplace safety can help address inequalities and ensure all employees are supported. 5. **SDG 12: Responsible Consumption and Production** – Promoting a culture of safety and well-being in the workplace can lead to more responsible practices in industrial settings. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Creating a psychologically safe work environment contributes to overall workplace justice and employee rights. By integrating these SDGs, a course on Industrial Psychology would highlight the importance of psychological principles in fostering a safe and healthy work culture, ultimately benefiting both workers and organizations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134602 | Toksikologi dan Pengolahan limbah Industri | Toxicology and Industrial Waste Processing | The course on Toxicology and Industrial Waste Processing focuses on the study of harmful substances and their effects on human health and the environment. It covers the principles of toxicology, including the mechanisms of toxicity, dose-response relationships, and risk assessment. | 1. **SDG 3: Good Health and Well-Being** – Understanding toxic substances and their effects is crucial for protecting public health and preventing exposure-related illnesses. 2. **SDG 12: Responsible Consumption and Production** – This goal emphasizes sustainable waste management practices, including the safe processing of hazardous materials to reduce environmental impact. 3. **SDG 6: Clean Water and Sanitation** – Proper waste processing helps prevent contamination of water sources, supporting the goal of ensuring safe water and sanitation. 4. **SDG 11: Sustainable Cities and Communities** – Effective industrial waste management contributes to cleaner, healthier urban environments, supporting sustainable community development. 5. **SDG 15: Life on Land** – Reducing toxic waste and ensuring safe disposal methods protect ecosystems and biodiversity, aligning with this goal. 6. **SDG 13: Climate Action** – Understanding the environmental impact of toxic substances can help develop strategies to mitigate climate change effects associated with waste processing. By addressing these SDGs, the course would highlight the importance of toxicology in informing safe industrial practices and promoting environmental and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134702 | Standar Kesehatan dan Keselamatan Kerja | Occupational Health and Safety Standards | The course on Occupational Health and Safety Standards examines the regulations, guidelines, and practices aimed at ensuring a safe and healthy work environment. It covers key concepts such as risk assessment, hazard identification, and compliance with local and international safety standards. Students learn about the roles of various stakeholders, including employers, employees, and regulatory agencies, in promoting workplace safety. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives and promoting well-being for all, making adherence to occupational health and safety standards crucial for preventing workplace injuries and illnesses. 2. **SDG 8: Decent Work and Economic Growth** – Promoting safe and secure working environments is essential for decent work and economic growth, highlighting the importance of effective safety standards. 3. **SDG 4: Quality Education** – Education on occupational health and safety standards is vital for empowering workers and managers to implement best practices and ensure compliance. 4. **SDG 10: Reduced Inequalities** – Addressing occupational health and safety can help reduce disparities in health outcomes, especially for vulnerable populations in the workforce. 5. **SDG 12: Responsible Consumption and Production** – Implementing safety standards in industrial processes promotes responsible practices that minimize risks and environmental impact. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Strong occupational health and safety regulations contribute to workplace justice and the protection of workers’ rights. By linking these SDGs, a course on Occupational Health and Safety Standards would emphasize the critical role of regulations and best practices in creating safer work environments and promoting overall health and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134802 | Praktikum Kesehatan dan Keselamatan Kerja | Occupational Health and Safety Practicum | The Occupational Health and Safety Practicum is a hands-on course that allows students to apply theoretical knowledge in real-world settings. During the practicum, students engage in supervised fieldwork, where they assess workplace environments, identify hazards, and implement safety protocols. The course emphasizes practical skills such as conducting safety audits, performing risk assessments, and developing safety training programs. Students also gain experience in collaboration with industry professionals and learn how to navigate regulatory frameworks. Reflection on experiences and challenges faced during the practicum enhances students’ understanding of occupational health and safety practices in various industries. | 1. **SDG 3: Good Health and Well-Being** – The practicum emphasizes the application of health and safety principles to ensure a safe work environment, directly supporting the goal of promoting well-being. 2. **SDG 8: Decent Work and Economic Growth** – Hands-on experience in implementing safety standards and practices fosters decent work conditions and enhances economic productivity. 3. **SDG 4: Quality Education** – Practical training provides students with essential skills and knowledge, reinforcing the importance of education in occupational health and safety. 4. **SDG 10: Reduced Inequalities** – The practicum can help address disparities by training individuals from diverse backgrounds in safety practices, ensuring equitable workplace conditions. 5. **SDG 12: Responsible Consumption and Production** – Understanding the practical aspects of safety in industrial settings promotes responsible practices that protect both workers and the environment. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The practicum encourages compliance with regulations and fosters a culture of safety, contributing to institutional integrity and worker protection. By integrating these SDGs, a course on Occupational Health and Safety Practicum would provide valuable, real-world experience that enhances workplace safety and promotes public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133402 | Manajemen dan Analisis Data Epidemiologi | Management and Analysis of Epidemiological Data | The course “Management and Analysis of Epidemiological Data” focuses on the techniques and methodologies used to collect, manage, and analyze data related to public health and disease patterns. Students learn how to design studies, use statistical software for data analysis, and interpret results in the context of epidemiological research. Key topics may include data collection methods, data quality assessment, statistical analysis techniques, and ethical considerations in epidemiology. The course aims to equip students with the skills necessary to inform public health decisions and policies through effective data management and analysis. | 1. **SDG 3: Good Health and Well-Being** – This goal directly relates to understanding health trends and disease patterns through data analysis, which is essential for improving public health outcomes. 2. **SDG 4: Quality Education** – Training in data management and analysis is crucial for equipping students with the skills needed to conduct effective research and inform health policies. 3. **SDG 10: Reduced Inequalities** – Analyzing epidemiological data can help identify health disparities among different populations, supporting efforts to reduce inequalities in health access and outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Understanding health data can inform urban planning and policies that promote healthy environments and community well-being. 5. **SDG 12: Responsible Consumption and Production** – Data analysis can also be applied to assess the impact of consumption patterns on public health, guiding more responsible practices. 6. **SDG 13: Climate Action** – Epidemiological data can be used to study the health impacts of climate change, aiding in the development of strategies to mitigate these effects. By linking these SDGs, a course on Management and Analysis of Epidemiological Data would emphasize the importance of data-driven approaches in promoting health, equity, and sustainable practices. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133502 | Epidemiologi Kesehatan Lingkungan | Environmental Health Epidemiology | The course “Environmental Health Epidemiology” examines the impact of environmental factors on public health outcomes. It explores the relationships between environmental exposures—such as air and water pollution, chemical contaminants, and climate change—and the incidence of diseases. Students learn to apply epidemiological methods to assess these associations, design studies, and analyze data. Key topics may include risk assessment, exposure assessment techniques, and the role of policy in mitigating environmental health risks. The course aims to prepare students to address complex environmental health issues and contribute to effective public health interventions. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives and well-being, emphasizing the need to understand how environmental factors affect health outcomes. 2. **SDG 11: Sustainable Cities and Communities** – Understanding the health impacts of environmental factors is crucial for creating sustainable and resilient urban environments that prioritize public health. 3. **SDG 6: Clean Water and Sanitation** – Environmental health epidemiology often examines the effects of water quality and sanitation on health, supporting the goal of ensuring access to safe water. 4. **SDG 13: Climate Action** – This goal highlights the importance of understanding how climate change and environmental degradation impact health, informing policies and interventions. 5. **SDG 10: Reduced Inequalities** – Environmental health disparities can affect marginalized communities disproportionately; addressing these can help reduce health inequalities. 6. **SDG 15: Life on Land** – Protecting ecosystems and biodiversity is vital for public health, and epidemiology can provide insights into the relationships between environmental health and ecosystem health. By connecting these SDGs, a course on Environmental Health Epidemiology would emphasize the importance of understanding and addressing the health impacts of environmental factors, ultimately promoting healthier communities and sustainable practices. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133602 | Epidemiologi Kesehatan Reproduksi | Reproductive Health Epidemiology | The course “Reproductive Health Epidemiology” focuses on the epidemiological aspects of reproductive health, including maternal and child health, fertility, and sexual health. Students explore the determinants of reproductive health outcomes, such as socio-economic factors, environmental influences, and access to healthcare services. The course covers study design, data analysis, and the evaluation of interventions aimed at improving reproductive health. Key topics may include pregnancy complications, contraceptive methods, sexually transmitted infections, and health disparities. By the end of the course, students are equipped to analyze and address reproductive health issues using epidemiological methods. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly relevant as it emphasizes the importance of sexual and reproductive health services and education to ensure healthy lives for all. 2. **SDG 5: Gender Equality** – Understanding reproductive health is crucial for promoting gender equality, as it addresses women’s rights and access to health services. 3. **SDG 10: Reduced Inequalities** – Examining disparities in reproductive health outcomes can help identify and address inequalities faced by marginalized populations. 4. **SDG 4: Quality Education** – Education on reproductive health and rights is essential for informed decision-making and empowerment, contributing to overall well-being. 5. **SDG 11: Sustainable Cities and Communities** – Access to reproductive health services is a key component of creating healthy and sustainable communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various sectors, including health, education, and community organizations, is vital for promoting reproductive health and achieving better outcomes. By linking these SDGs, a course on Reproductive Health Epidemiology would highlight the importance of understanding and addressing reproductive health issues to improve overall health, equity, and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133702 | Epidemiologi Sosial dan Perilaku | Social and Behavioral Epidemiology | The course “Social and Behavioral Epidemiology” investigates how social factors and individual behaviors influence health outcomes and disease patterns. It examines the roles of social determinants such as income, education, culture, and community environments, as well as lifestyle behaviors like diet, exercise, and substance use. Students learn to apply epidemiological methods to study these relationships, analyze data, and assess interventions aimed at improving health equity. Key topics may include health disparities, the impact of social networks, and strategies for promoting positive health behaviors. The course prepares students to develop effective public health policies and programs that address social and behavioral health issues. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes the importance of understanding how social and behavioral factors influence health outcomes, aiming to improve overall public health. 2. **SDG 10: Reduced Inequalities** – Social and behavioral epidemiology examines disparities in health across different populations, helping to identify and address inequalities in health access and outcomes. 3. **SDG 4: Quality Education** – Education plays a crucial role in shaping health behaviors. Understanding the social determinants of health can inform educational interventions to promote healthier lifestyles. 4. **SDG 11: Sustainable Cities and Communities** – This goal focuses on creating environments that support health, highlighting the need for policies that consider social and behavioral influences on community health. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Addressing social determinants of health can contribute to social cohesion and equity, fostering environments where individuals have access to necessary health resources. 6. **SDG 5: Gender Equality** – Social and behavioral factors significantly affect gender disparities in health. Understanding these dynamics is essential for promoting gender equity in health outcomes. By integrating these SDGs, a course on Social and Behavioral Epidemiology would emphasize the interplay between social factors, behaviors, and health, promoting strategies to enhance public health and reduce inequalities. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133902 | Epidemiologi Perencanaan dan Pelayanan Kesehatan | Epidemiology of Health Planning and Services | The course “Epidemiology of Health Planning and Services” focuses on the application of epidemiological principles to the design, implementation, and evaluation of health services and policies. Students learn how to analyze health trends and needs within populations to inform effective health planning and resource allocation. The course covers topics such as health service delivery models, program evaluation methods, and the impact of socio-economic factors on health services. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to the course, focusing on ensuring healthy lives and promoting well-being through effective health planning and service delivery. 2. **SDG 10: Reduced Inequalities** – Understanding the epidemiological data can help identify health disparities and inform policies aimed at reducing inequalities in access to healthcare services. 3. **SDG 4: Quality Education** – Training future health professionals in epidemiological principles is essential for improving health service planning and ensuring high-quality care. 4. **SDG 11: Sustainable Cities and Communities** – Effective health planning is vital for creating sustainable urban environments that promote public health and well-being. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Strengthening health systems and institutions through evidence-based planning enhances the capacity to deliver quality health services. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various sectors and stakeholders is essential for effective health planning and improving service delivery. By connecting these SDGs, a course on the Epidemiology of Health Planning and Services would emphasize the importance of data-driven approaches in developing effective health policies and improving health outcomes for diverse populations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134002 | Epidemiologi Genetik | Genetic Epidemiology | The course “Genetic Epidemiology” explores the interplay between genetic factors and environmental influences in the context of disease occurrence and health outcomes. Students learn about the principles of epidemiology and genetics, including the study of heritability, gene-environment interactions, and the role of genetic markers in disease susceptibility. Key topics may include methodologies for genetic association studies, population genetics, and the ethical implications of genetic research. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on understanding the role of genetic factors in health and disease, promoting better prevention and treatment strategies for various conditions. 2. **SDG 10: Reduced Inequalities** – Genetic epidemiology can help identify genetic predispositions to diseases in different populations, aiding in the development of targeted interventions that address health disparities. 3. **SDG 4: Quality Education** – Education about genetic factors and their implications for health is crucial for empowering individuals and communities to make informed health decisions. 4. **SDG 11: Sustainable Cities and Communities** – Integrating genetic information into public health planning can improve health outcomes in urban populations by tailoring health interventions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Ethical considerations in genetic research and its applications can promote justice and equity in healthcare access and treatment. 6. **SDG 17: Partnerships for the Goals** – Collaborative research in genetic epidemiology can foster partnerships between academic institutions, healthcare providers, and communities to advance public health. By linking these SDGs, a course on Genetic Epidemiology would highlight the importance of understanding genetic factors in health and disease, ultimately promoting better health outcomes and reducing inequalities. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134102 | Epidemiologi Zoonosis | Zoonotic Epidemiology | The course “Zoonotic Epidemiology” focuses on the study of diseases that are transmitted between animals and humans. It explores the ecological, biological, and social factors that contribute to the emergence and spread of zoonotic infections. Students learn about surveillance methods, risk assessment, and the role of environmental changes in zoonotic disease dynamics. Key topics may include specific zoonotic pathogens, their reservoirs and vectors, and strategies for prevention and control. | 1. **SDG 3: Good Health and Well-Being** – This goal is central, as zoonotic diseases directly impact human health. Understanding their transmission and prevention is crucial for improving public health outcomes. 2. **SDG 13: Climate Action** – Climate change can influence the emergence and spread of zoonotic diseases. This goal emphasizes the need to understand these relationships for effective mitigation strategies. 3. **SDG 6: Clean Water and Sanitation** – Zoonotic diseases can be linked to water sources. Ensuring clean water and sanitation helps prevent the spread of these diseases. 4. **SDG 15: Life on Land** – Protecting biodiversity and ecosystems is vital for reducing the risk of zoonotic diseases, making this goal relevant to the study of zoonotic epidemiology. 5. **SDG 10: Reduced Inequalities** – Vulnerable populations often face greater risks from zoonotic diseases. Understanding these dynamics can help develop equitable health interventions. 6. **SDG 17: Partnerships for the Goals** – Addressing zoonotic diseases requires collaboration among public health, veterinary, and environmental sectors, highlighting the importance of multidisciplinary partnerships. By connecting these SDGs, a course on Zoonotic Epidemiology would emphasize the interconnections between human, animal, and environmental health, promoting a One Health approach to disease prevention and control. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132702 | Sistem Informasi Geografis | Geographic Information Systems | The course “Geographic Information Systems (GIS)” provides an introduction to the principles and applications of GIS technology in various fields, including public health, urban planning, environmental science, and geography. Students learn to collect, analyze, and visualize spatial data to identify patterns and relationships in geographic contexts. The course covers topics such as map design, spatial analysis techniques, and the use of GIS software. Emphasis is placed on practical skills, allowing students to create and interpret maps and geospatial data to support decision-making and problem-solving. | 1. **SDG 3: Good Health and Well-Being** – GIS can be used to analyze health data geographically, helping identify disease patterns, access to healthcare, and health disparities. 2. **SDG 11: Sustainable Cities and Communities** – GIS is essential for urban planning, allowing for the design of sustainable infrastructure that meets community needs and enhances public health. 3. **SDG 13: Climate Action** – GIS can help assess climate-related risks and inform strategies for climate adaptation and mitigation, contributing to better environmental management. 4. **SDG 6: Clean Water and Sanitation** – GIS can be employed to map water resources, track pollution sources, and ensure equitable access to clean water and sanitation facilities. 5. **SDG 15: Life on Land** – GIS is valuable for biodiversity conservation and land use planning, helping to manage natural resources sustainably. 6. **SDG 10: Reduced Inequalities** – By analyzing spatial data, GIS can identify underserved communities and inform targeted interventions to reduce inequalities in health and access to services. By integrating these SDGs, a course on GIS would highlight its critical role in data analysis, decision-making, and policy development across various fields, ultimately promoting sustainable development and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132802 | Perlindungan Kespro di tempat kerja dan Penyandang Disabilitas | Protection of Prosperity in the workplace and Persons with Disabilities | The course “Protection of Prosperity in the Workplace and Persons with Disabilities” focuses on strategies and policies to promote the well-being and inclusion of individuals with disabilities in the workplace. It covers legal frameworks, such as the Americans with Disabilities Act (ADA), and examines best practices for creating accessible and supportive work environments. Students learn about workplace accommodations, diversity and inclusion initiatives, and the economic benefits of employing persons with disabilities. Key topics may include risk management, employee rights, and the role of organizational culture in fostering inclusivity. The course aims to prepare students to advocate for and implement policies that enhance workplace prosperity for all employees. | 1. **SDG 8: Decent Work and Economic Growth** – GIS can be used to analyze workplace environments and identify barriers to employment for persons with disabilities, promoting inclusive practices and decent work opportunities. 2. **SDG 10: Reduced Inequalities** – By mapping access to resources and services, GIS can help identify disparities faced by persons with disabilities, informing policies aimed at reducing inequalities in the workplace. 3. **SDG 3: Good Health and Well-Being** – Analyzing the spatial distribution of health services and workplace safety measures through GIS can enhance the well-being of employees, including those with disabilities. 4. **SDG 4: Quality Education** – GIS can support training and education programs tailored to individuals with disabilities, promoting skills development and employment readiness. 5. **SDG 11: Sustainable Cities and Communities** – GIS can aid in creating accessible urban environments that accommodate the needs of persons with disabilities, fostering inclusive communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration between various stakeholders, including government, NGOs, and the private sector, can be enhanced through GIS to develop effective strategies for workplace inclusion and support. By integrating these SDGs, a course on GIS for protecting prosperity in the workplace for persons with disabilities would emphasize the importance of spatial analysis in fostering inclusive environments and promoting equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132902 | Kesehatan Reproduksi pada situasi bencana | Reproductive Health in disaster situations | The course “Reproductive Health in Disaster Situations” examines the unique challenges and needs related to reproductive health during humanitarian crises and natural disasters. Students explore the impacts of disasters on maternal and child health, access to family planning services, and the prevention of sexually transmitted infections. The course emphasizes the importance of integrating reproductive health services into disaster response and recovery efforts. Key topics may include assessing reproductive health needs in affected populations, strategies for service delivery, and the role of community engagement. By the end of the course, students are equipped to develop and implement effective reproductive health interventions in disaster settings. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly relevant as it emphasizes the need for comprehensive health services, including reproductive health, during and after disasters. 2. **SDG 5: Gender Equality** – Disasters often exacerbate gender inequalities. Addressing reproductive health needs is crucial for empowering women and ensuring their rights are upheld in crisis situations. 3. **SDG 10: Reduced Inequalities** – Disasters can disproportionately affect marginalized groups, including women and adolescents. Ensuring access to reproductive health services helps mitigate these inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Effective planning for reproductive health in disaster preparedness and response contributes to building resilient and healthy communities. 5. **SDG 4: Quality Education** – Education and training on reproductive health in disaster contexts are essential for health workers and communities to ensure informed and effective responses. 6. **SDG 17: Partnerships for the Goals** – Collaboration among humanitarian organizations, governments, and communities is essential for effectively integrating reproductive health into disaster response efforts. By linking these SDGs, a course on Reproductive Health in Disaster Situations would highlight the importance of addressing reproductive health needs in crisis settings, ultimately promoting health equity and resilience. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133002 | Pencegahan dan Penanggulangan Adiksi | Prevention and Management of Addiction | The course “Prevention and Management of Addiction” focuses on understanding the causes, consequences, and treatment of addiction to substances such as alcohol, drugs, and behavioral addictions. Students learn about the biological, psychological, and social factors that contribute to addictive behaviors and the impact of addiction on individuals and communities. The course covers prevention strategies, evidence-based treatment modalities, and approaches to recovery support. Key topics may include screening and assessment, harm reduction, and the role of public policy in addressing addiction. By the end of the course, students are equipped with the knowledge and skills to contribute to effective prevention and management programs for addiction. | 1. **SDG 3: Good Health and Well-Being** – This goal directly addresses the importance of promoting mental health and well-being, including strategies to prevent and manage substance use disorders. 2. **SDG 10: Reduced Inequalities** – Addiction often disproportionately affects marginalized populations. Addressing these disparities is crucial for promoting equitable access to prevention and treatment services. 3. **SDG 4: Quality Education** – Educating individuals and communities about addiction, its risks, and available resources is essential for effective prevention and management strategies. 4. **SDG 11: Sustainable Cities and Communities** – Community-based approaches to addiction prevention and recovery can enhance social cohesion and improve overall community health. 5. **SDG 5: Gender Equality** – Understanding the different impacts of addiction on genders can help tailor prevention and treatment programs to be more effective and equitable. 6. **SDG 17: Partnerships for the Goals** – Collaboration among healthcare providers, community organizations, and policymakers is essential for developing comprehensive strategies to address addiction. By linking these SDGs, a course on the Prevention and Management of Addiction would emphasize the importance of a holistic approach to addressing addiction as a public health issue, promoting health equity and community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133102 | Manajemen Program Pelayanan Kesehatan Reproduksi | Reproductive Health Services Program Management | The course “Reproductive Health Services Program Management” focuses on the design, implementation, and evaluation of reproductive health programs. Students learn about best practices in program management, including strategic planning, resource allocation, and monitoring and evaluation of services. The course covers key topics such as service delivery models, quality assurance, and community engagement to ensure access to reproductive health services. Emphasis is placed on understanding the diverse needs of populations and addressing health disparities. By the end of the course, students are equipped to effectively manage reproductive health programs that promote health equity and improve outcomes for individuals and communities. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes ensuring healthy lives and promoting well-being, focusing on access to comprehensive reproductive health services. 2. **SDG 5: Gender Equality** – Effective program management in reproductive health is crucial for promoting women’s rights and ensuring equitable access to health services for all genders. 3. **SDG 10: Reduced Inequalities** – Addressing barriers to reproductive health services can help reduce disparities faced by marginalized populations, ensuring equitable access to care. 4. **SDG 4: Quality Education** – Training healthcare providers in reproductive health services enhances service quality and supports informed decision-making among patients. 5. **SDG 11: Sustainable Cities and Communities** – Integrating reproductive health services into urban planning contributes to the overall health and sustainability of communities. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including government agencies, NGOs, and communities, is essential for developing effective reproductive health programs. By connecting these SDGs, a course on Reproductive Health Services Program Management would highlight the importance of strategic planning and management in delivering quality reproductive health services and promoting overall health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133202 | Seminar Biostatistik/KKB | Biostatistics Seminar/KKB | The course “Biostatistics Seminar/KKB” is designed to enhance students’ understanding of statistical methods and their applications in public health and biomedical research. It typically involves presentations, discussions, and analyses of current topics and research findings in biostatistics. Students engage with advanced statistical techniques, data interpretation, and the ethical considerations of statistical practice. The seminar format encourages critical thinking and collaborative learning, allowing students to present their own research or review existing studies. By the end of the course, students develop a deeper appreciation for the role of biostatistics in evidence-based decision-making and research advancement. | 1. **SDG 3: Good Health and Well-Being** – Biostatistics is essential for analyzing health data, evaluating interventions, and informing public health decisions, directly supporting efforts to improve health outcomes. 2. **SDG 4: Quality Education** – A focus on knowledge, skills, and behaviors ensures that students are well-equipped to apply biostatistical methods in real-world scenarios, enhancing their educational experience. 3. **SDG 10: Reduced Inequalities** – Understanding biostatistics helps identify health disparities and evaluate programs aimed at reducing inequalities in health access and outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Biostatistical analysis can support urban health initiatives by evaluating the impact of policies and interventions on community health. 5. **SDG 17: Partnerships for the Goals** – Collaboration among researchers, healthcare providers, and policymakers is crucial for effective data analysis and interpretation, driving better health outcomes. 6. **SDG 13: Climate Action** – Biostatistics can be used to study the health impacts of climate change, supporting the development of effective public health strategies. By integrating these SDGs, a Biostatistics Seminar/KKB would emphasize the importance of statistical methods in public health research and policy, promoting informed decision-making and improved health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133302 | Survei Epidemiologi | Epidemiological Survey | The course “Epidemiological Survey” focuses on the design, implementation, and analysis of epidemiological surveys to assess health status, risk factors, and disease prevalence in populations. Students learn about various survey methodologies, including cross-sectional, cohort, and case-control studies. The course covers sampling techniques, data collection methods, and statistical analysis relevant to survey data. Key topics may include questionnaire design, ethical considerations, and the interpretation of survey results. By the end of the course, students are equipped to conduct their own epidemiological surveys and critically evaluate existing research, contributing to public health knowledge and practice. | 1. **SDG 3: Good Health and Well-Being** – Epidemiological surveys are fundamental for understanding health trends, disease prevalence, and risk factors, directly supporting efforts to improve public health outcomes. 2. **SDG 10: Reduced Inequalities** – Surveys can help identify health disparities among different populations, guiding interventions to reduce inequalities in health access and outcomes. 3. **SDG 4: Quality Education** – Training in survey design and analysis equips students with the skills needed to conduct effective research, contributing to informed public health practices. 4. **SDG 11: Sustainable Cities and Communities** – Understanding the health needs of communities through surveys informs urban planning and policy development to promote healthier environments. 5. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, NGOs, and communities, is essential for effective survey implementation and data utilization. 6. **SDG 13: Climate Action** – Epidemiological surveys can assess the health impacts of climate change and inform public health responses to environmental challenges. By linking these SDGs, a course on Epidemiological Surveys would highlight the importance of data collection and analysis in shaping public health policies and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131902 | Politik Kesehatan | Health Politics | The course “Health Politics” examines the interplay between political processes and health outcomes. It explores how governmental policies, political ideologies, and power dynamics shape health systems, access to care, and public health initiatives. Students analyze the role of stakeholders, including policymakers, healthcare providers, and advocacy groups, in influencing health-related legislation and funding. Key topics may include health equity, the impact of political decisions on vulnerable populations, and strategies for effective advocacy in health policy. By the end of the course, students gain a deeper understanding of the political context of health issues and develop skills to engage in health advocacy and policy-making. | 1. **SDG 3: Good Health and Well-Being** – Understanding health politics is crucial for advocating policies that promote public health and ensure equitable access to healthcare services. 2. **SDG 10: Reduced Inequalities** – Health politics often addresses disparities in healthcare access and outcomes, making it essential for reducing inequalities within health systems. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Effective health governance and policy-making contribute to strong institutions and justice in healthcare delivery, ensuring that health systems are fair and accountable. 4. **SDG 4: Quality Education** – Engaging in health politics can enhance awareness and education about health issues, empowering individuals and communities to advocate for their health rights. 5. **SDG 11: Sustainable Cities and Communities** – Health policies that consider urban planning and community needs can lead to healthier, more sustainable environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and civil society is vital for shaping health policies that reflect the needs of diverse populations. By integrating these SDGs, a course on Health Politics would emphasize the significance of political processes in shaping health outcomes and the importance of advocacy in promoting health equity and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132002 | Sistem jaminan Sosial Nasional | National Social Security System | This course provides an overview of national social security systems, focusing on their roles in promoting health and welfare. Students explore various models of social security, including pensions, disability benefits, and healthcare coverage. The course examines the relationship between social security policies and public health outcomes, emphasizing the importance of social safety nets in ensuring access to healthcare and improving quality of life for vulnerable populations. | 1. **SDG 1: No Poverty** – Social security systems aim to reduce poverty by providing financial support to individuals and families in need, ensuring basic living standards. 2. **SDG 3: Good Health and Well-Being** – Access to social security can improve health outcomes by facilitating access to healthcare services and financial protection against medical expenses. 3. **SDG 8: Decent Work and Economic Growth** – A robust social security system supports workers and promotes decent working conditions, contributing to economic stability and growth. 4. **SDG 10: Reduced Inequalities** – Social security systems help address inequalities by providing support to marginalized and vulnerable populations, promoting social inclusion. 5. **SDG 4: Quality Education** – Social security programs can support educational opportunities for children from low-income families, contributing to better educational outcomes. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Strong social security systems contribute to social cohesion and stability, reinforcing the importance of justice and equity in society. By connecting these SDGs, a course on the National Social Security System would emphasize its critical role in promoting social welfare, economic stability, and equitable access to resources for all citizens. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132102 | Perilaku Konsumen Pelayanan Kesehatan | Health Care Consumer Behavior | This course investigates the factors that influence consumers’ decisions regarding healthcare services. Students learn about the psychological, social, and economic determinants of health-seeking behavior, patient satisfaction, and healthcare utilization. The course emphasizes the importance of understanding consumer perspectives in designing effective health services and marketing strategies, enabling students to analyze trends and patterns in healthcare consumer behavior. | 1. **SDG 3: Good Health and Well-Being** – Understanding consumer behavior is essential for improving health outcomes, as it influences how individuals seek and utilize healthcare services. 2. **SDG 10: Reduced Inequalities** – Analyzing consumer behavior can help identify barriers faced by marginalized populations in accessing healthcare, supporting efforts to reduce inequalities. 3. **SDG 4: Quality Education** – Educating consumers about healthcare options, rights, and preventive measures empowers them to make informed decisions about their health. 4. **SDG 11: Sustainable Cities and Communities** – Consumer behavior insights can guide health initiatives and services tailored to community needs, fostering healthier environments. 5. **SDG 8: Decent Work and Economic Growth** – Understanding how consumers interact with healthcare systems can inform policies that promote efficient service delivery and economic stability in health sectors. 6. **SDG 17: Partnerships for the Goals** – Collaboration among healthcare providers, policymakers, and communities can enhance understanding of consumer behavior, leading to more effective health programs and policies. By linking these SDGs, a course on Health Care Consumer Behavior would emphasize the importance of understanding how consumer choices impact health outcomes, promoting a more equitable and effective healthcare system. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132202 | Manajemen Pemasaran Pelayanan Kesehatan | Health Services Marketing Management | This course focuses on the application of marketing principles within the healthcare sector. Students explore strategies for promoting health services, understanding target audiences, and enhancing patient engagement. Key topics include market research, branding, communication strategies, and the use of digital marketing in healthcare. The course prepares students to develop effective marketing plans that improve service delivery and patient outcomes. | 1. **SDG 3: Good Health and Well-Being** – Effective marketing strategies can enhance awareness of health services, promote preventive care, and improve access to necessary health resources. 2. **SDG 10: Reduced Inequalities** – Targeted marketing efforts can help reach underserved populations, ensuring equitable access to healthcare services and information. 3. **SDG 4: Quality Education** – Educating consumers about health services and wellness options empowers individuals to make informed health decisions, enhancing overall health literacy. 4. **SDG 8: Decent Work and Economic Growth** – Strong marketing management in health services can lead to improved business performance, supporting job creation and economic growth in the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – Health services marketing can promote community health initiatives and programs that address local health needs, fostering healthier urban environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration between healthcare providers, marketing professionals, and community organizations can enhance outreach and effectiveness of health campaigns. By linking these SDGs, a course on Health Services Marketing Management would emphasize the role of effective marketing in improving health outcomes, promoting equity, and supporting sustainable development in healthcare. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132402 | Survei Cepat | Quick Survey | This course teaches the principles and techniques for conducting rapid surveys to gather health-related data efficiently. Students learn about survey design, sampling methods, and data collection techniques suited for quick assessments. The course emphasizes the importance of timely data in public health decision-making and equips students with practical skills to analyze and interpret survey results effectively. | 1. **SDG 3: Good Health and Well-Being** – Quick surveys can be used to gather timely data on health behaviors, needs, and outcomes, helping to inform public health interventions. 2. **SDG 4: Quality Education** – Surveys can assess educational needs and effectiveness, providing valuable feedback for improving health education programs. 3. **SDG 10: Reduced Inequalities** – Quick surveys can identify disparities in access to healthcare and services, supporting efforts to address inequalities in health outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Surveys can help understand community needs and preferences, guiding the development of health services and programs that promote community well-being. 5. **SDG 17: Partnerships for the Goals** – Collaborative surveys can engage various stakeholders, including communities and health organizations, to gather diverse perspectives and foster partnerships. 6. **SDG 12: Responsible Consumption and Production** – Surveys can assess public attitudes toward health-related behaviors and sustainability practices, guiding initiatives for responsible health promotion. By connecting these SDGs, a course on Quick Surveys would emphasize the importance of efficient data collection in informing health policies, promoting equity, and enhancing community health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132502 | Kelangsungan Hidup dan Tumbuh Kembang Anak | Child Survival and Growth | This course addresses critical issues related to child health, focusing on strategies to improve child survival and promote healthy growth. Students explore topics such as nutrition, immunization, maternal health, and early childhood development. The course emphasizes evidence-based interventions and policies aimed at reducing child mortality and ensuring optimal health outcomes for children in diverse contexts. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to the course, focusing on reducing child mortality and ensuring healthy growth and development for all children. 2. **SDG 2: Zero Hunger** – Addressing malnutrition and promoting proper nutrition are key components of child survival and growth, making this goal highly relevant. 3. **SDG 4: Quality Education** – Ensuring healthy child development supports educational attainment, as well-nourished children are better equipped to learn and succeed in school. 4. **SDG 10: Reduced Inequalities** – Programs aimed at child survival often target vulnerable populations, helping to reduce disparities in health outcomes among different socioeconomic groups. 5. **SDG 5: Gender Equality** – Ensuring the health and survival of children, particularly girls, is crucial for promoting gender equality and empowering women and girls. 6. **SDG 17: Partnerships for the Goals** – Collaborative efforts among governments, NGOs, and communities are essential for implementing effective child survival strategies and programs. By linking these SDGs, a course on Child Survival and Growth would emphasize the holistic approach needed to promote child health and well-being, ultimately contributing to sustainable development and equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132602 | Rancangan Sampling | Sampling Design | This course provides an in-depth understanding of sampling methodologies used in public health research. Students learn about different sampling techniques, including probability and non-probability methods, as well as sample size determination and bias reduction strategies. The course emphasizes the importance of sound sampling design in producing reliable and generalizable research findings. | 1. **SDG 3: Good Health and Well-Being** – Effective sampling design is crucial for conducting health research and surveys that inform public health policies and interventions. 2. **SDG 4: Quality Education** – Teaching sampling design enhances research skills and statistical literacy among students, contributing to informed decision-making in various fields. 3. **SDG 10: Reduced Inequalities** – Proper sampling can help identify and address health disparities among different populations, guiding targeted interventions to reduce inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Sampling design can support urban planning and public health initiatives by gathering data on community needs and preferences. 5. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders in the design of surveys and studies can ensure diverse perspectives are considered, enhancing data relevance and applicability. 6. **SDG 12: Responsible Consumption and Production** – Sampling can be used to assess consumer behavior and preferences regarding health-related products and services, informing sustainable practices. By linking these SDGs, a course on Sampling Design would emphasize its importance in research methodology and data collection, ultimately supporting effective policy development and promoting equity in health and social outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131202 | Analisis Kebijakan Kesehatan | Health Policy Analysis | This course focuses on the systematic evaluation of health policies, examining their formulation, implementation, and impact. Students learn to apply analytical frameworks to assess policy effectiveness, identify stakeholders, and recommend evidence-based improvements. The course equips students with the skills to critically analyze health policies and contribute to informed decision-making in public health. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to health policy analysis, focusing on developing and evaluating policies that improve health outcomes for populations. 2. **SDG 10: Reduced Inequalities** – Analyzing health policies can help identify disparities in health access and outcomes, guiding strategies to reduce inequalities among different groups. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Effective health policy analysis contributes to transparent governance and accountability in health systems, reinforcing strong institutions. 4. **SDG 4: Quality Education** – Understanding health policy is essential for educating healthcare professionals and policymakers, fostering informed decision-making. 5. **SDG 11: Sustainable Cities and Communities** – Health policies can support urban health initiatives and planning, promoting healthier environments in cities and communities. 6. **SDG 17: Partnerships for the Goals** – Collaborative policy analysis involving stakeholders from various sectors enhances the effectiveness and reach of health policies. By linking these SDGs, a course on Health Policy Analysis would emphasize the importance of critical evaluation and development of health policies, ultimately promoting better health outcomes and social equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131302 | Manajemen Pelayanan Kesehatan | Health Services Management | This course covers the principles and practices of managing health services organizations. Students learn about leadership, strategic planning, financial management, human resources, and quality improvement in healthcare settings. The course emphasizes the importance of effective management in delivering quality care and optimizing organizational performance in the health sector. | 1. **SDG 3: Good Health and Well-Being** – Effective management of health services is essential for ensuring access to quality healthcare, improving health outcomes, and enhancing overall well-being. 2. **SDG 10: Reduced Inequalities** – Health services management can help address disparities in healthcare access and outcomes by implementing policies and practices that promote equity. 3. **SDG 4: Quality Education** – Training healthcare managers enhances their ability to lead and improve health services, contributing to a well-educated workforce in the health sector. 4. **SDG 8: Decent Work and Economic Growth** – Efficient health services management can lead to better resource allocation, improved job satisfaction, and economic growth within the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – Health services management plays a vital role in developing and maintaining health systems that support community health and sustainability. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, private sector, and NGOs, is essential for effective health services management and policy implementation. By linking these SDGs, a course on Health Services Management would emphasize the importance of leadership, strategy, and efficiency in delivering high-quality health services and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131402 | Manajemen Mutu Pelayanan Kesehatan | Health Service Quality Management | This course examines frameworks and methodologies for assessing and improving the quality of health services. Students learn about quality assurance, patient safety, performance measurement, and continuous improvement strategies. The course emphasizes the role of accreditation and regulatory standards in ensuring high-quality healthcare delivery, preparing students to implement effective quality management initiatives in health organizations. | 1. **SDG 3: Good Health and Well-Being** – Ensuring high-quality health services is fundamental for improving health outcomes and patient satisfaction, directly supporting this goal. 2. **SDG 10: Reduced Inequalities** – Quality management practices can help identify and reduce disparities in healthcare access and outcomes among different population groups. 3. **SDG 4: Quality Education** – Training healthcare professionals in quality management enhances their skills and knowledge, leading to better service delivery and patient care. 4. **SDG 8: Decent Work and Economic Growth** – Fostering a culture of quality in health services can improve employee satisfaction and retention, contributing to a more effective workforce. 5. **SDG 11: Sustainable Cities and Communities** – Quality health services are vital for community health; effective management can lead to better health infrastructure and community outcomes. 6. **SDG 17: Partnerships for the Goals** – Collaborating with stakeholders, including patients, providers, and policymakers, is essential for developing and implementing effective quality management strategies. By linking these SDGs, a course on Health Service Quality Management would emphasize the importance of quality assurance and continuous improvement in healthcare settings to promote health equity and enhance patient care. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131502 | Manajemen Strategik Kesehatan | Health Strategic Management | This course focuses on strategic planning and management within healthcare organizations. Students learn to develop and implement strategies that align with organizational goals, address challenges in the healthcare landscape, and improve service delivery. Key topics include environmental analysis, stakeholder engagement, and performance evaluation, equipping students with skills to lead health organizations effectively. | 1. **SDG 3: Good Health and Well-Being** – Strategic management in health organizations is essential for developing effective policies and practices that improve health outcomes for populations. 2. **SDG 10: Reduced Inequalities** – By strategically addressing disparities in health access and quality, organizations can work to reduce inequalities in healthcare delivery and outcomes. 3. **SDG 4: Quality Education** – Incorporating strategic management principles into healthcare education prepares future leaders to navigate complex health systems and improve service delivery. 4. **SDG 8: Decent Work and Economic Growth** – Effective strategic management contributes to organizational efficiency, leading to better job satisfaction and economic growth in the health sector. 5. **SDG 11: Sustainable Cities and Communities** – Health strategic management plays a crucial role in planning and implementing community health initiatives that promote sustainability and well-being. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including government, NGOs, and community organizations, enhances strategic planning efforts and supports broader health goals. By linking these SDGs, a course on Health Strategic Management would emphasize the importance of strategic thinking and planning in achieving effective health outcomes and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131602 | Sistem Pembiayaan Kesehatan | Health Financing System | This course explores various health financing mechanisms, including public and private funding, insurance models, and out-of-pocket expenditures. Students analyze the impact of different financing systems on access to care, quality of services, and health outcomes. The course emphasizes the importance of sustainable financing strategies in achieving universal health coverage and improving population health. | 1. **SDG 3: Good Health and Well-Being** – Effective health financing systems are essential for ensuring access to quality healthcare services, improving overall health outcomes, and reducing mortality rates. 2. **SDG 1: No Poverty** – Health financing mechanisms can help protect individuals from financial hardship due to healthcare costs, thereby contributing to poverty alleviation. 3. **SDG 10: Reduced Inequalities** – Well-structured health financing can address disparities in access to healthcare, ensuring that marginalized populations receive the services they need. 4. **SDG 4: Quality Education** – Educating healthcare professionals about health financing helps them understand resource allocation, budgeting, and the financial sustainability of health services. 5. **SDG 8: Decent Work and Economic Growth** – Health financing systems contribute to economic stability by supporting health sector employment and productivity through better health outcomes. 6. **SDG 17: Partnerships for the Goals** – Collaborative approaches to health financing, involving governments, NGOs, and private sectors, can enhance resource mobilization and improve health service delivery. By linking these SDGs, a course on Health Financing Systems would emphasize the critical role of financial planning and management in delivering equitable and sustainable healthcare services. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131702 | Manajemen Logistik Kesehatan | Health Logistics Management | This course covers the principles of logistics in healthcare, focusing on the efficient management of medical supplies and equipment. Students learn about supply chain management, distribution, inventory control, and the logistics of health service delivery. The course prepares students to optimize logistics processes to ensure timely access to essential health resources. | 1. **SDG 3: Good Health and Well-Being** – Effective logistics management ensures the timely delivery of medical supplies and services, directly impacting health outcomes and patient care. 2. **SDG 10: Reduced Inequalities** – By optimizing logistics, healthcare systems can better serve underserved populations, helping to address disparities in access to essential health services. 3. **SDG 11: Sustainable Cities and Communities** – Efficient logistics contribute to the sustainability of health services within urban environments, supporting community health initiatives and infrastructure. 4. **SDG 4: Quality Education** – Training in health logistics management equips healthcare professionals with the skills necessary to manage resources effectively, enhancing overall service quality. 5. **SDG 8: Decent Work and Economic Growth** – A well-functioning logistics system supports the health workforce and contributes to economic growth by ensuring efficient health service delivery. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including suppliers and health organizations, enhances the effectiveness of logistics strategies and resource management. By linking these SDGs, a course on Health Logistics Management would highlight the importance of logistics in ensuring efficient healthcare delivery and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131802 | Manajemen SDM Kesehatan | Health HR Management | This course focuses on human resource management in healthcare settings. Students learn about recruitment, training, performance evaluation, and workforce development strategies. The course emphasizes the importance of a skilled and motivated workforce in delivering quality healthcare services and explores issues related to employee engagement and retention. | 1. **SDG 3: Good Health and Well-Being** – Effective HR management in health organizations is essential for recruiting, training, and retaining a skilled workforce, ultimately improving health outcomes. 2. **SDG 10: Reduced Inequalities** – Focused HR strategies can help promote diversity and equity in the health workforce, ensuring that underserved populations are represented and served effectively. 3. **SDG 4: Quality Education** – Training and professional development opportunities for health workers enhance their skills and knowledge, contributing to better service delivery and patient care. 4. **SDG 8: Decent Work and Economic Growth** – Strong HR practices foster a positive work environment, improve job satisfaction, and promote decent work conditions in the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – By ensuring a well-managed health workforce, HR management contributes to the sustainability and effectiveness of health services in urban and rural communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration between health organizations, educational institutions, and governmental bodies is essential for addressing workforce challenges and ensuring a robust health workforce. By linking these SDGs, a course on Health HR Management would emphasize the critical role of effective human resource strategies in delivering quality health services and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130802 | Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Island Public Health | This course examines public health challenges specific to coastal and island communities, such as environmental health issues, access to care, and disaster preparedness. Students learn about tailored interventions and policies that address the unique health needs of these populations, emphasizing sustainability and resilience in public health planning. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on improving health outcomes, addressing specific health challenges faced by coastal and island communities, such as access to healthcare and disease prevention. 2. **SDG 13: Climate Action** – Coastal and island regions are particularly vulnerable to climate change. Understanding public health impacts related to rising sea levels, extreme weather, and changing ecosystems is crucial for developing effective responses. 3. **SDG 6: Clean Water and Sanitation** – Ensuring access to safe drinking water and sanitation is essential for public health, especially in coastal and island settings where resources may be limited. 4. **SDG 10: Reduced Inequalities** – Coastal and island communities often face unique socioeconomic challenges. Addressing health disparities and promoting equitable access to healthcare is vital. 5. **SDG 11: Sustainable Cities and Communities** – Promoting healthy living conditions and sustainable practices in coastal and island communities contributes to overall public health and community resilience. 6. **SDG 14: Life Below Water** – Protecting marine ecosystems is vital for the health and livelihoods of coastal communities. Public health initiatives can include managing fisheries and reducing marine pollution. By linking these SDGs, a course on Coastal and Island Public Health would emphasize the importance of addressing the unique health challenges and environmental factors affecting these communities, promoting overall health and sustainability. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130902 | Ekologi Pangan dan Gizi | Food Ecology and Nutrition | This course explores the relationship between food systems, ecological sustainability, and nutrition. Students analyze how food production and consumption impact health and the environment, emphasizing the importance of healthy diets and food security. The course also addresses public health strategies for promoting sustainable food practices. | 1. **SDG 2: Zero Hunger** – This goal focuses on ending hunger and promoting sustainable food systems. Understanding the relationship between food ecology and nutrition is essential for developing strategies to ensure food security. 2. **SDG 3: Good Health and Well-Being** – Nutrition is a key determinant of health. This course would emphasize how ecological factors influence dietary choices and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable food practices and reducing waste are crucial for ensuring the long-term viability of food systems, aligning with responsible consumption goals. 4. **SDG 13: Climate Action** – Food production significantly impacts climate change. Understanding food ecology can help in developing strategies to mitigate environmental impacts while promoting healthy diets. 5. **SDG 10: Reduced Inequalities** – Addressing food access and nutritional disparities among different populations is vital for promoting equity in health and well-being. 6. **SDG 11: Sustainable Cities and Communities** – Integrating food ecology into urban planning can enhance food access and promote community health, creating sustainable local food systems. By linking these SDGs, a course on Food Ecology and Nutrition would emphasize the interconnectedness of food systems, health, and environmental sustainability, promoting holistic approaches to addressing global challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131002 | Sistem Manajemen Keselamatan dan Kesehatan Kerja | Occupational Safety and Health Management System | This course covers the principles of managing occupational health and safety within organizations. Students learn about risk assessment, safety regulations, and the implementation of health and safety management systems. The course emphasizes the importance of creating safe work environments and promoting employee well-being. | 1. **SDG 3: Good Health and Well-Being** – Effective OSHMS are critical for ensuring the health and safety of workers, reducing workplace injuries, illnesses, and fatalities. 2. **SDG 8: Decent Work and Economic Growth** – Promoting safe and healthy work environments contributes to decent work conditions, enhancing productivity and economic growth. 3. **SDG 10: Reduced Inequalities** – Implementing OSHMS can help protect vulnerable workers, ensuring that all employees, regardless of their background, have safe working conditions. 4. **SDG 4: Quality Education** – Training and educating workers and management about occupational safety practices is essential for building a culture of safety and awareness in the workplace. 5. **SDG 11: Sustainable Cities and Communities** – Ensuring occupational safety contributes to the overall health and sustainability of communities by reducing health risks associated with work environments. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Establishing strong occupational safety regulations and practices supports justice in the workplace, ensuring that workers’ rights to a safe environment are upheld. By linking these SDGs, a course on Occupational Safety and Health Management Systems would emphasize the importance of comprehensive safety practices in promoting worker health, safety, and well-being while contributing to broader societal goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131102 | Praktik Belajar Lapangan Evaluasi dan Advokasi Kesmas | Field Learning Practices for Public Health Evaluation and Advocacy | This course provides practical experience in evaluating public health programs and engaging in health advocacy. Students participate in fieldwork, applying evaluation methodologies and advocacy strategies in real-world settings. The course emphasizes the importance of community involvement and evidence-based approaches in public health initiatives. | 1. **SDG 3: Good Health and Well-Being** – Evaluating public health programs and advocating for effective policies are essential for improving health outcomes and ensuring access to quality health services. 2. **SDG 10: Reduced Inequalities** – Public health evaluation helps identify disparities in health access and outcomes, while advocacy can promote policies that reduce these inequalities. 3. **SDG 4: Quality Education** – Engaging in field practices enhances the education of public health students by providing practical experience in evaluation methods and advocacy strategies. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy efforts contribute to strengthening health systems and ensuring accountability in public health, fostering trust and transparency. 5. **SDG 11: Sustainable Cities and Communities** – Public health evaluation can inform community health initiatives and policies that promote healthier urban environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration with various stakeholders—such as community organizations, government agencies, and health professionals—is vital for effective evaluation and advocacy efforts. By linking these SDGs, a course on Field Learning Practices for Public Health Evaluation and Advocacy would emphasize the importance of practical experience in shaping effective health policies and programs, ultimately promoting health equity and community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140102 | Seminar Proposal | Proposal Seminar | This course focuses on developing research proposals in public health. Students learn to identify research questions, design study methodologies, and write effective proposals. The seminar format allows for peer feedback and refinement, preparing students for successful grant applications and research projects. | 1. **SDG 4: Quality Education** – Teaching students how to develop proposals enhances their skills in research, critical thinking, and project planning, contributing to a well-educated workforce. 2. **SDG 3: Good Health and Well-Being** – Proposals related to public health initiatives can lead to projects that improve health outcomes and access to healthcare services. 3. **SDG 10: Reduced Inequalities** – Developing proposals that focus on addressing health disparities ensures that marginalized communities receive attention and resources, promoting equity. 4. **SDG 17: Partnerships for the Goals** – Effective proposal writing encourages collaboration among stakeholders, such as governments, NGOs, and community organizations, fostering partnerships for health and development. 5. **SDG 11: Sustainable Cities and Communities** – Proposals for community health projects can contribute to sustainable urban planning and improve public health in local areas. 6. **SDG 8: Decent Work and Economic Growth** – Well-crafted proposals can secure funding for health projects, leading to job creation and economic growth within the healthcare sector. By linking these SDGs, a course on Proposal Seminar would emphasize the importance of proposal writing and project planning in promoting health, education, and sustainable development initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140302 | Seminar Hasil | Results Seminar | This course involves the presentation and discussion of research findings in public health. Students learn to effectively communicate their results to diverse audiences, engage in constructive critique, and understand the implications of their research for public health practice. | 1. **SDG 3: Good Health and Well-Being** – Sharing results from health-related projects and research contributes to the body of knowledge that informs effective health interventions and policies. 2. **SDG 4: Quality Education** – Presenting and discussing results enhances learning and critical thinking skills, fostering a deeper understanding of research methodologies and outcomes. 3. **SDG 10: Reduced Inequalities** – Analyzing results from studies focused on health disparities can highlight areas needing attention, promoting equitable access to health services. 4. **SDG 11: Sustainable Cities and Communities** – Results from community health initiatives can guide urban planning and development efforts to create healthier environments. 5. **SDG 17: Partnerships for the Goals** – Sharing results encourages collaboration among stakeholders, including researchers, practitioners, and policymakers, enhancing collective efforts toward health improvements. 6. **SDG 8: Decent Work and Economic Growth** – Discussing results can lead to the identification of successful health interventions that can be scaled up, contributing to job creation and economic development in health sectors. By linking these SDGs, a course on Results Seminar would emphasize the importance of disseminating findings to drive evidence-based practices, promote collaboration, and improve health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140402 | Ujian Kompetensi dan Skripsi | Competency and Thesis Exams | This course prepares students for comprehensive competency exams and thesis defense in public health. It emphasizes the integration of knowledge and skills acquired throughout the program, ensuring students are equipped to demonstrate their understanding of key concepts and methodologies in public health. | 1. **SDG 4: Quality Education** – Assessing competencies and thesis work ensures that students meet high educational standards, contributing to the overall quality of education in public health and related fields. 2. **SDG 3: Good Health and Well-Being** – Students’ research and projects can directly impact health practices and policies, promoting better health outcomes through evidence-based findings. 3. **SDG 10: Reduced Inequalities** – Encouraging research focused on health disparities and vulnerable populations can lead to solutions that address inequities in healthcare access and outcomes. 4. **SDG 8: Decent Work and Economic Growth** – Competency assessments ensure that graduates are well-prepared for the workforce, enhancing employability and contributing to economic growth in the health sector. 5. **SDG 17: Partnerships for the Goals** – Engaging with various stakeholders during the thesis process can foster collaboration and knowledge sharing, enhancing the relevance and application of research. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting rigorous academic standards contributes to the integrity and credibility of educational institutions, reinforcing the role of education in promoting justice and strong governance. By linking these SDGs, a course on Competency and Thesis Exams would emphasize the importance of rigorous academic assessment in shaping competent professionals who can contribute to public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130102 | Advokasi dalam Promosi Kesehatan | Advocacy in Health Promotion | This course explores strategies for advocating for health promotion initiatives. Students learn about policy advocacy, community mobilization, and communication techniques to influence health outcomes. The course emphasizes the importance of effective advocacy in advancing public health goals. | 1. **SDG 3: Good Health and Well-Being** – Advocacy is crucial for promoting health initiatives, policies, and programs that improve health outcomes and access to healthcare services. 2. **SDG 10: Reduced Inequalities** – Advocacy efforts can target health disparities, ensuring that marginalized populations receive equitable access to health resources and services. 3. **SDG 4: Quality Education** – Advocating for health education promotes awareness and empowers individuals to make informed health choices, contributing to overall community health. 4. **SDG 11: Sustainable Cities and Communities** – Advocacy can help shape policies that create healthier urban environments, focusing on public health issues such as air quality, access to green spaces, and safe transportation. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy supports transparency and accountability in health systems, fostering trust and ensuring that health policies reflect community needs. 6. **SDG 17: Partnerships for the Goals** – Collaborative advocacy efforts bring together various stakeholders, including government agencies, NGOs, and community organizations, enhancing the effectiveness of health promotion initiatives. By linking these SDGs, a course on Advocacy in Health Promotion would emphasize the critical role of advocacy in driving public health initiatives, addressing health inequalities, and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130203 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | This course provides foundational knowledge in research methodologies and scientific writing. Students learn to design studies, collect and analyze data, and communicate findings in a clear and concise manner. The course prepares students for conducting rigorous research and publishing in academic journals. | 1. **SDG 3: Good Health and Well-Being** – Understanding research methods is essential for conducting studies that inform health practices, policies, and interventions, ultimately improving health outcomes. 2. **SDG 4: Quality Education** – Teaching research methods and scientific writing enhances students’ skills in critical thinking, analysis, and effective communication, contributing to higher educational standards. 3. **SDG 10: Reduced Inequalities** – Research focused on health disparities and vulnerable populations can help identify and address inequalities in healthcare access and outcomes. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting rigorous scientific research supports evidence-based policy-making and enhances the credibility of institutions involved in public health. 5. **SDG 17: Partnerships for the Goals** – Collaborating on research projects encourages knowledge sharing among stakeholders, fostering partnerships that can lead to innovative solutions in health. 6. **SDG 8: Decent Work and Economic Growth** – Developing strong research and writing skills can enhance employability in various sectors, contributing to economic growth and workforce development. By linking these SDGs, a course on Research Methods and Scientific Writing would emphasize the importance of rigorous research practices and effective communication in advancing knowledge and addressing public health challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130302 | Bahasa Inggris Kesehatan Masyarakat | Public Health English | This course focuses on developing English language skills specific to public health contexts. Students improve their ability to read, write, and communicate effectively in professional settings, emphasizing terminology and concepts relevant to public health. | 1. **SDG 3: Good Health and Well-Being** – Proficient communication in English allows health professionals to disseminate information effectively, improving health literacy and access to services. 2. **SDG 4: Quality Education** – Teaching English within the context of public health enhances students’ ability to engage with global health literature, fostering critical thinking and academic skills. 3. **SDG 10: Reduced Inequalities** – Improving English language skills can help bridge communication gaps in diverse communities, promoting equitable access to health information and services. 4. **SDG 17: Partnerships for the Goals** – Effective communication is key to collaboration among stakeholders, including international organizations, NGOs, and local communities, facilitating partnerships for health initiatives. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting clear communication in public health strengthens institutional integrity and fosters trust in health messaging and policies. 6. **SDG 11: Sustainable Cities and Communities** – Public health communication is vital for promoting healthy behaviors and policies in urban settings, contributing to overall community well-being. By linking these SDGs, a course on Public Health English would emphasize the importance of effective communication skills in advancing public health initiatives and enhancing global health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130402 | Teknologi Kesehatan Digital | Digital Health Technology | This course examines the role of digital technologies in improving health services and outcomes. Students explore telehealth, mobile health applications, and health data analytics, evaluating their effectiveness and impact on healthcare delivery. The course emphasizes the integration of technology in enhancing patient care. | 1. **SDG 3: Good Health and Well-Being** – Digital health technologies improve access to healthcare services, enhance patient outcomes, and facilitate remote health monitoring and telemedicine. 2. **SDG 10: Reduced Inequalities** – Utilizing digital tools can help bridge gaps in healthcare access, particularly for underserved populations and those in remote areas. 3. **SDG 4: Quality Education** – Digital health technology can support health education and training, providing resources and platforms for learning and skill development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the development and integration of innovative digital health solutions contributes to building resilient health systems and fostering technological advancement. 5. **SDG 11: Sustainable Cities and Communities** – Digital health technologies can enhance urban health initiatives, improve emergency response, and promote public health awareness in communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration among technology developers, healthcare providers, and policymakers is essential for implementing effective digital health solutions and achieving comprehensive health goals. By linking these SDGs, a course on Digital Health Technology would emphasize the transformative potential of technology in improving health outcomes, promoting equity, and advancing sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130502 | Sistem Informasi Kesehatan | Health Information System | This course covers the design, implementation, and management of health information systems to collect and analyze health data. Students learn about data management, privacy, and the role of information systems in supporting decision-making and public health surveillance. The course prepares students to leverage health information technology for improved health outcomes. | 1. **SDG 3: Good Health and Well-Being** – Robust health information systems are essential for tracking health outcomes, managing healthcare delivery, and improving overall public health. 2. **SDG 10: Reduced Inequalities** – By providing data on health disparities, health information systems can inform targeted interventions aimed at reducing inequalities in healthcare access and outcomes. 3. **SDG 4: Quality Education** – Teaching health information management equips students with skills to analyze and utilize health data effectively, contributing to informed decision-making and policy development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Developing and implementing innovative health information systems supports the strengthening of health infrastructure and promotes technological advancements in healthcare. 5. **SDG 11: Sustainable Cities and Communities** – Health information systems can inform urban health initiatives, helping to design and implement programs that address community health needs. 6. **SDG 17: Partnerships for the Goals** – Effective health information systems rely on collaboration among various stakeholders, including healthcare providers, policymakers, and technology developers, to ensure comprehensive health data management. By linking these SDGs, a course on Health Information Systems would emphasize the critical role of data management in improving health outcomes, enhancing healthcare delivery, and supporting sustainable development efforts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130603 | Praktikum Dasar Kesehatan Masyarakat | Basic Public Health Practicum | This course provides hands-on experience in public health practice, allowing students to apply theoretical knowledge in real-world settings. Students engage in community assessments, program planning, and evaluation activities under the guidance of public health professionals. The practicum emphasizes practical skills, teamwork, and the application of public health principles to address community health needs. | 1. **SDG 3: Good Health and Well-Being** – Hands-on experience in public health settings allows students to directly contribute to improving health outcomes and understanding community health needs. 2. **SDG 4: Quality Education** – A practicum provides practical application of theoretical knowledge, enhancing students’ learning and preparing them for future careers in public health. 3. **SDG 10: Reduced Inequalities** – Engaging with diverse communities during the practicum helps identify and address health disparities, promoting equitable access to health services. 4. **SDG 11: Sustainable Cities and Communities** – Students can work on initiatives that improve public health in urban areas, contributing to healthier and more sustainable communities. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local health organizations and stakeholders during the practicum fosters partnerships that enhance public health initiatives and resource sharing. 6. **SDG 8: Decent Work and Economic Growth** – Gaining practical experience in public health prepares students for the workforce, contributing to economic growth within the health sector. By linking these SDGs, a course on Basic Public Health Practicum would emphasize the importance of experiential learning in developing effective public health professionals and addressing community health challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130702 | Praktik Belajar Lapangan Intervensi Masalah Kesmas | Field Learning Practices Intervention on Public Health Problems | This course focuses on implementing and evaluating interventions to address specific public health problems in communities. Students work on field projects that involve assessing health issues, designing interventions, and measuring outcomes. The course emphasizes collaboration with community partners and the application of evidence-based practices in public health interventions. | 1. **SDG 3: Good Health and Well-Being** – Direct interventions in the field aim to improve health outcomes, address specific public health issues, and enhance overall community well-being. 2. **SDG 10: Reduced Inequalities** – Targeting interventions to vulnerable populations helps reduce health disparities and ensures equitable access to health services. 3. **SDG 4: Quality Education** – Field learning provides practical experience, reinforcing theoretical knowledge and enhancing students’ skills in designing and implementing health interventions. 4. **SDG 11: Sustainable Cities and Communities** – Interventions can address urban health challenges, contributing to healthier living environments and sustainable community practices. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations, governments, and community members during fieldwork fosters partnerships that strengthen public health initiatives. 6. **SDG 8: Decent Work and Economic Growth** – Engaging in practical interventions prepares students for careers in public health, contributing to workforce development and economic growth in health sectors. By linking these SDGs, a course on Field Learning Practices Intervention on Public Health Problems would highlight the importance of hands-on experience in addressing public health challenges and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121702 | Kepemimpinan dan Berfikir Sistem | Leadership and Systems Thinking | This course explores leadership principles and systems thinking in public health contexts. Students learn to analyze complex health systems, understand organizational dynamics, and develop effective leadership skills. The course emphasizes the importance of collaboration, strategic decision-making, and innovation in addressing public health challenges. | 1. **SDG 3: Good Health and Well-Being** – Effective leadership in health systems is crucial for implementing policies and practices that improve health outcomes and ensure quality care. 2. **SDG 4: Quality Education** – Developing leadership skills and systems thinking enhances educational programs, fostering critical thinking and problem-solving in complex health environments. 3. **SDG 10: Reduced Inequalities** – Leaders who employ systems thinking can identify and address systemic barriers to health access, promoting equity and inclusion in healthcare. 4. **SDG 8: Decent Work and Economic Growth** – Strong leadership in health organizations can drive workforce development and economic sustainability, improving job conditions and service delivery. 5. **SDG 11: Sustainable Cities and Communities** – Leaders who understand systems thinking can create integrated health strategies that promote community well-being and sustainability in urban planning. 6. **SDG 17: Partnerships for the Goals** – Effective leadership fosters collaboration among various stakeholders, enhancing partnerships that support comprehensive and sustainable health initiatives. By linking these SDGs, a course on Leadership and Systems Thinking would emphasize the importance of visionary leadership and holistic approaches in addressing complex public health challenges and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121802 | Epidemiologi Penyakit Tidak Menular | Epidemiology of Non-Communicable Diseases | This course examines the patterns, causes, and risk factors associated with non-communicable diseases (NCDs) such as cardiovascular disease, diabetes, and cancer. Students learn about epidemiological methods used to study NCDs, the impact of lifestyle factors, and strategies for prevention and control. The course emphasizes the importance of addressing NCDs as a major public health concern. | 1. **SDG 3: Good Health and Well-Being** – Understanding the epidemiology of NCDs is crucial for developing effective prevention and management strategies, ultimately improving health outcomes. 2. **SDG 10: Reduced Inequalities** – Analyzing the distribution and determinants of NCDs can help identify vulnerable populations and address health disparities related to these diseases. 3. **SDG 4: Quality Education** – Educating future public health professionals about the epidemiology of NCDs equips them with the knowledge to combat these conditions effectively. 4. **SDG 11: Sustainable Cities and Communities** – Addressing NCDs often involves urban planning and community initiatives that promote healthy lifestyles and environments. 5. **SDG 8: Decent Work and Economic Growth** – Reducing the burden of NCDs can lead to improved productivity and economic stability, as healthier populations contribute more effectively to the workforce. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and health organizations is essential for effective research, prevention, and control strategies related to NCDs. By linking these SDGs, a course on the Epidemiology of Non-Communicable Diseases would highlight the critical role of understanding disease patterns and determinants in promoting public health and achieving sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121902 | Kewirausahaan | Entrepreneurship | This course introduces the principles of entrepreneurship within the healthcare and public health sectors. Students learn about business planning, innovation, and the development of health-related ventures. The course emphasizes the role of entrepreneurship in addressing health challenges, promoting health equity, and improving access to services. | 1. **SDG 8: Decent Work and Economic Growth** – Entrepreneurship drives economic development by creating jobs, fostering innovation, and stimulating economic activity. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Entrepreneurs contribute to building resilient infrastructure and promoting sustainable industrialization and innovation. 3. **SDG 4: Quality Education** – Teaching entrepreneurship encourages critical thinking, problem-solving, and creativity, equipping students with valuable skills for the future. 4. **SDG 10: Reduced Inequalities** – Supporting diverse entrepreneurs can help reduce inequalities by providing opportunities for underrepresented groups and fostering inclusive economic growth. 5. **SDG 3: Good Health and Well-Being** – Health-focused entrepreneurship can lead to innovative solutions in healthcare delivery, wellness programs, and disease prevention, improving community health. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders—such as investors, government, and educational institutions—can enhance entrepreneurial initiatives and support sustainable development. By linking these SDGs, a course on Entrepreneurship would emphasize the importance of fostering entrepreneurial skills and mindset as a means to drive innovation, economic growth, and social change. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122002 | Pengorganisasian dan Pemberdayaan Masyarakat | Community Organizing and Empowerment | This course focuses on strategies for community organizing and empowerment to address health disparities. Students learn about mobilizing community resources, building coalitions, and engaging stakeholders in health initiatives. The course emphasizes participatory approaches and the importance of community voices in shaping health policies and programs. | 1. **SDG 3: Good Health and Well-Being** – Community organizing can mobilize resources and advocate for health initiatives that improve access to healthcare and promote overall community health. 2. **SDG 4: Quality Education** – Empowering communities through education fosters awareness and capacity-building, enabling individuals to advocate for their rights and needs. 3. **SDG 10: Reduced Inequalities** – Community organizing focuses on addressing disparities and advocating for marginalized groups, promoting social justice and equity. 4. **SDG 11: Sustainable Cities and Communities** – Engaging communities in decision-making processes helps create sustainable urban environments that meet the needs of all residents. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Empowered communities are better equipped to engage with institutions, advocate for change, and promote transparency and accountability. 6. **SDG 17: Partnerships for the Goals** – Effective community organizing often involves collaboration with various stakeholders, including local organizations, government, and businesses, to achieve shared goals. By linking these SDGs, a course on Community Organizing and Empowerment would emphasize the importance of collective action and grassroots movements in driving social change and improving community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122102 | Gender, Layanan Kesehatan Reproduksi dan Seksual | Gender, Reproductive and Sexual Health Services | This course explores the intersection of gender, reproductive health, and sexual health services. Students learn about the unique health needs of different gender identities and the importance of providing comprehensive, inclusive care. The course covers topics such as family planning, sexually transmitted infections, and the impact of social determinants on reproductive health outcomes. | 1. **SDG 3: Good Health and Well-Being** – Access to comprehensive reproductive and sexual health services is essential for improving health outcomes and ensuring well-being for all individuals. 2. **SDG 5: Gender Equality** – Promoting gender equity in health services addresses disparities and empowers individuals to make informed choices about their reproductive health. 3. **SDG 10: Reduced Inequalities** – Ensuring equitable access to reproductive and sexual health services helps reduce health disparities among different gender and socioeconomic groups. 4. **SDG 4: Quality Education** – Education about reproductive and sexual health is crucial for informed decision-making, fostering awareness, and promoting healthy behaviors. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy for reproductive rights and access to health services strengthens institutions and promotes justice in healthcare systems. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and community organizations is vital for developing effective reproductive and sexual health programs. By linking these SDGs, a course on Gender, Reproductive, and Sexual Health Services would emphasize the importance of addressing gender-specific health needs and promoting equitable access to health services for all individuals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122202 | Sistem Kesehatan Kepulauan | Islands Health System | This course examines the unique health systems and challenges faced by island communities. Students explore issues such as access to healthcare, environmental health, and the impact of isolation on health outcomes. The course emphasizes the development of tailored health policies and interventions that address the specific needs of island populations. | 1. **SDG 3: Good Health and Well-Being** – Strengthening health systems in island communities is essential for ensuring access to quality healthcare and improving overall health outcomes. 2. **SDG 10: Reduced Inequalities** – Addressing the unique challenges faced by island populations, such as geographical isolation and limited resources, can help reduce health disparities. 3. **SDG 11: Sustainable Cities and Communities** – Developing sustainable health systems on islands promotes community resilience and enhances public health infrastructure in vulnerable areas. 4. **SDG 4: Quality Education** – Training healthcare professionals and educating communities about health issues specific to island environments contributes to better health practices and outcomes. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local governments, NGOs, and international organizations is vital for creating effective health policies and programs tailored to island communities. 6. **SDG 13: Climate Action** – Island health systems must adapt to the impacts of climate change, making it essential to incorporate environmental health considerations into healthcare planning. By linking these SDGs, a course on Islands Health System would emphasize the importance of addressing the unique health challenges faced by island communities and promoting sustainable development in these contexts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122302 | Praktik Belajar Lapangan Analisis Masalah Kesmas | Field Learning Practice Analysis of Public Health Problems | This course offers hands-on experience in identifying and analyzing public health issues in real-world settings. Students will engage with communities to assess health challenges and develop intervention strategies. | 1. **SDG 3: Good Health and Well-Being** – Analyzing public health problems in the field allows for the identification of health needs and the development of targeted interventions to improve health outcomes. 2. **SDG 10: Reduced Inequalities** – Engaging in fieldwork helps identify disparities in health access and outcomes among different populations, informing strategies to promote equity. 3. **SDG 4: Quality Education** – Practical experience in analyzing public health problems enhances students’ understanding of theoretical concepts and develops critical thinking skills. 4. **SDG 11: Sustainable Cities and Communities** – Field analyses can inform community-based health initiatives, promoting healthier environments and sustainable urban planning. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations and stakeholders during fieldwork fosters partnerships that enhance the effectiveness of public health interventions. 6. **SDG 8: Decent Work and Economic Growth** – Understanding public health challenges can lead to the development of programs that improve health and, consequently, workforce productivity. By linking these SDGs, a course on Field Learning Practice Analysis of Public Health Problems would highlight the importance of hands-on experience in addressing public health issues and promoting sustainable development strategies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121002 | Perencanaan dan Evaluasi Kesehatan | Health Planning and Evaluation | Students will learn the principles of health planning and evaluation, focusing on developing, implementing, and assessing public health programs. The course emphasizes evidence-based practices and the use of evaluation metrics | 1. **SDG 3: Good Health and Well-Being** – Effective health planning and evaluation are essential for improving health outcomes and ensuring the delivery of quality healthcare services. 2. **SDG 10: Reduced Inequalities** – Evaluating health programs helps identify disparities in access and outcomes, informing strategies to promote health equity. 3. **SDG 4: Quality Education** – Educating future health professionals in planning and evaluation techniques equips them with the skills to develop and assess effective health interventions. 4. **SDG 11: Sustainable Cities and Communities** – Health planning can incorporate community needs and environmental factors, promoting sustainable public health initiatives in urban areas. 5. **SDG 17: Partnerships for the Goals** – Collaborative health planning and evaluation involve various stakeholders, enhancing the effectiveness of health initiatives and resource allocation. 6. **SDG 8: Decent Work and Economic Growth** – Effective health systems contribute to a healthy workforce, which is vital for economic productivity and growth. By linking these SDGs, a course on Health Planning and Evaluation would emphasize the importance of strategic planning and rigorous evaluation in achieving improved health outcomes and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121102 | Dasar Promosi Kesehatan | Basis of Health Promotion | This course covers fundamental concepts of health promotion, including theories, strategies, and techniques aimed at improving community health. Students will explore effective communication and community engagement methods. | 1. **SDG 3: Good Health and Well-Being** – Health promotion strategies aim to improve health outcomes, prevent disease, and enhance the quality of life for individuals and communities. 2. **SDG 4: Quality Education** – Educating individuals about health promotion principles empowers them to make informed health choices and engage in healthy behaviors. 3. **SDG 10: Reduced Inequalities** – Health promotion efforts can target vulnerable populations, addressing health disparities and ensuring equitable access to health resources. 4. **SDG 11: Sustainable Cities and Communities** – Promoting healthy lifestyles and environments contributes to community well-being and sustainable urban planning. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy for health promotion can strengthen policies that support community health, fostering trust and engagement with institutions. 6. **SDG 17: Partnerships for the Goals** – Collaborative health promotion efforts involve various stakeholders, including governments, NGOs, and community organizations, enhancing the impact of health initiatives. By linking these SDGs, a course on the Basis of Health Promotion would emphasize the foundational principles of health promotion and their importance in fostering healthier communities and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121202 | Ilmu Kependudukan | Population Science | Students will study the dynamics of population changes, including demographic trends, fertility, mortality, and migration. The course examines how these factors influence public health policies and planning. | 1. **SDG 3: Good Health and Well-Being** – Understanding population dynamics helps inform health interventions, resource allocation, and policies that improve health outcomes across different demographic groups. 2. **SDG 4: Quality Education** – Population science emphasizes the importance of education in understanding demographic trends, health behaviors, and their impact on communities. 3. **SDG 5: Gender Equality** – Analyzing population data by gender allows for a better understanding of health disparities and the unique needs of different gender groups, informing targeted interventions. 4. **SDG 10: Reduced Inequalities** – Population science can highlight disparities in health access and outcomes among various socioeconomic and demographic groups, guiding efforts to promote equity. 5. **SDG 11: Sustainable Cities and Communities** – Studying population trends aids in urban planning and the development of sustainable communities that can accommodate changing demographics. 6. **SDG 17: Partnerships for the Goals** – Collaborative research in population science fosters partnerships between governments, academic institutions, and organizations to address population-related challenges effectively. By linking these SDGs, a course on Population Science would underscore the importance of demographic analysis in informing health policies, promoting equity, and supporting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121302 | Organisasi dan Manajemen Kesehatan | Healthcare Organisation and Management | This course focuses on the structure and functioning of healthcare systems, exploring management principles, organizational behavior, and the challenges faced in healthcare delivery. | 1. **SDG 3: Good Health and Well-Being** – Effective healthcare organization and management are essential for delivering quality health services and improving health outcomes for communities. 2. **SDG 4: Quality Education** – Training in healthcare management equips future leaders with the skills needed to navigate complex health systems and promote effective practices. 3. **SDG 10: Reduced Inequalities** – Proper management of healthcare services can help ensure equitable access to care for underserved populations, addressing health disparities. 4. **SDG 8: Decent Work and Economic Growth** – Efficient healthcare organizations contribute to economic stability by providing jobs and promoting a healthy workforce. 5. **SDG 11: Sustainable Cities and Communities** – Effective management of healthcare resources supports community health initiatives, contributing to sustainable urban development. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders—such as government, private sector, and non-profits—is crucial for improving healthcare systems and outcomes. By linking these SDGs, a course on Healthcare Organisation and Management would highlight the importance of effective management practices in enhancing healthcare delivery and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121402 | Dinamika Kelompok | Group Dynamics | Students will explore the principles of group behavior and dynamics within health organizations. The course emphasizes teamwork, leadership, and effective communication in public health settings. | 1. **SDG 4: Quality Education** – Emphasizing collaborative learning and group work as vital educational strategies. 2. **SDG 5: Gender Equality** – Addressing dynamics in diverse groups, promoting inclusivity, and discussing gender roles within teams. 3. **SDG 10: Reduced Inequalities** – Focusing on how group dynamics can help reduce social and economic disparities. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Exploring conflict resolution, cooperation, and effective governance within group settings. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and partnership in achieving sustainable outcomes. These goals can be integrated through discussions, case studies, and practical applications within the course. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121503 | Manajemen Bencana dan Kejadian Luar Biasa | Disaster Management and Extraordinary Events | This course examines the principles of disaster preparedness, response, and recovery in public health contexts. Students will learn to develop plans for managing extraordinary events affecting community health. | 1. **SDG 11: Sustainable Cities and Communities** – Focusing on resilience and planning for disasters in urban settings. 2. **SDG 13: Climate Action** – Addressing the impacts of climate change on disaster frequency and intensity. 3. **SDG 3: Good Health and Well-Being** – Examining the health impacts of disasters and the importance of emergency response systems. 4. **SDG 1: No Poverty** – Understanding how disasters exacerbate poverty and discussing strategies for vulnerability reduction. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlighting the role of governance and community engagement in effective disaster management. 6. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among governments, NGOs, and communities in disaster response and recovery. These SDGs can be integrated into course content through case studies, simulations, and discussions on best practices in disaster management. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121602 | Manajemen dan Analisis Data Dasar | Basic Data Management and Analysis | Students will learn data management techniques essential for public health research, including data collection, organization, and statistical analysis, emphasizing the importance of data integrity and ethics. | 1. **SDG 4: Quality Education** – Promoting data literacy and analytical skills as essential components of quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Highlighting the role of data in driving innovation and improving infrastructure development. 3. **SDG 10: Reduced Inequalities** – Analyzing data to understand and address disparities within populations. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Using data for transparency, accountability, and informed decision-making in governance. 5. **SDG 17: Partnerships for the Goals** – Emphasizing data sharing and collaboration among different sectors to achieve sustainable development. In these courses, students often engage in projects that apply data analysis to real-world issues, fostering skills that contribute to these global goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120302 | Epidemiologi Penyakit Menular | Infectious Disease Epidemiology | This course covers the study of infectious diseases, including their transmission, prevention, and control. Students will explore epidemiological methods and data analysis related to infectious disease outbreaks. | 1. **SDG 3: Good Health and Well-Being** – Directly focused on understanding and improving health outcomes related to infectious diseases. 2. **SDG 1: No Poverty** – Exploring how infectious diseases impact vulnerable populations and contribute to poverty. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in health outcomes and access to healthcare services among different demographic groups. 4. **SDG 6: Clean Water and Sanitation** – Analyzing the role of water quality and sanitation in preventing infectious diseases. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among governments, health organizations, and communities to combat infectious disease outbreaks. These connections can be explored through case studies, data analysis, and discussions on public health interventions and policies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120402 | Teknologi Kesehatan Lingkungan | Environmental Health Technology | Students will study technologies and interventions designed to address environmental health issues, focusing on pollution control, waste management, and health impacts of environmental hazards. | 1. **SDG 3: Good Health and Well-Being** – Focusing on how environmental factors impact health and the importance of addressing pollution and exposure to hazardous substances. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing technologies and practices that ensure safe drinking water and sanitation, reducing waterborne diseases. 3. **SDG 11: Sustainable Cities and Communities** – Exploring sustainable urban planning and development to improve environmental health in communities. 4. **SDG 12: Responsible Consumption and Production** – Discussing the role of sustainable practices in reducing environmental health risks associated with waste and resource use. 5. **SDG 13: Climate Action** – Addressing the health impacts of climate change and the importance of mitigation and adaptation strategies. These goals can be integrated into course content through case studies, project work, and discussions on innovative technologies and policies that promote environmental health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120502 | Dasar Kesehatan Reproduksi dan Keluarga | Basic Reproductive and Family Health | This course covers essential concepts related to reproductive health, family planning, and maternal and child health, emphasizing the importance of education and access to health services. | 1. **SDG 3: Good Health and Well-Being** – Focused on improving reproductive health services, maternal health, and family planning. 2. **SDG 5: Gender Equality** – Addressing women’s health issues, reproductive rights, and gender-based health disparities. 3. **SDG 1: No Poverty** – Exploring how access to reproductive health services can reduce poverty and improve economic stability for families. 4. **SDG 4: Quality Education** – Highlighting the importance of educating individuals about reproductive health and family planning. 5. **SDG 10: Reduced Inequalities** – Examining disparities in access to reproductive health services among different populations. Courses often engage students through discussions, case studies, and policy analysis to understand the implications of reproductive and family health on broader social and economic issues. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120602 | Analisis Kualitas Lingkungan | Environmental Quality Analysis | Students will learn methods for assessing environmental quality and its impact on public health. The course covers air and water quality, waste management, and environmental health indicators | 1. **SDG 3: Good Health and Well-Being** – Assessing how environmental quality impacts public health, including air and water quality. 2. **SDG 6: Clean Water and Sanitation** – Focusing on analyzing water quality and its implications for health and ecosystems. 3. **SDG 11: Sustainable Cities and Communities** – Evaluating urban environmental quality and its effects on community well-being and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Investigating the impacts of waste and pollution on environmental quality and promoting sustainable practices. 5. **SDG 13: Climate Action** – Understanding how environmental quality is influenced by climate change and human activities. These connections can be explored through field studies, data analysis, and discussions on policies and technologies aimed at improving environmental quality. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120702 | Sistem Pelayanan Rumah Sakit | Hospital Service System | This course examines the organization and delivery of services within hospitals, focusing on patient care, operational efficiency, and quality management in healthcare settings. | 1. **SDG 3: Good Health and Well-Being** – Focused on improving healthcare delivery, access to services, and overall health outcomes. 2. **SDG 10: Reduced Inequalities** – Addressing disparities in access to hospital services and health outcomes among different population groups. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring the role of healthcare infrastructure and innovation in enhancing hospital services. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing the importance of governance, transparency, and accountability in hospital administration and operations. 5. **SDG 17: Partnerships for the Goals** – Highlighting the need for collaboration among healthcare providers, governments, and communities to improve hospital services. These goals can be integrated into the curriculum through case studies, policy analysis, and discussions on best practices in hospital management and healthcare delivery systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120802 | Gizi Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Islands Public Health Nutrition | Students will explore public health nutrition issues specific to coastal and island communities, addressing unique dietary patterns, food security, and health challenges. | 1. **SDG 2: Zero Hunger** – Focusing on food security, nutrition, and sustainable agricultural practices in coastal and island communities. 2. **SDG 3: Good Health and Well-Being** – Addressing the impact of nutrition on health outcomes, particularly in vulnerable populations in coastal areas. 3. **SDG 12: Responsible Consumption and Production** – Examining sustainable food systems and responsible use of marine resources. 4. **SDG 14: Life Below Water** – Highlighting the importance of marine biodiversity for nutrition and food security, and promoting sustainable fishing practices. 5. **SDG 13: Climate Action** – Discussing the effects of climate change on food systems and nutrition in coastal and island communities. These connections can be explored through community assessments, case studies, and discussions on nutrition policies and interventions tailored to the unique challenges of coastal and island populations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120902 | Ergonomi dan Lingkungan Kerja | Ergonomics and Work Environment | This course focuses on the principles of ergonomics and their application in improving workplace health and safety. Students will learn to design work environments that enhance productivity and reduce injury risk. | 1. **SDG 3: Good Health and Well-Being** – Focusing on reducing workplace injuries and promoting overall employee health through ergonomic design. 2. **SDG 8: Decent Work and Economic Growth** – Enhancing productivity and job satisfaction by improving work environments and reducing occupational hazards. 3. **SDG 10: Reduced Inequalities** – Addressing the needs of diverse workers, including those with disabilities, to create inclusive workplaces. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the design and use of work environments and equipment. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring the role of innovative ergonomic solutions in enhancing workplace safety and efficiency. These goals can be integrated through practical assessments, case studies, and discussions on the design of work environments that support employee well-being and productivity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110902 | Mikrobiologi, Parasitologi dan Patologi Kesehatan Masyarakat | Microbiology, Parasitology and Public Health Pathology | Students will study the roles of microorganisms and parasites in public health, focusing on disease mechanisms, transmission, and prevention strategies. | 1. **SDG 3: Good Health and Well-Being** – Focusing on the prevention, diagnosis, and treatment of infectious diseases caused by microorganisms and parasites. 2. **SDG 1: No Poverty** – Addressing how infectious diseases impact vulnerable populations and contribute to economic challenges. 3. **SDG 6: Clean Water and Sanitation** – Examining the role of water quality in the transmission of microbial and parasitic diseases. 4. **SDG 10: Reduced Inequalities** – Investigating disparities in disease prevalence and access to healthcare services among different communities. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among public health organizations, governments, and communities in disease control efforts. These connections can be explored through laboratory work, case studies, and discussions on public health strategies for managing infectious diseases and promoting community health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111003 | Epidemiologi Dasar | Basic Epidemiology | This course introduces the foundational concepts of epidemiology, including study design, disease distribution, and factors affecting health outcomes in populations. | 1. **SDG 3: Good Health and Well-Being** – Focused on understanding disease patterns, health outcomes, and effective public health interventions. 2. **SDG 1: No Poverty** – Examining the relationships between health and socioeconomic status, and how poverty influences disease prevalence. 3. **SDG 10: Reduced Inequalities** – Analyzing health disparities among different populations and identifying vulnerable groups at risk. 4. **SDG 6: Clean Water and Sanitation** – Investigating the epidemiological links between water quality, sanitation, and health outcomes. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among health organizations, governments, and communities to improve public health data and responses. These connections can be explored through data analysis, case studies, and discussions on epidemiological methods and their applications in public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111102 | Dasar Ekonomi dan Pembiayaan Kesehatan | Basic Health Economics and Financing | Students will learn the principles of health economics, including cost analysis, resource allocation, and financing mechanisms in healthcare systems. | 1. **SDG 3: Good Health and Well-Being** – Analyzing the economic factors that influence health outcomes and access to healthcare services. 2. **SDG 1: No Poverty** – Exploring how health financing impacts low-income populations and the importance of equitable access to health services. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in healthcare access and financial barriers faced by marginalized groups. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Examining the role of health systems and financing in supporting healthcare infrastructure and innovation. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between governments, private sectors, and international organizations in health financing. These connections can be explored through case studies, policy analysis, and discussions on healthcare financing models and their impact on public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111202 | Ilmu Gizi Dasar | Basic Nutrition Science | This course covers the essential nutrients, dietary guidelines, and their impact on health. Students will explore the role of nutrition in disease prevention and health promotion. | 1. **SDG 2: Zero Hunger** – Focusing on food security, nutrition, and the importance of a balanced diet for health and well-being. 2. **SDG 3: Good Health and Well-Being** – Exploring the relationship between nutrition and health outcomes, including the prevention of diet-related diseases. 3. **SDG 1: No Poverty** – Examining how poverty affects nutritional status and access to healthy foods. 4. **SDG 10: Reduced Inequalities** – Addressing disparities in nutrition and health access among different socioeconomic groups. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable dietary practices and the impact of food systems on the environment. These connections can be explored through lectures, case studies, and discussions on nutrition policies, dietary guidelines, and community health initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111303 | Biostatistik Dasar | Biostatistics Dasar | An introduction to biostatistics, this course focuses on statistical methods used in public health research, including data analysis, interpretation, and presentation. | 1. **SDG 3: Good Health and Well-Being** – Analyzing health data to improve health outcomes and inform public health interventions. 2. **SDG 1: No Poverty** – Assessing the impact of health disparities on economic conditions and identifying vulnerable populations. 3. **SDG 10: Reduced Inequalities** – Using statistical methods to evaluate health inequalities and disparities among different groups. 4. **SDG 17: Partnerships for the Goals** – Highlighting the importance of data sharing and collaboration in research and public health initiatives. 5. **SDG 4: Quality Education** – Providing foundational skills in data analysis and interpretation, which are crucial for informed decision-making in health fields. These connections can be explored through practical exercises, data analysis projects, and discussions on how biostatistics informs public health policy and research. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120102 | Komunikasi Kesehatan | Health Communication | Students will study effective communication strategies for public health messaging, including risk communication, health education, and community outreach. | 1. **SDG 3: Good Health and Well-Being** – Focusing on effective communication strategies to promote health awareness and encourage healthy behaviors. 2. **SDG 4: Quality Education** – Emphasizing the importance of health education and literacy in improving community health outcomes. 3. **SDG 10: Reduced Inequalities** – Addressing communication barriers faced by marginalized populations and promoting equitable access to health information. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Enhancing transparency and trust in health systems through effective communication and community engagement. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration between healthcare providers, communities, and organizations to improve health communication efforts. These connections can be explored through case studies, role-playing, and discussions on communication strategies for public health campaigns and community outreach. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120202 | Surveilans Kesehatan Masyarakat | Public Health Surveillance | This course covers the principles and practices of public health surveillance, focusing on data collection, monitoring, and analysis of health trends and disease outbreaks. | 1. **SDG 3: Good Health and Well-Being** – Focusing on monitoring health trends, disease outbreaks, and health determinants to improve health outcomes. 2. **SDG 1: No Poverty** – Examining the relationship between health surveillance and socioeconomic factors affecting vulnerable populations. 3. **SDG 10: Reduced Inequalities** – Identifying health disparities and monitoring access to healthcare services among different demographic groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Enhancing the capacity of health systems to gather and analyze data for informed decision-making and policy development. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration among governments, NGOs, and international organizations for effective surveillance and response to health issues. These connections can be explored through practical exercises, case studies, and discussions on the role of surveillance in public health planning and emergency response. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110202 | Etika dan Hukum Kesehatan | Health Ethics and Law | Health Ethics and Law is a course that examines the ethical principles and legal frameworks governing healthcare practice and public health. It covers key topics such as patient rights, informed consent, confidentiality, and the ethical implications of medical decisions and research. Students explore the intersection of ethics and law, including the role of regulatory bodies and legal standards in protecting health and ensuring equitable access to care. The course emphasizes case studies and real-world scenarios to illustrate ethical dilemmas in healthcare, such as end-of-life decisions, resource allocation, and health disparities. By the end of the course, students are equipped to navigate the complex ethical and legal issues in health care and contribute to ethical decision-making in their professional practice. | 1. **SDG 3: Good Health and Well-Being** – Addressing ethical principles in healthcare delivery and the legal frameworks that ensure patient rights and access to care. 2. **SDG 10: Reduced Inequalities** – Examining how legal and ethical considerations can promote equity in healthcare access and treatment. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Focusing on the importance of laws and ethical standards in promoting transparency, accountability, and justice in health systems. 4. **SDG 4: Quality Education** – Emphasizing the need for education on health rights and ethical practices for healthcare professionals. 5. **SDG 17: Partnerships for the Goals** – Highlighting the role of collaboration between legal, ethical, and health sectors to develop comprehensive health policies. These connections can be explored through case studies, discussions on current health law issues, and ethical dilemmas in public health practice. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110302 | Sosiologi dan Antropologi Kesehatan | Sociology and Anthropology of Health | Sociology and Anthropology of Health is a course that explores the social and cultural dimensions of health and illness. It examines how social factors, cultural beliefs, and community practices influence health behaviors, healthcare access, and health outcomes. Students learn about various theoretical frameworks and methodologies used in sociology and anthropology to study health issues, including the roles of gender, ethnicity, socioeconomic status, and globalization. The course emphasizes critical analysis of health policies, healthcare systems, and the social determinants of health. Through case studies and fieldwork, students develop a deeper understanding of how cultural and social contexts shape health experiences and practices. By the end of the course, students are equipped to analyze health-related issues from a sociocultural perspective and contribute to more effective public health strategies. | 1. **SDG 3: Good Health and Well-Being** – Examining how social and cultural factors influence health behaviors, access to care, and health outcomes. 2. **SDG 1: No Poverty** – Understanding the social determinants of health and how poverty affects health status and access to resources. 3. **SDG 10: Reduced Inequalities** – Investigating health disparities among different social groups and the impact of systemic inequalities on health. 4. **SDG 5: Gender Equality** – Exploring the role of gender in health experiences, access to care, and cultural perceptions of health and illness. 5. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of community engagement and participatory approaches in health interventions. These connections can be explored through qualitative research, ethnographic studies, and discussions on how cultural beliefs and social structures shape health practices and policies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110402 | Biomedik | Biomedicine | Biomedicine is a course that focuses on the application of biological and physiological principles to medical practice and healthcare. It covers a wide range of topics, including human anatomy, physiology, genetics, microbiology, and the mechanisms of disease. Students learn about the interactions between biological systems and various health conditions, as well as the development of diagnostic and therapeutic techniques. The course emphasizes research methods and the translation of scientific discoveries into clinical applications. Through case studies and practical exercises, students develop critical thinking skills and a deeper understanding of how biomedical sciences inform healthcare decisions. By the end of the course, students are equipped with the knowledge necessary for further study in medicine, healthcare, or biomedical research. | 1. **SDG 3: Good Health and Well-Being** – Focusing on advancements in medical research, diagnostics, and treatments that improve health outcomes. 2. **SDG 1: No Poverty** – Addressing how access to biomedical advancements can reduce health disparities among low-income populations. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing the role of biomedicine in driving innovation in healthcare technologies and infrastructure. 4. **SDG 10: Reduced Inequalities** – Exploring how biomedical research can target neglected diseases and improve access to healthcare for marginalized communities. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between researchers, healthcare providers, and industries to promote biomedical advancements and public health initiatives. These connections can be explored through case studies, laboratory work, and discussions on the ethical implications and accessibility of biomedical technologies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110502 | llmu Kesehatan Masyarakat dan Kesehatan Global | Public Health and Global Health | Public Health and Global Health is a course that examines the principles and practices of health promotion, disease prevention, and health equity on both local and global scales. It covers key topics such as epidemiology, health systems, infectious and non-communicable diseases, and the social determinants of health. Students explore the roles of various stakeholders, including governments, NGOs, and international organizations, in addressing health issues. The course emphasizes the importance of cultural competence, policy advocacy, and sustainable interventions in improving health outcomes worldwide. Through case studies and collaborative projects, students gain insights into global health challenges and develop strategies for effective public health initiatives. By the end of the course, students are prepared to engage in public health practice and contribute to global health solutions. | 1. **SDG 3: Good Health and Well-Being** – Addressing health issues at both local and global levels, focusing on prevention, treatment, and health promotion. 2. **SDG 1: No Poverty** – Exploring the intersection of health and economic stability, particularly in low-income countries. 3. **SDG 10: Reduced Inequalities** – Investigating health disparities across different populations and the impact of social determinants on health. 4. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration between countries, organizations, and communities in addressing global health challenges. 5. **SDG 4: Quality Education** – Highlighting the role of education in improving health literacy and empowering communities to take charge of their health. These connections can be explored through case studies, policy analysis, and discussions on effective strategies for improving health outcomes globally. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110602 | Kesehatan Lingkungan Dasar | Basic Environmental Health | Basic Environmental Health is a course that explores the relationship between environmental factors and human health. It covers key topics such as air and water quality, waste management, chemical exposures, and the impact of environmental pollutants on health outcomes. Students learn about the principles of environmental health science, including the assessment and management of environmental risks. The course emphasizes the importance of public health policies, regulations, and practices aimed at promoting a safe and healthy environment. Through case studies and practical examples, students develop an understanding of how to address environmental health challenges and advocate for healthier communities. By the end of the course, students are equipped with the knowledge and skills necessary to contribute to environmental health initiatives and research. | 1. **SDG 3: Good Health and Well-Being** – Examining the impact of environmental factors on health, including pollution, water quality, and exposure to toxins. 2. **SDG 6: Clean Water and Sanitation** – Focusing on the importance of safe drinking water and sanitation in preventing waterborne diseases and promoting public health. 3. **SDG 11: Sustainable Cities and Communities** – Addressing urban environmental issues and their effects on health, including air quality and waste management. 4. **SDG 12: Responsible Consumption and Production** – Investigating sustainable practices that reduce environmental hazards and promote health. 5. **SDG 13: Climate Action** – Exploring the health implications of climate change and the importance of mitigation and adaptation strategies. These connections can be explored through case studies, practical assessments, and discussions on policies aimed at improving environmental health and protecting community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110702 | Keselamatan dan Kesehatan Kerja Dasar | Basic Occupational Health and Safety | Basic Occupational Health and Safety is a course that introduces students to the fundamental principles and practices of maintaining a safe and healthy work environment. It covers key topics such as hazard identification, risk assessment, safety regulations, and health promotion in the workplace. Students learn about various occupational hazards, including physical, chemical, biological, and ergonomic risks, as well as strategies for preventing workplace injuries and illnesses. The course emphasizes the importance of safety culture, emergency response planning, and the role of health and safety professionals. Through case studies and practical exercises, students develop skills to create and implement effective health and safety programs. By the end of the course, students are prepared to contribute to promoting occupational health and safety in various industries. | 1. **SDG 3: Good Health and Well-Being** – Focusing on the prevention of workplace injuries and illnesses, promoting overall employee health. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizing safe and healthy working conditions as essential for productivity and worker satisfaction. 3. **SDG 10: Reduced Inequalities** – Addressing the specific health and safety needs of marginalized or vulnerable worker groups. 4. **SDG 12: Responsible Consumption and Production** – Investigating sustainable practices that reduce workplace hazards and promote occupational safety. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among employers, employees, and regulatory agencies to improve occupational health and safety standards. These connections can be explored through case studies, practical assessments, and discussions on policies and best practices for creating safe working environments. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110802 | Fisioanatomi dan Biokimia Kesehatan Masyarakat | Physioanatomy and Biochemistry of Public Health | Physioanatomy and Biochemistry of Public Health is a course that explores the interrelationship between human anatomy, physiology, and biochemistry in the context of public health. It covers essential concepts of human body systems, their functions, and how biochemical processes influence health and disease. Students learn about the biological foundations of health issues, including nutrition, metabolism, and the biochemical pathways involved in diseases. The course emphasizes the application of this knowledge to public health practices, disease prevention, and health promotion. Through case studies and practical examples, students develop a deeper understanding of how physiological and biochemical factors impact community health outcomes. By the end of the course, students are equipped to apply their knowledge in public health initiatives and research. | 1. **Goal 3: Good Health and Well-being** – The course directly addresses the physiological and biochemical foundations of health, contributing to improved public health outcomes and disease prevention. 2. **Goal 4: Quality Education** – By providing in-depth knowledge of essential scientific principles, the course supports quality education in health-related fields. 3. **Goal 10: Reduced Inequalities** – Understanding the biological basis of health can help identify health disparities and inform interventions aimed at reducing inequalities in health access and outcomes. 4. **Goal 2: Zero Hunger** (indirectly) – Exploring biochemistry can include topics related to nutrition and metabolic health, which are vital for addressing malnutrition and promoting food security. 5. **Goal 17: Partnerships for the Goals** – Collaborative research and interdisciplinary approaches are often emphasized, fostering partnerships across various health sectors and disciplines. By addressing these goals, the course provides a strong foundation for understanding the interconnectedness of physiology, biochemistry, and public health, ultimately contributing to better health outcomes and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110903 | Fisika Dasar | Basic Physics | Basic Physics is an introductory course that covers fundamental concepts and principles of physics. It typically includes topics such as mechanics, thermodynamics, waves, electricity, and magnetism. Students learn to apply mathematical concepts to solve real-world problems, conduct experiments, and develop critical thinking skills. | 1. SDG 4: Quality Education – By providing foundational scientific knowledge, the course promotes education and learning opportunities. 2. SDG 7: Affordable and Clean Energy – Topics like energy conservation, renewable energy sources, and thermodynamics can support understanding of sustainable energy solutions. 3. SDG 9: Industry, Innovation, and Infrastructure – Physics principles are crucial for technological innovation and sustainable industrial practices. 4. SDG 13: Climate Action – Physics courses often cover concepts related to climate change, such as energy transfer and the greenhouse effect, helping students understand and address climate-related challenges. 5. SDG 12: Responsible Consumption and Production – Understanding physical principles can lead to more efficient use of resources and the development of sustainable practices. By integrating these concepts, a Basic Physics course can play a role in fostering awareness and action toward achieving these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111503 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course that typically covers fundamental concepts in classical physics. Topics often include mechanics, motion, forces, energy, momentum, and the laws of motion. | 1. SDG 4: Quality Education – The course promotes critical thinking and scientific literacy, essential for informed decision-making. 2. SDG 7: Affordable and Clean Energy – Concepts such as mechanics, energy, and motion can lay the groundwork for understanding renewable energy sources and energy efficiency. 3. SDG 9: Industry, Innovation, and Infrastructure – Fundamental principles of physics are vital for technological advancements and innovative solutions in various industries. 4. SDG 12: Responsible Consumption and Production – Physics principles can inform sustainable practices, such as efficient energy use and waste management. 5. SDG 13: Climate Action – Topics related to energy conservation and the physical principles behind climate phenomena can help students understand climate change and its impacts. By covering these themes, Basic Physics I can contribute to a broader understanding of sustainability and responsible practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111002 | Fisika Dasar II | Basic Physics Il | Basic Physics II is a continuation of Basic Physics I, focusing on electricity, magnetism, waves, and thermodynamics. Topics typically include electric fields, circuits, magnetic fields, oscillations, and sound waves, as well as the principles of heat and thermodynamic laws. | 1. SDG 4: Quality Education** – The course enhances scientific literacy and critical thinking skills, fostering a strong educational foundation. 2. SDG 7: Affordable and Clean Energy** – Topics like electromagnetism, optics, and wave phenomena can help students understand the principles behind renewable energy technologies. 3. SDG 9: Industry, Innovation, and Infrastructure** – Advanced physics concepts are crucial for the development of new technologies and innovative infrastructure. 4. SDG 12: Responsible Consumption and Production** – Understanding physical principles can lead to more efficient resource use and sustainable production practices. 5. SDG 13: Climate Action** – Concepts related to energy transfer, thermodynamics, and electromagnetic radiation can inform discussions on climate change and energy policies. By integrating these topics, Basic Physics II can play a significant role in promoting awareness and solutions related to sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111003 | Fisika Dasar II | Basic Physics Il | Basic Physics II is a continuation of Basic Physics I, focusing on electricity, magnetism, waves, and thermodynamics. Topics typically include electric fields, circuits, magnetic fields, oscillations, and sound waves, as well as the principles of heat and thermodynamic laws. | 1. SDG 4: Quality Education – The course enhances critical thinking and scientific reasoning, promoting access to quality education. 2. SDG 7: Affordable and Clean Energy – Topics like electromagnetism, optics, and thermodynamics often relate to understanding energy systems and renewable energy technologies. 3. SDG 9: Industry, Innovation, and Infrastructure – Principles of physics are essential for advancements in technology, engineering, and infrastructure development. 4. SDG 12: Responsible Consumption and Production – Physics concepts can inform sustainable practices, such as efficient energy use and material conservation. 5. SDG 13: Climate Action – Discussions on energy transfer, environmental impacts of various energy sources, and sustainability can be central to understanding climate change. By integrating these themes, Basic Physics II can contribute to the broader goals of sustainability and responsible practices in science and technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110902 | Fisika Dasar | Basic Physics | Basic Physics is an introductory course that covers essential principles of physics, including mechanics, electricity, magnetism, waves, and thermodynamics. The course emphasizes fundamental concepts and problem-solving techniques, often incorporating hands-on laboratory experiments to reinforce theoretical understanding. | 1. SDG 4: Quality Education** – The course promotes scientific literacy, critical thinking, and problem-solving skills, which are foundational for quality education. 2. SDG 7: Affordable and Clean Energy** – Topics on energy, mechanics, and thermodynamics can provide insights into renewable energy sources and energy efficiency. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fundamental principles of physics are essential for innovation in technology and infrastructure development. 4. SDG 12: Responsible Consumption and Production** – Understanding physical principles can lead to sustainable resource use and efficient production methods. 5. SDG 13: Climate Action** – Concepts related to energy transfer, the greenhouse effect, and environmental impact can help students grasp climate change issues. By incorporating these themes, a Basic Physics course can play a significant role in fostering awareness and promoting solutions related to sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111502 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course focusing on classical mechanics. It covers fundamental topics such as motion, forces, energy, momentum, and the laws of motion. | 1. SDG 4: Quality Education** – The course fosters critical thinking and scientific literacy, essential for quality education. 2. SDG 7: Affordable and Clean Energy** – Topics on mechanics, energy, and motion provide foundational knowledge relevant to understanding energy systems and renewable energy. 3. SDG 9: Industry, Innovation, and Infrastructure** – Basic principles of physics are crucial for technological innovation and infrastructure development. 4. SDG 12: Responsible Consumption and Production** – Physics concepts can inform efficient use of resources and sustainable practices. 5. SDG 13: Climate Action** – Discussions on energy conservation and environmental impacts help students understand climate change and its challenges. By addressing these themes, Basic Physics I contributes to a broader understanding of sustainability and responsible practices in science. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110302 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course introduces students to the principles and practices of starting and managing a new business. It covers topics such as idea generation, market research, business planning, financing, and marketing strategies. | 1. SDG 4: Quality Education** – The course promotes skills development, critical thinking, and innovation in business practices. 2. SDG 8: Decent Work and Economic Growth** – Entrepreneurship is directly linked to job creation, economic growth, and sustainable livelihoods. 3. SDG 9: Industry, Innovation, and Infrastructure** – Entrepreneurs often drive innovation and contribute to building resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Entrepreneurship can empower marginalized groups by providing opportunities and promoting inclusive economic growth. 5. **SDG 12: Responsible Consumption and Production** – Courses may cover sustainable business practices and the importance of ethical consumption. 6. **SDG 13: Climate Action** – Entrepreneurs can develop solutions to address climate change and promote sustainable practices within their businesses. By integrating these themes, an Entrepreneurship course can foster a holistic understanding of how business can contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140102 | Penulisan Proposal Tugas Akhir dan Seminar | Writing Final Assignment and Seminar Proposals | The Writing Final Assignment and Seminar Proposals course guides students in crafting comprehensive final projects and seminar proposals. It focuses on essential writing skills, including research, structuring arguments, and presenting ideas clearly and persuasively. | 1. **SDG 4: Quality Education** – The course promotes effective communication, critical thinking, and research skills, which are essential for academic success. 2. **SDG 5: Gender Equality** – If the course addresses diverse perspectives or focuses on issues related to gender, it can promote awareness and advocacy for gender equality. 3. **SDG 10: Reduced Inequalities** – Encouraging diverse voices and perspectives in writing can contribute to discussions on social justice and equity. 4. **SDG 12: Responsible Consumption and Production** – Proposals may include topics on sustainable practices, ethical considerations, and responsible resource use. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Writing assignments that engage with social issues can foster discussions around governance, justice, and institutional integrity. By incorporating these themes, the course can enhance students’ understanding of how their writing and research can contribute to broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140204 | Penelitian Tugas Akhir | Final Project Research | The Final Project Research course is designed to guide students through the process of conducting in-depth research for their final projects. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, research skills, and academic rigor, contributing to quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Projects may explore technological advancements or innovations, contributing to industrial development. 3. **SDG 10: Reduced Inequalities** – Research topics can address social inequalities, promoting awareness and potential solutions. 4. **SDG 12: Responsible Consumption and Production** – Students can investigate sustainable practices, ethical consumption, and resource management. 5. **SDG 13: Climate Action** – Research may focus on environmental issues, climate change impacts, and sustainability strategies. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Projects can engage with issues related to governance, justice, and social stability. By allowing students to explore these themes, the course can facilitate meaningful research that contributes to the broader goals of sustainability and social responsibility. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Sessions | Thesis Writing is a university course that guides students in the process of researching and composing a thesis or major research project. Undergraduate Sessions encompass the various classes and interactive components of an undergraduate degree program. | 1. **SDG 4: Quality Education** – The course fosters research skills, critical thinking, and effective communication, essential for academic success. 2. **SDG 5: Gender Equality** – If topics related to gender issues are explored, the course can promote discussions around equality and empowerment. 3. **SDG 10: Reduced Inequalities** – Encouraging diverse perspectives in research can address social inequalities and promote inclusivity. 4. **SDG 12: Responsible Consumption and Production** – Students may explore sustainable practices and ethical considerations in their research. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and institutional integrity can be a focus of student research. By incorporating these themes, the course can enhance students’ understanding of how their work can contribute to broader societal goals and sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110103 | Kalkulus I | Calculus I | Calculus I is an introductory course that focuses on the fundamental concepts of differential calculus. It covers topics such as limits, continuity, derivatives, and their applications in solving real-world problems. | 1. **SDG 4: Quality Education** – The course provides foundational mathematical skills that are essential for further education in science, technology, engineering, and mathematics (STEM). 2. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is crucial for engineering and technological innovations, contributing to the development of infrastructure and industrial processes. 3. **SDG 12: Responsible Consumption and Production** – Understanding rates of change and optimization can inform more efficient resource use and sustainable practices in various fields. 4. **SDG 13: Climate Action** – Calculus can be applied in modeling environmental phenomena, including rates of change in climate-related data. While these connections may be more abstract, the analytical and problem-solving skills gained from studying calculus can have broader applications in promoting sustainability and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110203 | Metode Statistika | Statistical Methods | The Statistical Methods course introduces students to fundamental concepts and techniques in statistics. It covers topics such as descriptive statistics, probability distributions, hypothesis testing, confidence intervals, and regression analysis. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, data literacy, and analytical skills, which are essential for academic success and informed decision-making. 2. **SDG 3: Good Health and Well-Being** – Statistical methods are crucial in public health research, epidemiology, and the evaluation of health interventions. 3. **SDG 8: Decent Work and Economic Growth** – Statistics are fundamental in analyzing economic data, labor markets, and business performance, contributing to economic development. 4. **SDG 10: Reduced Inequalities** – Statistical analysis can help identify and address social inequalities and disparities in various sectors. 5. **SDG 12: Responsible Consumption and Production** – Statistical methods can be applied to assess sustainability practices and resource management. 6. **SDG 13: Climate Action** – Data analysis and statistical modeling are essential in climate research, helping to understand and address environmental challenges. By integrating these themes, a course on Statistical Methods can enhance students’ understanding of how data-driven approaches contribute to achieving these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140404 | Penelitian dan Seminar Hasil Tugas Akhir | Final Project Research and Seminar Results | The Final Project Research and Seminar Results course guides students through the completion of their research projects, culminating in a formal presentation of their findings. | 1. **SDG 4: Quality Education** – The course promotes research skills, critical thinking, and effective communication, which are essential for academic and professional success. 2. **SDG 5: Gender Equality** – If research topics address gender issues or promote women’s participation in various fields, the course can contribute to discussions on equality. 3. **SDG 10: Reduced Inequalities** – Projects that focus on social justice, equity, and the analysis of inequalities can help raise awareness and propose solutions. 4. **SDG 12: Responsible Consumption and Production** – Research can investigate sustainable practices, ethical considerations, and resource management. 5. **SDG 13: Climate Action** – Topics related to environmental sustainability and climate change can be central to student research, contributing to climate action efforts. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and institutional integrity can be a focus of student research. By exploring these themes, the course can facilitate impactful research that contributes to broader societal goals and sustainability initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Final Exam | The Thesis Writing and Final Exam course supports students in developing and finalizing their thesis projects while preparing for their comprehensive final examinations. | 1. **SDG 4: Quality Education** – The course enhances critical thinking, research skills, and effective communication, essential for academic success and lifelong learning. 2. **SDG 5: Gender Equality** – If students explore topics related to gender issues or women’s rights, the course can promote awareness and advocacy for equality. 3. **SDG 10: Reduced Inequalities** – Research and writing can address social inequalities, fostering discussions around inclusivity and equity. 4. **SDG 12: Responsible Consumption and Production** – Students may investigate sustainable practices and ethical considerations in their research, promoting responsible production. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and social integrity can be central to student research topics. 6. **SDG 17: Partnerships for the Goals** – Collaboration and networking opportunities during the course can emphasize the importance of partnerships in achieving sustainable development. By integrating these themes, the course can guide students in producing research that contributes to broader societal goals and sustainability initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130603 | Analisis Survival | Survival Analysis | Survival Analysis is a specialized course that focuses on statistical methods for analyzing time-to-event data, often used in fields such as medicine, engineering, and social sciences. | 1. **SDG 3: Good Health and Well-Being** – Survival analysis is often applied in health research to study patient outcomes, treatment effectiveness, and the timing of events such as death or disease recurrence. 2. **SDG 4: Quality Education** – The course enhances statistical literacy and research skills, important for students pursuing careers in health, social sciences, and other fields. 3. **SDG 10: Reduced Inequalities** – Survival analysis can be used to study disparities in health outcomes across different populations, helping to identify and address inequalities. 4. **SDG 12: Responsible Consumption and Production** – Understanding survival data in areas like environmental studies can inform sustainable practices and resource management. 5. **SDG 13: Climate Action** – Survival analysis may be applied in research related to environmental health and the impacts of climate change on health outcomes. By incorporating these themes, a course on Survival Analysis can contribute to advancing knowledge and practices that support the SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130703 | Kapita Selekta Statistika | Capita Selecta Statistics | Capita Selecta Statistics is an advanced course that explores specialized topics in statistics, allowing students to delve deeper into specific areas of interest or emerging trends in the field. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and critical thinking skills, fostering a strong foundation for academic and professional success. 2. **SDG 3: Good Health and Well-Being** – If the course covers biostatistics or health-related topics, it can contribute to understanding health outcomes and interventions. 3. **SDG 8: Decent Work and Economic Growth** – Statistical methods are crucial for analyzing economic data, labor markets, and business performance, promoting economic development. 4. **SDG 10: Reduced Inequalities** – Statistics can be used to analyze and address social inequalities, contributing to discussions about equity and inclusion. 5. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices through statistical analysis of resource use and environmental impact. 6. **SDG 13: Climate Action** – Statistical techniques can be applied in climate research, helping to analyze data related to environmental changes and sustainability. By integrating these themes, a course on Capita Selecta Statistics can enhance students’ understanding of how statistical methods can support the achievement of various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130803 | Manajemen Risiko | Risk Management | The Risk Management course provides an overview of the principles and practices involved in identifying, assessing, and mitigating risks in various contexts, such as finance, business, and project management. | 1. **SDG 3: Good Health and Well-Being** – Risk management is crucial in healthcare settings, addressing health risks and improving patient safety. 2. **SDG 8: Decent Work and Economic Growth** – Effective risk management strategies can enhance workplace safety, productivity, and economic stability, promoting decent work conditions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Risk management practices are vital for ensuring resilient infrastructure and sustainable industrial processes. 4. **SDG 11: Sustainable Cities and Communities** – Understanding and managing risks related to urban development, such as natural disasters and environmental hazards, supports sustainable community planning. 5. **SDG 12: Responsible Consumption and Production** – Risk assessment can help organizations adopt sustainable practices and reduce environmental impacts. 6. **SDG 13: Climate Action** – Risk management is essential for addressing climate-related risks and developing strategies to mitigate the impacts of climate change. By covering these themes, a Risk Management course can contribute to developing strategies that support sustainable development and resilience in various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130903 | Pengantar Regresi Nonparametrika | Introduction to Nonparametric Regression | The Introduction to Nonparametric Regression course focuses on statistical methods for modeling relationships between variables without assuming a specific functional form. Students learn about nonparametric techniques such as kernel regression, spline smoothing, and local polynomial regression. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, which are essential for academic and professional success in data analysis. 2. **SDG 3: Good Health and Well-Being** – Nonparametric regression can be applied in health research to analyze patient data and understand health trends without assuming a specific distribution. 3. **SDG 8: Decent Work and Economic Growth** – Statistical methods, including nonparametric techniques, are important for analyzing economic data, business performance, and labor market trends. 4. **SDG 10: Reduced Inequalities** – Nonparametric methods can help identify and address inequalities in various datasets, contributing to social equity analyses. 5. **SDG 12: Responsible Consumption and Production** – Applications of nonparametric regression can inform research on resource use and sustainability practices. 6. **SDG 13: Climate Action** – Nonparametric techniques can be used to analyze environmental data and model relationships in climate studies, helping to inform climate action strategies. By integrating these themes, a course on Nonparametric Regression can enhance students’ understanding of how statistical methods contribute to addressing important societal and environmental issues. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131003 | Pemodelan Statistika | Statistical Modeling | The Statistical Modeling course focuses on the development and application of statistical models to analyze complex data. Students learn about various modeling techniques, including linear regression, generalized linear models, and multilevel models. | 1. **SDG 4: Quality Education** – The course fosters statistical literacy, critical thinking, and analytical skills, which are vital for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Statistical modeling is essential in health research, including epidemiology and clinical trials, to understand health outcomes and inform healthcare decisions. 3. **SDG 8: Decent Work and Economic Growth** – Statistical models are used to analyze economic data, labor markets, and business performance, contributing to informed economic policies and practices. 4. **SDG 10: Reduced Inequalities** – Modeling techniques can identify and analyze disparities in social and economic data, helping to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – Statistical modeling can assess sustainability practices, resource use, and environmental impacts in various industries. 6. **SDG 13: Climate Action** – Models that incorporate environmental data can help analyze the impacts of climate change and inform mitigation strategies. By addressing these themes, a course on Statistical Modeling can empower students to apply statistical methods to real-world challenges and support sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131103 | Teknik Demografi Statistika | Statistical Demographic Techniques | The Statistical Demographic Techniques course explores methods for analyzing population data and understanding demographic trends. Students learn key concepts such as population dynamics, fertility, mortality, migration, and aging. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, important for understanding demographic data and trends. 2. **SDG 3: Good Health and Well-Being** – Demographic techniques can analyze health-related data, providing insights into population health and trends, including mortality and morbidity rates. 3. **SDG 5: Gender Equality** – Courses often explore gender disparities in demographics, contributing to understanding and addressing issues related to gender equity. 4. **SDG 10: Reduced Inequalities** – Demographic techniques help analyze disparities in population groups, aiding efforts to address social and economic inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Understanding population dynamics is crucial for urban planning, resource allocation, and sustainable community development. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Demographic data can inform policies and programs aimed at improving governance and social stability. By incorporating these themes, a course on Statistical Demographic Techniques can provide students with tools to analyze and address important societal issues, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131203 | Riset Pasar | Market Research | The Market Research course provides students with the skills and knowledge to conduct effective market analysis. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, analytical skills, and research methodologies essential for academic and professional success. 2. **SDG 8: Decent Work and Economic Growth** – Market research plays a crucial role in understanding consumer behavior and business trends, contributing to economic development and job creation. 3. **SDG 10: Reduced Inequalities** – Market research can help identify gaps in products and services across different demographics, promoting inclusivity and equitable access. 4. **SDG 12: Responsible Consumption and Production** – Understanding consumer preferences can inform sustainable marketing practices and encourage responsible consumption behaviors. 5. **SDG 13: Climate Action** – Market research can assess consumer attitudes towards sustainability, helping businesses adapt their strategies to support climate action. 6. **SDG 17: Partnerships for the Goals** – Collaboration with businesses, organizations, and communities during market research can foster partnerships that support sustainable development. By addressing these themes, a course on Market Research can equip students with the skills to analyze market dynamics while promoting sustainable and responsible practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121703 | Pengantar Bayesian Statistika | Introduction to Bayesian Statistics | The Introduction to Bayesian Statistics course introduces students to the principles and applications of Bayesian inference. | 1. **SDG 4: Quality Education** – The course promotes statistical literacy and critical thinking, equipping students with valuable analytical skills for various fields. 2. **SDG 3: Good Health and Well-Being** – Bayesian methods are widely used in healthcare research, including clinical trials and epidemiology, to improve health outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Understanding Bayesian statistics can enhance data-driven decision-making in business, contributing to economic growth and innovation. 4. **SDG 10: Reduced Inequalities** – Bayesian approaches can help analyze disparities in data, enabling more equitable and informed policy decisions. 5. **SDG 12: Responsible Consumption and Production** – Bayesian modeling can be applied to sustainability studies, assessing the impacts of consumption patterns on resources. 6. **SDG 13: Climate Action** – Bayesian techniques are useful for modeling climate data and uncertainties, helping to inform climate change strategies and policies. By integrating these themes, a course on Bayesian Statistics can provide students with the tools to apply statistical methods in addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121803 | Pengendalian Kualitas Statistika | Statistical Quality Control | The Statistical Quality Control course focuses on the application of statistical methods to monitor and improve product quality and manufacturing processes. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, essential for understanding quality control processes in various industries. 2. **SDG 8: Decent Work and Economic Growth** – Effective quality control practices improve product quality and efficiency, contributing to economic growth and job creation in manufacturing and services. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical quality control methods are crucial for maintaining high standards in industrial processes and fostering innovation in product development. 4. **SDG 12: Responsible Consumption and Production** – By ensuring product quality, statistical quality control helps minimize waste and promote sustainable production practices. 5. **SDG 13: Climate Action** – Quality control can also be applied to environmental monitoring and sustainability efforts, helping organizations reduce their environmental impact. By addressing these themes, a course on Statistical Quality Control can equip students with the skills to enhance quality and sustainability in various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130103 | Analisis Perancangan Survey | Survey Design Analysis | The Survey Design and Analysis course provides students with the skills to create, implement, and analyze surveys effectively. | 1. **SDG 4: Quality Education** – The course promotes research skills, critical thinking, and effective data collection methodologies, essential for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Surveys are often used in health research to gather data on health behaviors, access to services, and patient satisfaction, contributing to improved health outcomes. 3. **SDG 10: Reduced Inequalities** – Well-designed surveys can help identify disparities in access to resources and services, promoting equity and inclusion. 4. **SDG 12: Responsible Consumption and Production** – Surveys can assess consumer attitudes and behaviors related to sustainability, helping to inform responsible consumption practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Survey data can be used to evaluate public perceptions of governance, justice, and institutional integrity, informing policy and decision-making. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders during survey design can enhance data collection efforts and foster partnerships that support sustainable development. By integrating these themes, a course on Survey Design and Analysis can equip students with the tools to gather and analyze data that inform decision-making and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130203 | Modern Prediksi dan Machine Learning | Modern Prediction and Machine Learning | The Modern Prediction and Machine Learning course introduces students to the principles and techniques of predictive modeling and machine learning. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, data literacy, and analytical skills, preparing students for careers in data science and related fields. 2. **SDG 3: Good Health and Well-Being** – Machine learning applications in healthcare can improve diagnostics, treatment planning, and personalized medicine, contributing to better health outcomes. 3. **SDG 8: Decent Work and Economic Growth** – By equipping students with advanced data analysis skills, the course supports innovation and economic growth in various industries. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Machine learning techniques can enhance operational efficiency and drive innovation in industrial processes and infrastructure development. 5. **SDG 10: Reduced Inequalities** – Machine learning can be used to analyze data on social inequalities, helping to inform policies aimed at reducing disparities. 6. **SDG 12: Responsible Consumption and Production** – Predictive models can optimize resource use and promote sustainable practices in consumption and production. 7. **SDG 13: Climate Action** – Machine learning can be applied to climate modeling and environmental monitoring, helping to understand and mitigate the impacts of climate change. By integrating these themes, a course on Modern Prediction and Machine Learning can empower students to apply data-driven approaches to address significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130303 | Pengantar Analisis Real | Introduction to Real Analysis | The Introduction to Real Analysis course explores the foundational concepts of real numbers and functions. Students learn about limits, continuity, differentiation, integration, and sequences and series. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, logical reasoning, and a deep understanding of mathematical concepts, which are essential for academic success in mathematics and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Strong foundations in real analysis are vital for careers in finance, economics, engineering, and data science, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Real analysis is fundamental for developing algorithms and models used in various industries, driving innovation and infrastructure development. 4. **SDG 10: Reduced Inequalities** – Mathematical literacy can empower individuals from diverse backgrounds, promoting equal opportunities in STEM fields. 5. **SDG 12: Responsible Consumption and Production** – Concepts from real analysis can inform optimization problems in resource management and sustainable practices. By incorporating these themes, a course on Introduction to Real Analysis can enhance students’ mathematical skills while contributing to broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130403 | Proses Stokastik | Stochastic Processes | The Stochastic Processes course focuses on the study of random processes and their applications in various fields, such as finance, engineering, and statistics. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and mathematical understanding, essential for further studies and careers in fields such as mathematics, statistics, and data science. 2. **SDG 3: Good Health and Well-Being** – Stochastic processes are widely used in healthcare research, including modeling patient flows, disease spread, and treatment outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Applications of stochastic processes in finance, economics, and operations research contribute to informed decision-making and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Stochastic modeling can optimize processes in various industries, enhancing efficiency and innovation in production and service delivery. 5. **SDG 10: Reduced Inequalities** – Stochastic models can be applied to analyze and address inequalities in access to resources and opportunities. 6. **SDG 12: Responsible Consumption and Production** – Understanding variability and uncertainty in resource use can lead to more sustainable production practices. 7. **SDG 13: Climate Action** – Stochastic processes are useful in climate modeling and risk assessment, helping to understand and mitigate the impacts of climate change. By addressing these themes, a course on Stochastic Processes can equip students with the tools to analyze complex systems and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130503 | Analisis Data Spasial | Spatial Data Analysis | The Spatial Data Analysis course focuses on techniques for analyzing and interpreting spatial data, which involves understanding geographic patterns and relationships. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and technical knowledge essential for understanding and interpreting spatial data. 2. **SDG 11: Sustainable Cities and Communities** – Spatial data analysis is crucial for urban planning, resource management, and developing sustainable infrastructure in cities. 3. **SDG 3: Good Health and Well-Being** – Analyzing spatial data can inform public health initiatives, such as tracking disease outbreaks and optimizing healthcare resource distribution. 4. **SDG 10: Reduced Inequalities** – Spatial analysis can help identify disparities in access to services and resources, promoting social equity and targeted interventions. 5. **SDG 12: Responsible Consumption and Production** – Understanding spatial patterns can lead to more sustainable practices in land use, resource management, and environmental conservation. 6. **SDG 13: Climate Action** – Spatial data analysis is vital for understanding climate impacts, modeling environmental changes, and developing strategies for climate adaptation and mitigation. By integrating these themes, a course on Spatial Data Analysis can empower students to leverage spatial information in addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121003 | Analisis Peubah Ganda | Multiple Variable Analysis | The Multiple Variable Analysis course focuses on statistical techniques for analyzing data involving multiple variables simultaneously. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and analytical skills, essential for academic and professional success in data-driven fields. 2. **SDG 3: Good Health and Well-Being** – Multiple variable analysis is commonly applied in health research to understand relationships between various health indicators and outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Techniques learned in the course can be applied in economic analysis, business performance evaluation, and market research, contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – The analysis can identify factors contributing to social and economic disparities, helping to inform policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Multiple variable analysis can assess sustainability practices and resource management, informing responsible production strategies. 6. **SDG 13: Climate Action** – The course may include applications in environmental studies, helping to analyze the impacts of various factors on climate change. By addressing these themes, a course on Multiple Variable Analysis can equip students with the tools to apply statistical methods to real-world problems, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121103 | Analisis Runtun Waktu | Time Series Analysis | The Time Series Analysis course focuses on methods for analyzing data that is collected over time. Students learn to identify patterns, trends, and seasonal effects in time series data, as well as techniques for forecasting future values. | 1. **SDG 4: Quality Education** – The course fosters analytical skills and critical thinking, essential for understanding and interpreting time-dependent data across various fields. 2. **SDG 3: Good Health and Well-Being** – Time series analysis is often used in health research to track disease trends, evaluate treatment effects, and monitor public health indicators over time. 3. **SDG 8: Decent Work and Economic Growth** – Analyzing economic indicators over time helps inform business strategies, economic forecasting, and policy decisions, contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Time series methods can be applied to analyze trends in income, employment, and social indicators, aiding efforts to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – Time series analysis can help monitor resource consumption patterns and evaluate the sustainability of production practices. 6. **SDG 13: Climate Action** – This analysis is crucial for understanding climate data, assessing trends in environmental changes, and informing climate adaptation and mitigation strategies. By integrating these themes, a course on Time Series Analysis can empower students to apply statistical techniques to significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121203 | Perancangan Percobaan | Experiment Design | The Experiment Design course focuses on the principles and methodologies for designing effective experiments to test hypotheses and analyze data. | 1. **SDG 4: Quality Education** – The course enhances research methodology skills and critical thinking, essential for academic and professional success in various fields. 2. **SDG 3: Good Health and Well-Being** – Experimental design is vital in clinical trials and health research, helping to evaluate treatments and interventions effectively. 3. **SDG 8: Decent Work and Economic Growth** – Well-designed experiments can optimize processes in industries, enhancing productivity and contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Experimental methods can help assess the effectiveness of interventions aimed at reducing social and economic disparities. 5. **SDG 12: Responsible Consumption and Production** – Experimental design can be used to test sustainable practices and innovations in production processes. 6. **SDG 13: Climate Action** – Experiments in environmental studies can help evaluate the impacts of various factors on climate change and sustainability efforts. By incorporating these themes, a course on Experimental Design can equip students with the skills to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121303 | Statistika Matematika | Mathematical Statistics | The Mathematical Statistics course provides a rigorous foundation in statistical theory and methodology. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, analytical skills, and a strong foundation in statistical theory, essential for academic and professional success. 2. **SDG 3: Good Health and Well-Being** – Mathematical statistics is fundamental in health research, including clinical trials and epidemiology, helping to analyze health outcomes and inform medical decisions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in statistical methods supports data analysis in various industries, enhancing decision-making and contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Statistical techniques can help identify and analyze disparities in social and economic data, informing policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Understanding statistical methods can support research on sustainability practices and resource management, promoting responsible production. 6. **SDG 13: Climate Action** – Mathematical statistics can be applied in climate modeling and environmental studies, aiding in the analysis of climate data and the evaluation of sustainability efforts. By addressing these themes, a course on Mathematical Statistics can empower students to apply statistical methods to real-world problems, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121403 | Ekonometrika | Econometrics | The Econometrics course focuses on the application of statistical methods to economic data for empirical analysis. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and critical thinking, essential for understanding economic data and relationships. 2. **SDG 3: Good Health and Well-Being** – Econometric methods can analyze health-related data, helping to evaluate healthcare policies and interventions. 3. **SDG 8: Decent Work and Economic Growth** – Econometrics is vital for understanding labor markets, economic growth, and the impact of policies on employment and productivity. 4. **SDG 10: Reduced Inequalities** – The course can focus on analyzing income distribution and social inequalities, helping to inform policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Econometric models can assess the effects of consumption patterns and guide sustainable practices in various sectors. 6. **SDG 13: Climate Action** – Econometrics can be applied to analyze the economic impacts of climate change and the effectiveness of environmental policies. By incorporating these themes, a course on Econometrics can equip students with the tools to analyze economic data and contribute to addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121503 | Kalkulus III | Calculus III | Calculus III is an advanced course that extends the concepts of calculus to multivariable functions. It covers topics such as partial derivatives, multiple integrals, and vector calculus, including line and surface integrals. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and problem-solving skills, forming a foundational element of mathematical education essential for various fields. 2. **SDG 8: Decent Work and Economic Growth** – Calculus is fundamental in many disciplines such as engineering, economics, and data science, which contribute to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is used in optimizing processes and designing systems in engineering and technology, driving innovation in industry. 4. **SDG 10: Reduced Inequalities** – Advanced mathematical skills can empower individuals from diverse backgrounds, promoting equal opportunities in STEM fields. 5. **SDG 12: Responsible Consumption and Production** – Calculus can be applied to model and analyze systems related to resource use, helping to promote sustainable practices. By addressing these themes, a course on Calculus III can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121603 | Matematika Asuransi | Insurance Mathematics | The Insurance Mathematics course focuses on the mathematical and statistical principles used in the insurance industry. | 1. **SDG 3: Good Health and Well-Being** – Insurance mathematics plays a critical role in health insurance, helping to assess risks and manage healthcare costs, which supports access to healthcare. 2. **SDG 8: Decent Work and Economic Growth** – The insurance industry contributes significantly to economic stability and growth, and understanding insurance mathematics can lead to better financial decision-making in businesses. 3. **SDG 10: Reduced Inequalities** – Insurance products can be designed to improve access to financial protection for underserved populations, helping to reduce economic inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Effective risk management and insurance solutions can enhance community resilience against disasters and promote sustainable urban development. 5. **SDG 12: Responsible Consumption and Production** – Insurance mathematics can inform sustainable practices in various industries by assessing risks associated with resource use and environmental impacts. 6. **SDG 13: Climate Action** – The course can address the role of insurance in managing risks related to climate change, helping communities adapt and mitigate the impacts of environmental changes. By incorporating these themes, a course on Insurance Mathematics can equip students with the tools to analyze risks and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120303 | Komputasi Statistika | Statistical Computing | The Statistical Computing course focuses on the use of computational techniques and software tools for statistical analysis. | 1. **SDG 4: Quality Education** – The course enhances technical skills in data analysis and programming, essential for students pursuing careers in statistics and data science. 2. **SDG 3: Good Health and Well-Being** – Statistical computing techniques are often applied in health research to analyze clinical data, improve patient outcomes, and evaluate public health interventions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in statistical computing supports data-driven decision-making in businesses and industries, contributing to economic growth and innovation. 4. **SDG 10: Reduced Inequalities** – Statistical computing can help analyze and visualize disparities in social and economic data, informing policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Techniques learned in the course can be applied to analyze data related to resource management and sustainability practices. 6. **SDG 13: Climate Action** – Statistical computing can be used to model and analyze environmental data, supporting research on climate change and sustainability initiatives. By addressing these themes, a course on Statistical Computing can empower students to apply computational methods to solve real-world problems and contribute to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120403 | Metode Numerik | Numerical Methods | The Numerical Methods course focuses on algorithms and techniques for solving mathematical problems numerically rather than analytically. | 1. **SDG 4: Quality Education** – The course enhances problem-solving and analytical skills, crucial for students in mathematics, engineering, and the sciences. 2. **SDG 8: Decent Work and Economic Growth** – Numerical methods are widely used in various industries, such as engineering, finance, and technology, contributing to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The application of numerical methods is essential in optimizing processes, designing systems, and improving infrastructure, driving technological advancement. 4. **SDG 10: Reduced Inequalities** – Proficiency in numerical methods can empower individuals from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Numerical methods can be applied to model resource use and assess sustainability practices in various sectors. 6. **SDG 13: Climate Action** – These methods are crucial in climate modeling, environmental simulations, and evaluating the impacts of climate change, supporting climate action initiatives. By integrating these themes, a course on Numerical Methods can equip students with the skills to apply computational techniques to real-world challenges, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120503 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with a comprehensive understanding of the principles and practices involved in conducting research. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, research skills, and ethical practices, which are fundamental for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Research methodologies are essential in health research, helping to design studies that evaluate treatments and public health interventions effectively. 3. **SDG 10: Reduced Inequalities** – Methodological approaches can be applied to investigate and address social and economic disparities, informing policies aimed at promoting equity. 4. **SDG 12: Responsible Consumption and Production** – Research methodology can assess sustainable practices, resource management, and environmental impacts, supporting responsible consumption. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Research methodologies can enhance understanding of governance, justice, and social issues, contributing to informed policy-making and institutional integrity. 6. **SDG 17: Partnerships for the Goals** – Collaborative research methods promote partnerships among stakeholders, enhancing data collection and analysis for sustainable development. By integrating these themes, a course on Research Methodology can empower students to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120603 | Sistem Basis Data dan Penelusuran SQL | Database Systems and SQL Search | The Database Systems and SQL Search course provides an overview of database management systems (DBMS) and the Structured Query Language (SQL) used for data manipulation and retrieval. | 1. **SDG 4: Quality Education** – The course enhances technical skills in data management and analysis, which are essential for careers in information technology and data science. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in database systems supports data-driven decision-making in businesses, enhancing efficiency and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Database systems are critical for managing data in various industries, driving innovation and improving infrastructure through effective data handling. 4. **SDG 10: Reduced Inequalities** – Understanding database management can empower individuals from diverse backgrounds to access and analyze data, promoting equal opportunities in technology fields. 5. **SDG 12: Responsible Consumption and Production** – Courses can explore how data management systems contribute to sustainable practices in resource use and operational efficiency. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective data management and analysis are essential for transparency, accountability, and informed decision-making in governance and institutions. By addressing these themes, a course on Database Systems and SQL Search can equip students with the skills to manage and analyze data effectively, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120703 | Statistika Nonparametrik | Nonparametric Statistics | The Nonparametric Statistics course focuses on statistical methods that do not assume a specific distribution for the data. | 1. **SDG 4: Quality Education** – The course fosters statistical literacy and critical thinking skills, essential for understanding data analysis without relying on strict parametric assumptions. 2. **SDG 3: Good Health and Well-Being** – Nonparametric methods are often used in medical research to analyze health data, including studies where data do not meet parametric assumptions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in nonparametric statistics supports data analysis in various fields, contributing to informed decision-making in businesses and industries. 4. **SDG 10: Reduced Inequalities** – Nonparametric techniques can be useful in analyzing data that reflect social inequalities, helping to inform policies aimed at reducing disparities. 5. **SDG 12: Responsible Consumption and Production** – These methods can be applied to assess consumer preferences and behaviors in sustainability studies, promoting responsible practices. 6. **SDG 13: Climate Action** – Nonparametric statistics can be employed in environmental research to analyze data related to climate change, supporting initiatives for climate action. By integrating these themes, a course on Nonparametric Statistics can equip students with the tools to analyze diverse data sets and contribute to addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120803 | Teori Peluang | Probability Theory | The Probability Theory course provides a foundational understanding of the principles and concepts of probability. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and analytical skills, providing a foundational understanding of probabilistic concepts essential for various fields. 2. **SDG 3: Good Health and Well-Being** – Probability theory is crucial in health research, particularly in modeling risks, evaluating treatment effectiveness, and analyzing clinical trial data. 3. **SDG 8: Decent Work and Economic Growth** – Knowledge of probability supports decision-making in finance, insurance, and economics, contributing to economic growth and stability. 4. **SDG 10: Reduced Inequalities** – Probability models can help analyze social and economic disparities, informing policies aimed at promoting equity and reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Probability theory can be applied to assess risks and uncertainties in resource management and sustainable practices. 6. **SDG 13: Climate Action** – Probability models are essential for understanding climate risks, predicting environmental changes, and informing climate adaptation strategies. By addressing these themes, a course on Probability Theory can equip students with the skills to apply probabilistic methods to real-world problems, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120903 | Analisis Data Kategorik | Categorical Data Analysis | The Categorical Data Analysis course focuses on statistical methods for analyzing data that can be categorized into discrete groups or categories. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and critical thinking skills, providing students with essential tools for analyzing categorical data across various fields. 2. **SDG 3: Good Health and Well-Being** – Categorical data analysis is often used in health research, such as evaluating treatment outcomes and understanding health disparities. 3. **SDG 10: Reduced Inequalities** – The methods learned can help analyze social and economic inequalities by examining categorical variables related to demographics and access to resources. 4. **SDG 12: Responsible Consumption and Production** – Analyzing consumer behavior and preferences through categorical data can inform sustainable practices and marketing strategies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Categorical data analysis can evaluate public opinion, governance issues, and social justice initiatives, contributing to informed policy-making. 6. **SDG 8: Decent Work and Economic Growth** – The skills gained can be applied in various sectors to analyze workforce data, job satisfaction, and organizational outcomes. By integrating these themes, a course on Categorical Data Analysis can equip students with the skills to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110403 | Kalkulus II | Calculus II | Calculus II is an intermediate course that builds on the concepts introduced in Calculus I, focusing primarily on integral calculus and its applications. | 1. **SDG 4: Quality Education** – The course develops critical thinking and problem-solving skills, providing a strong foundation in mathematics essential for various academic and professional pursuits. 2. **SDG 8: Decent Work and Economic Growth** – Calculus is fundamental in fields such as engineering, economics, and data science, supporting innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is applied in optimizing processes, modeling systems, and designing infrastructure, driving technological advancement. 4. **SDG 10: Reduced Inequalities** – A solid understanding of calculus can empower students from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Calculus can be used to model and analyze systems related to resource use and sustainability practices. 6. **SDG 13: Climate Action** – Techniques learned in Calculus II can be applied to environmental modeling and analyzing data related to climate change. By addressing these themes, a course on Calculus II can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110503 | Algoritma dan Pemrograman | Algorithms and Programming | The Algorithms and Programming course introduces students to fundamental concepts in computer science, focusing on algorithm design, analysis, and implementation. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, problem-solving skills, and computational literacy, which are essential for a solid foundation in computer science and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in algorithms and programming supports innovation and efficiency in various industries, contributing to economic development and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding algorithms is crucial for developing efficient systems and technologies that drive innovation and improve infrastructure. 4. **SDG 10: Reduced Inequalities** – Skills in programming can empower individuals from diverse backgrounds to participate in technology and software development, promoting equal opportunities in the tech industry. 5. **SDG 12: Responsible Consumption and Production** – Algorithms can be applied to optimize resource use and improve sustainability practices in various sectors. 6. **SDG 13: Climate Action** – Programming and algorithmic techniques can be used in climate modeling, data analysis, and environmental monitoring, supporting efforts to address climate change. By incorporating these themes, a course on Algorithms and Programming can equip students with the skills to tackle real-world problems and contribute to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110602 | Logika Matematika | Mathematical Logic | The Mathematical Logic course explores the principles and foundations of logical reasoning within mathematics. | 1. **SDG 4: Quality Education** – The course enhances critical thinking, reasoning skills, and a foundational understanding of formal logic, which are essential for academic success in mathematics and computer science. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in logic is valuable in fields like computer science, artificial intelligence, and data analysis, contributing to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Logical reasoning is critical for developing algorithms, optimizing processes, and creating technologies that foster innovation and infrastructure development. 4. **SDG 10: Reduced Inequalities** – A strong foundation in logic can empower students from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities and reducing barriers to entry. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding logical frameworks supports informed decision-making and ethical reasoning, which are important in governance and public policy. By addressing these themes, a course on Mathematical Logic can equip students with essential skills that contribute to various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110703 | Pengantar Data Sains | Introduction to Data Science | The Introduction to Data Science course provides an overview of the fundamental concepts and techniques used in data science. | 1. **SDG 4: Quality Education** – The course promotes data literacy and critical thinking skills, providing students with the foundational knowledge needed for academic and professional success in data-driven fields. 2. **SDG 3: Good Health and Well-Being** – Data science techniques are used in health research to analyze patient data, evaluate healthcare outcomes, and improve public health strategies. 3. **SDG 8: Decent Work and Economic Growth** – Skills in data science are highly sought after in the job market, contributing to economic growth and innovation across various industries. 4. **SDG 10: Reduced Inequalities** – Data science can be employed to analyze and address social and economic disparities, helping to inform policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Data science can assist in optimizing resource use and analyzing consumer behavior, promoting sustainability in production and consumption patterns. 6. **SDG 13: Climate Action** – Data science methods are crucial for climate modeling, analyzing environmental data, and informing strategies for climate adaptation and mitigation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Data analysis can support transparency, accountability, and informed decision-making in governance and public policy. By incorporating these themes, a course on Introduction to Data Science can equip students with the skills to analyze and interpret data effectively, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110803 | Teknik Pengambilan Sampel | Sampling Technique | The Sampling Techniques course focuses on methods for selecting and analyzing samples from larger populations. | 1. **SDG 4: Quality Education** – The course enhances understanding of statistical methodologies and critical thinking, essential for conducting effective research in various fields. 2. **SDG 3: Good Health and Well-Being** – Sampling techniques are vital in health research, including clinical trials and public health studies, helping to gather representative data for evaluating health outcomes. 3. **SDG 10: Reduced Inequalities** – Proper sampling methods can help identify and analyze disparities in social and economic data, informing policies aimed at reducing inequalities. 4. **SDG 12: Responsible Consumption and Production** – Sampling can be used to assess consumer behavior and preferences, contributing to sustainable practices in production and marketing. 5. **SDG 13: Climate Action** – Sampling techniques are essential for environmental studies, allowing researchers to gather data on climate-related variables and assess the impact of various factors on the environment. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective sampling is crucial for surveys and studies that inform policy-making and governance, supporting transparency and accountability. By addressing these themes, a course on Sampling Techniques can equip students with the skills to conduct meaningful research and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120103 | Aljabar Linier | Linear Algebra | The Linear Algebra course provides an introduction to the study of vectors, vector spaces, and linear transformations. | 1. **SDG 4: Quality Education** – The course develops critical thinking and problem-solving skills, forming a foundational element of mathematics education that is essential for various disciplines. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in linear algebra is crucial for careers in fields like data science, engineering, and economics, supporting innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Linear algebra is applied in optimizing processes, modeling systems, and developing technologies that drive industrial innovation and improve infrastructure. 4. **SDG 10: Reduced Inequalities** – A solid understanding of linear algebra can empower individuals from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Techniques from linear algebra can be applied to optimize resource allocation and production processes, contributing to sustainability efforts. 6. **SDG 13: Climate Action** – Linear algebra methods can be utilized in climate modeling and environmental data analysis, supporting research and strategies for addressing climate change. By integrating these themes, a course on Linear Algebra can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120203 | Analisis Regresi | Regression Analysis | Regression Analysis is a statistical course that focuses on understanding relationships between variables. Students learn various techniques to model and analyze data, including simple linear regression, multiple regression, and logistic regression. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, providing students with the tools to conduct meaningful data analysis in various fields. 2. **SDG 3: Good Health and Well-Being** – Regression analysis is widely used in health research to evaluate the effectiveness of treatments, identify risk factors, and inform public health policies. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in regression analysis supports data-driven decision-making in business and economics, contributing to innovation and economic growth. 4. **SDG 10: Reduced Inequalities** – Regression techniques can help analyze disparities in income, education, and healthcare access, informing policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Regression analysis can be applied to study consumer behavior and optimize resource use, supporting sustainable practices. 6. **SDG 13: Climate Action** – Regression models are essential for analyzing environmental data, assessing climate change impacts, and informing strategies for mitigation and adaptation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Regression analysis can be used to evaluate the effectiveness of policies and programs in governance, contributing to transparency and accountability. By addressing these themes, a course on Regression Analysis can equip students with valuable skills to analyze data effectively and contribute to sustainable development goals. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110102 | Al-Arabiyyah Li al-Tamhidiy | Arabic Me Primer | is typically an introductory course designed to help learners begin their journey in understanding and speaking Arabic. The course focuses on basic vocabulary, essential phrases, and fundamental grammar rules, often incorporating listening and speaking exercises to enhance communication skills. Students may also explore cultural aspects of Arabic-speaking countries, providing context for the language. Overall, it aims to build a strong foundation for further study in Arabic. | 1. Goal 4: Quality Education – Promoting inclusive and equitable quality education and lifelong learning opportunities. 2. Goal 10: Reduced Inequality – Reducing inequality within and among countries, which can include language and cultural education. 3. Goal 16: Peace, Justice, and Strong Institutions – Fostering peaceful and inclusive societies, which often involves understanding diverse cultures and languages. If you have specific topics from the course in mind, I can help identify more precise connections to the SDGs! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134602 | Filsafat Bahasa | Philosophy of Language | The “Philosophy of Language” course explores how language works and what it means. Students learn about key ideas like meaning, how words connect to things, and how we use language to communicate. The course looks at different thinkers and their views on these topics, helping students understand the deeper questions about language and its role in our lives. | 1. Goal 4: Quality Education – This goal emphasizes the importance of education in promoting critical thinking and understanding complex ideas, which is central to philosophical inquiry. 2. Goal 10: Reduced Inequality – Language can be a barrier to access; exploring the philosophy of language can help address issues of language equity and the role of language in social structures. 3. Goal 16: Peace, Justice, and Strong Institutions – Understanding language’s role in communication, conflict resolution, and the construction of societal norms aligns with efforts to promote peaceful societies. 4. Goal 17: Partnerships for the Goals – Language is crucial for international collaboration and understanding, fostering partnerships across cultures and disciplines. If there are specific themes or topics within the course you’re curious about, I can provide more detailed connections! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133902 | Perkembangan Islam Kontemporer | Contemporary Islamic Development | The “Contemporary Islamic Development” course examines the social, economic, and political transformations within the Islamic world today. It covers topics such as modernity, globalization, and the role of Islam in contemporary society. | 1. Goal 1: No Poverty – Discussing Islamic perspectives on poverty alleviation and economic justice. 2. Goal 4: Quality Education – Examining the role of education in Islamic societies and its importance for development. 3. Goal 8: Decent Work and Economic Growth – Addressing economic development within Islamic frameworks, including ethical business practices and social responsibility. 4. Goal 10: Reduced Inequality – Exploring issues of social justice, equity, and the role of Islamic teachings in promoting inclusive societies. 5. Goal 16: Peace, Justice, and Strong Institutions – Investigating the relationship between Islamic governance, justice, and institutional development. 6. Goal 17: Partnerships for the Goals – Encouraging collaboration between Islamic organizations and other global initiatives to achieve sustainable development. These connections can help contextualize Islamic principles within broader development goals. If you have specific topics or themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134002 | Bahasa Arab Kontemporer | contemporary Arabic | The “Contemporary Arabic” course focuses on modern Arabic language and culture. Students learn to read, write, and speak in contemporary contexts, exploring current events, literature, and media. | 1. Goal 4: Quality Education – Promoting language learning and literacy, which is essential for education and cultural understanding. 2. Goal 10: Reduced Inequality – Fostering awareness of linguistic and cultural diversity, which can help reduce inequalities within societies. 3. Goal 16: Peace, Justice, and Strong Institutions – Exploring the role of language in communication and social cohesion, contributing to peaceful and inclusive societies. 4. Goal 17: Partnerships for the Goals – Encouraging cross-cultural communication and collaboration, essential for achieving global partnerships. If there are specific themes or aspects of the course you’re interested in, I can provide more tailored connections! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134102 | HAM Dunia Arab | Arab World Human Rights | The “Arab World Human Rights” course explores human rights issues in Arab countries. Students learn about key topics like freedom of expression, gender rights, and social justice. The course examines both challenges and progress in the region, discussing the role of governments, NGOs, and international organizations. By studying case studies and current events, students gain a deeper understanding of human rights in the Arab world and the ongoing efforts to promote them. | 1. Goal 5: Gender Equality – Examining women’s rights and gender issues in the Arab world, addressing inequalities and promoting empowerment. 2. Goal 10: Reduced Inequality – Focusing on marginalized groups and advocating for their rights, thus aiming to reduce inequalities within societies. 3. Goal 16: Peace, Justice, and Strong Institutions – Investigating issues related to justice, governance, and the rule of law, which are central to human rights. 4. Goal 17: Partnerships for the Goals – Promoting collaboration among various stakeholders, including governments, NGOs, and international organizations, to advance human rights. These goals reflect the course’s emphasis on understanding and advocating for human rights within the context of the Arab world. If you have specific topics in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134202 | Lughah Ammiah | His face is international | It seems like you are asking about a university course, but the phrase “His face is international” isn’t clear. Could you clarify what you mean, or provide more context? Are you referring to a course about international relations, international studies, or something else? I’d be happy to help with a simple description once I understand more! | 1. Goal 4: Quality Education – Promoting education that fosters understanding of global issues, cultural diversity, and human rights. 2. Goal 10: Reduced Inequality – Addressing issues of inequality and discrimination on a global scale, possibly focusing on marginalized communities. 3. Goal 16: Peace, Justice, and Strong Institutions – Exploring themes of justice, peacebuilding, and the role of international frameworks in promoting human rights. 4. Goal 17: Partnerships for the Goals – Emphasizing the importance of global cooperation and partnerships in addressing international challenges. If the course focuses on specific themes or contexts, I can help refine these connections further! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134302 | Bahasa dan Kebudayaan Persia | Persian Language and Culture | A university course on Persian Language and Culture introduces students to the Persian (Farsi) language and the rich cultural heritage of Persian-speaking countries, primarily Iran. The course typically covers basic language skills like reading, writing, speaking, and listening, along with an exploration of Persian literature, history, traditions, art, and music. Students gain an understanding of the Persian-speaking world’s contributions to global culture and its historical and contemporary significance. | 1. **Goal 4: Quality Education** – Promoting language learning and cultural education, which are essential for personal and societal development. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic and cultural diversity, which can help address issues of inequality and discrimination. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring how language and culture contribute to social cohesion and understanding, essential for building peaceful societies. 4. **Goal 17: Partnerships for the Goals** – Encouraging cross-cultural communication and collaboration, which is vital for achieving global partnerships and understanding. These connections highlight the importance of language and culture in fostering a more inclusive and educated society. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134402 | Aksara Arab dalam Budaya Lokal | Arabic Script in Local Culture | A university course on Arabic Script in Local Culture explores how the Arabic script is used in various languages and cultures around the world. The course examines the history and development of Arabic writing, its influence on calligraphy, and its adaptation in non-Arabic languages such as Persian, Urdu, and Malay | 1. **Goal 4: Quality Education** – Focusing on literacy and education related to the Arabic script, which is essential for cultural transmission and personal development. 2. **Goal 10: Reduced Inequality** – Addressing issues of cultural representation and access to education in Arabic, helping to reduce inequalities related to language. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic script and local culture contribute to community identity and cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and script in communication, identity, and social justice within communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and local communities to promote understanding and appreciation of Arabic culture. These connections highlight the importance of language and culture in fostering education and social cohesion. If you have specific aspects of the course in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134502 | Tafahum Tsaqafy | Educational understanding | A university course titled “Educational Understanding” typically focuses on developing students’ knowledge of the fundamental principles, theories, and practices in education. It explores how individuals learn, how educational systems are structured, and the impact of social, cultural, and historical contexts on education. | 1. **Goal 4: Quality Education** – Emphasizing the importance of inclusive and equitable quality education, and the need for lifelong learning opportunities. 2. **Goal 5: Gender Equality** – Exploring how education can promote gender equality and empower all individuals, especially women and girls. 3. **Goal 10: Reduced Inequality** – Addressing disparities in education access and outcomes, focusing on marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of education in fostering understanding, social cohesion, and democratic values. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration among educational institutions, communities, and governments to enhance educational outcomes. These connections reflect the course’s focus on understanding the broader implications of education in society. If there are specific themes or topics you’re curious about, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133202 | Seminar Pra Skripsi | Pre-Thesis Seminar | A Pre-Thesis Seminar is a graduate-level course designed to guide students as they prepare for their thesis research. It helps students refine their research topics, develop a detailed proposal, and plan the structure of their thesis. The course typically includes the following components | 1. **Goal 4: Quality Education** – Fostering critical thinking, research skills, and academic writing, which are essential for higher education and informed scholarship. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encouraging innovative research methodologies and approaches that can contribute to advancements in various fields. 3. **Goal 10: Reduced Inequality** – If the seminar includes topics on equitable research practices, it can address issues related to access and representation in academic discourse. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting research that addresses social justice, governance, and institutional integrity can contribute to this goal. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration in research, which can involve interdisciplinary and community partnerships. These connections emphasize the role of academic research in promoting education and addressing global challenges. If you have specific aspects of the seminar in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133302 | Linguistik Komputasi | Computational Linguistics | Computational Linguistics is an interdisciplinary university course that blends linguistics and computer science to study how computers can process and analyze human language. It typically covers the following topics | 1. **Goal 4: Quality Education** – Enhancing educational tools and resources through technology, promoting language learning and accessibility. 2. **Goal 8: Decent Work and Economic Growth** – Contributing to job creation in the tech industry and fostering innovation through language technologies. 3. **Goal 10: Reduced Inequality** – Developing language processing tools that support underrepresented languages and improve access to information for diverse populations. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Using language technologies to promote transparency, access to information, and improved communication in governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between linguists, computer scientists, and social scientists to tackle complex language-related challenges. These connections highlight the potential of computational linguistics to impact education, industry, and social equity. If you have specific themes or topics in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133402 | Budaya Digital | Digital Culture | Digital Culture is an interdisciplinary university course that explores the impact of digital technologies on society, culture, and individual behavior. | 1. **Goal 4: Quality Education** – Promoting digital literacy and access to educational resources, fostering critical thinking about digital content. 2. **Goal 8: Decent Work and Economic Growth** – Examining the impact of digital culture on job creation, innovation, and the gig economy. 3. **Goal 10: Reduced Inequality** – Addressing digital divides and ensuring equitable access to technology and information for marginalized groups. 4. **Goal 11: Sustainable Cities and Communities** – Exploring how digital culture influences urban living, community engagement, and smart city initiatives. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of digital media in promoting transparency, civic engagement, and social justice. 6. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration between tech companies, educational institutions, and communities to foster inclusive digital environments. These connections reflect the significant impact of digital culture on various societal aspects. If you have specific topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133502 | Al Fan al Araby | Al-Fan Al-Arabi | Al-Fan Al-Arabi (Arabic Arts) is a university course that explores the rich and diverse artistic heritage of the Arab world. This course typically covers various forms of art, including visual arts, literature, music, and theater, with a focus on their historical, cultural, and social contexts. | 1. **Goal 4: Quality Education** – Promoting the understanding and appreciation of Arabic art, contributing to cultural education and awareness. 2. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in the arts, fostering appreciation for diverse cultural expressions within the Arab world. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic art contributes to cultural identity, community engagement, and urban development. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of art in promoting social justice, dialogue, and cultural expression. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between artists, cultural institutions, and educational entities to promote and preserve Arabic art. These connections highlight the role of Arabic art in fostering education, community, and cultural understanding. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133602 | Kajian Al-Qur’an | Al-Qur’an Study | Al-Qur’an Study is a university course focused on the comprehensive exploration of the Qur’an, the holy book of Islam. This course typically covers various aspects, including theological, linguistic, historical, and cultural dimensions of the Qur’an. | 1. **Goal 4: Quality Education** – Promoting literacy and critical thinking through the study of the Qur’an, fostering a deeper understanding of religious texts and their interpretations. 2. **Goal 5: Gender Equality** – Exploring themes related to gender within Islamic teachings and the Qur’an, promoting discussions about women’s rights and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes present in the Qur’an, which can contribute to discussions on equity and inclusivity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the Qur’an’s teachings on justice, ethics, and social harmony, which can inform efforts towards building peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration among different religious and cultural groups, promoting mutual understanding and respect. These connections highlight how the study of the Qur’an can contribute to broader educational, social, and ethical goals. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133702 | Kajian Hadits | Hadith Studies | Hadith Studies is a university course that focuses on the examination and interpretation of hadith, which are the recorded sayings, actions, and approvals of the Prophet Muhammad. This course typically covers various aspects, including the history, methodology, and significance of hadith in Islamic tradition. | 1. **Goal 4: Quality Education** – Promoting literacy and understanding of Islamic teachings through the study of Hadith, fostering critical thinking and religious education. 2. **Goal 5: Gender Equality** – Exploring the roles of women in Hadith and the implications for gender rights and equality in Islamic contexts. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes found in Hadith, promoting discussions about equity and inclusivity in society. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating ethical and moral teachings in Hadith that promote justice, peace, and community cohesion. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration among diverse religious and cultural groups, fostering mutual understanding. These connections highlight how Hadith studies can contribute to broader educational, social, and ethical discussions. If you have specific aspects in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133802 | Statistika Bahasa | Language Statistics | Language Statistics is a university course that focuses on the application of statistical methods to the analysis of language data. This course is particularly relevant for students in linguistics, applied linguistics, and related fields, emphasizing how quantitative techniques can be used to study linguistic phenomena. | 1. **Goal 4: Quality Education** – Promoting statistical literacy and analytical skills, which are essential for understanding language data and its implications. 2. **Goal 10: Reduced Inequality** – Analyzing language use and accessibility can highlight disparities among different linguistic groups, fostering discussions on inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Supporting industries that rely on language data, such as translation, localization, and language technology, contributing to economic growth. 4. **Goal 11: Sustainable Cities and Communities** – Using language statistics to understand communication needs within diverse communities, aiding in better urban planning and services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Analyzing language use in public discourse can contribute to discussions about civic engagement and social justice. These connections illustrate the relevance of language statistics in addressing educational, social, and economic issues. If you have specific themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132502 | Filsafat dan Pemikiran Islam | Islamic Philosophy and Thought | Islamic Philosophy and Thought is a university course that explores the development of philosophical ideas and intellectual traditions within the Islamic context. | 1. **Goal 4: Quality Education** – Promoting critical thinking, philosophical inquiry, and a deeper understanding of ethical and moral issues within Islamic contexts. 2. **Goal 5: Gender Equality** – Examining philosophical discussions around gender roles, rights, and the empowerment of women in Islamic thought. 3. **Goal 10: Reduced Inequality** – Addressing themes of justice, equity, and social responsibility found in Islamic philosophy, which can contribute to broader discussions about inequality. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of Islamic philosophy in promoting peace, justice, and ethical governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith and intercultural dialogue, fostering understanding and collaboration among diverse communities. These connections highlight how Islamic philosophy can contribute to educational and social objectives in a contemporary context. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132602 | Semiotika | Semiotics | Semiotics is a university course that explores the study of signs, symbols, and their meanings within various contexts. It is an interdisciplinary field that draws from linguistics, philosophy, anthropology, and cultural studies. | 1. **Goal 4: Quality Education** – Promoting critical thinking and analytical skills through the study of signs, symbols, and meanings in various contexts. 2. **Goal 10: Reduced Inequality** – Exploring how semiotics can address issues of representation and inclusivity in communication, media, and culture. 3. **Goal 11: Sustainable Cities and Communities** – Understanding how signs and symbols influence urban planning, public spaces, and community identity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of communication and symbolism in social movements, governance, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration among linguists, cultural theorists, and social scientists to tackle complex issues related to communication and meaning. These connections emphasize the relevance of semiotics in various fields and its potential impact on social, cultural, and educational issues. If you have specific themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132702 | Istima’ Lanjutan | Istima’ Continued | Istima’ Continued is a university course that builds upon foundational concepts of Istima’, which refers to the study of listening and comprehension skills in the context of language learning, particularly in Arabic. | 1. **Goal 4: Quality Education** – Enhancing language skills and fostering deeper understanding and communication, which are crucial for educational development. 2. **Goal 10: Reduced Inequality** – Promoting inclusivity by improving language access for diverse communities, helping to reduce linguistic and cultural barriers. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Developing listening skills can aid in effective communication and conflict resolution, contributing to social cohesion. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and understanding between different cultures through improved language proficiency and communication. These connections highlight the importance of language skills in education and social integration. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132802 | Muthalaah Lanjutan | Muthalaah Continued | Muthalaah Continued is a university course that serves as an advanced level study of Muthalaah, which typically focuses on the reading and comprehension of texts in Arabic. This course is designed for students who have already acquired foundational skills in Arabic reading and are looking to deepen their understanding of more complex texts. | 1. **Goal 4: Quality Education** – Promoting literacy and critical reading skills, which are essential for educational success and lifelong learning. 2. **Goal 10: Reduced Inequality** – Enhancing access to reading materials in Arabic can help bridge educational gaps and promote inclusivity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Developing strong comprehension skills can support informed citizenship and engagement in civic life, contributing to social stability. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaborative learning and cultural exchange through improved reading skills, fostering understanding among diverse communities. These connections highlight the significance of reading proficiency in education and social integration. If you have specific themes or aspects of the course in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132902 | Media dan Desain Grafik | Media and Graphic Design | Media and Graphic Design is a university course that focuses on the principles and practices of visual communication through various media forms. This course is typically interdisciplinary, combining aspects of design theory, digital technology, and artistic creativity. | 1. **Goal 4: Quality Education** – Promoting creativity and technical skills in media and design, essential for effective communication and education. 2. **Goal 8: Decent Work and Economic Growth** – Supporting job creation in the creative industries and fostering innovation through design and media projects. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Encouraging technological advancements and innovative practices in media production and graphic design. 4. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in media content, promoting diverse voices and perspectives. 5. **Goal 11: Sustainable Cities and Communities** – Exploring the role of design in urban planning, public spaces, and community engagement through media. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating how media and design can promote social justice, awareness, and civic engagement. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among designers, media professionals, and community organizations to achieve shared goals. These connections illustrate the impact of media and graphic design on education, economic growth, and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133002 | Ekonomi Syariah | Sharia Economics | Sharia Economics is a university course that focuses on the principles and applications of economic systems based on Islamic law (Sharia). This course examines how Islamic teachings influence economic behavior, financial transactions, and resource allocation. | 1. **Goal 1: No Poverty** – Exploring principles of economic justice and wealth distribution in Islamic finance, aimed at poverty alleviation. 2. **Goal 4: Quality Education** – Promoting understanding of economic principles based on Sharia, which can enhance financial literacy and education. 3. **Goal 8: Decent Work and Economic Growth** – Focusing on ethical business practices and sustainable economic development within the framework of Islamic finance. 4. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the role of Islamic finance in reducing economic disparities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the importance of ethical governance and institutional integrity in economic systems. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between financial institutions, governments, and communities to promote sustainable economic practices. These connections highlight the relevance of Sharia economics in promoting sustainable development and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133102 | Hukum Syariah | Sharia Law | Sharia Law is a university course that provides an in-depth study of Islamic law (Sharia), its sources, principles, and applications in various aspects of life. | 1. **Goal 4: Quality Education** – Promoting understanding of legal principles and ethical frameworks within Islamic law, contributing to legal education and literacy. 2. **Goal 5: Gender Equality** – Examining issues of women’s rights and gender equity within the context of Sharia, promoting discussions about empowerment and social justice. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the role of Sharia in protecting the rights of marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the principles of justice, governance, and the rule of law as outlined in Sharia, contributing to effective legal frameworks. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration between different legal and cultural systems to promote understanding and coexistence. These connections highlight the relevance of Sharia law in discussions around justice, education, and social equity. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132002 | Bahasa dan Kebudayaan Persia | Persian Language and Culture | Persian Language and Culture is a university course designed to introduce students to the Persian language (Farsi) and the rich cultural heritage of Persian-speaking communities. | 1. **Goal 4: Quality Education** – Promoting language learning and cultural education, essential for personal development and understanding diverse perspectives. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic and cultural diversity, which can help address inequalities within society. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Persian culture contributes to community identity and cohesion, enhancing social integration. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and culture in promoting dialogue, understanding, and social harmony. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, cultural organizations, and communities to promote and preserve Persian culture. These connections highlight the importance of language and culture in fostering education and social cohesion. If you have specific themes or aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132102 | Aksara Arab dalam Budaya Lokal | Arabic Script in Local Culture | Arabic Script in Local Culture is a university course that explores the significance and applications of Arabic script within various cultural contexts. | 1. **Goal 4: Quality Education** – Promoting literacy and understanding of Arabic script, which is essential for educational development and cultural transmission. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation and access to education in Arabic script, fostering inclusivity for Arabic speakers and learners. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic script contributes to local cultural identity, community engagement, and urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and script in communication, identity, and social cohesion, contributing to peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and local communities to promote and preserve Arabic culture. These connections highlight the significance of Arabic script in fostering education, cultural understanding, and social cohesion. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132202 | Tafahum Tsaqafy | Educational understanding | Educational Understanding is a university course that explores the principles and theories of education, focusing on how individuals learn and the factors that influence learning processes. | 1. **Goal 4: Quality Education** – Focusing on promoting inclusive and equitable quality education, critical thinking, and understanding of educational principles. 2. **Goal 5: Gender Equality** – Exploring the role of education in promoting gender equality and empowering all individuals, particularly women and girls. 3. **Goal 10: Reduced Inequality** – Addressing educational disparities and promoting access to quality education for marginalized and underrepresented groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating how education fosters understanding, civic engagement, and social cohesion, contributing to peace and justice. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, communities, and organizations to enhance educational outcomes and equity. These connections highlight the course’s relevance in addressing key educational and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132302 | Filsafat Bahasa | Philosophy of Language | Philosophy of Language is a university course that explores fundamental questions about language, its nature, and its relationship to reality, thought, and communication. | 1. **Goal 4: Quality Education** – Promoting critical thinking and analytical skills through the exploration of language, meaning, and communication, essential for a well-rounded education. 2. **Goal 5: Gender Equality** – Examining language’s role in shaping gender perceptions and discussing the impact of language on gender equity. 3. **Goal 10: Reduced Inequality** – Investigating how language influences social structures and power dynamics, addressing issues related to language access and representation. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring the relationship between language, discourse, and social justice, including the role of language in conflict resolution and communication. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguistics, philosophy, and social sciences to address complex issues related to language and society. These connections highlight the course’s importance in understanding the interplay between language and various social, educational, and ethical issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03140206 | Skripsi | thesis | Thesis is a university course that guides students through the process of conducting independent research and writing a comprehensive academic paper on a specific topic within their field of study. | 1. **Goal 4: Quality Education** – Promoting in-depth research skills, critical thinking, and the application of knowledge, essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging research that may contribute to innovation and practical applications in various fields, supporting economic growth. 3. **Goal 10: Reduced Inequality** – Addressing social issues through research that focuses on marginalized groups and aims to reduce disparities in various contexts. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating themes related to justice, governance, and social issues, contributing to better institutional practices and societal understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration with academic advisors, peers, and communities, fostering partnerships for effective research outcomes. These connections emphasize the relevance of thesis work in contributing to educational, social, and economic objectives. If you have specific themes or aspects of the thesis in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03140306 | Skripsi | thesis | Thesis is a university course that guides students through the process of conducting independent research and writing a comprehensive academic paper on a specific topic within their field of study. | 1. **Goal 4: Quality Education** – Promoting in-depth research skills, critical thinking, and the application of knowledge, essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging research that may contribute to innovation and practical applications in various fields, supporting economic growth. 3. **Goal 10: Reduced Inequality** – Addressing social issues through research that focuses on marginalized groups and aims to reduce disparities in various contexts. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating themes related to justice, governance, and social issues, contributing to better institutional practices and societal understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration with academic advisors, peers, and communities, fostering partnerships for effective research outcomes. These connections emphasize the relevance of thesis work in contributing to educational, social, and economic objectives. If you have specific themes or aspects of the thesis in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132402 | Gerakan Politik Timur Tengah | Middle Eastern Political Movements | Middle Eastern Political Movements is a university course that examines the various political movements and ideologies that have emerged in the Middle East, analyzing their historical contexts, goals, and impacts on regional and global politics. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of political movements in promoting social justice, governance, and conflict resolution in the Middle East. 2. **Goal 10: Reduced Inequality** – Addressing issues of inequality and marginalization within political movements, exploring how these movements advocate for the rights of diverse groups. 3. **Goal 4: Quality Education** – Promoting awareness and understanding of political theories and movements, which contributes to informed citizenship and civic engagement. 4. **Goal 5: Gender Equality** – Investigating the role of women in political movements and how these movements address gender issues within their agendas. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and dialogue between different political and social groups, fostering understanding and cooperative efforts in the region. These connections highlight the course’s relevance in understanding the dynamics of political movements and their impact on social, economic, and political issues in the Middle East. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131302 | Kajian Al-Qur’an | Al-Qur’an Study | Al-Qur’an Study is a university course that focuses on the study of the Qur’an, the holy book of Islam, exploring its text, themes, historical context, and interpretations | 1. **Goal 4: Quality Education** – Promoting literacy, understanding of religious texts, and critical thinking through the study of the Qur’an. 2. **Goal 5: Gender Equality** – Exploring gender roles and rights as interpreted in the Qur’an, fostering discussions about women’s empowerment within Islamic contexts. 3. **Goal 10: Reduced Inequality** – Addressing themes of justice and equity found in the Qur’an, contributing to discussions on social justice and inclusivity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the Qur’an’s teachings on justice, ethics, and community cohesion, which can inform peacebuilding efforts. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration, fostering understanding between diverse communities and promoting mutual respect. These connections illustrate the relevance of Qur’anic studies in educational, social, and ethical contexts. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131402 | Kajian Hadits | Hadith Studies | Hadith Studies is a university course that focuses on the examination and interpretation of hadith, which are the recorded sayings, actions, and approvals of the Prophet Muhammad. This course typically covers various aspects, including the history, methodology, and significance of hadith in Islamic tradition. | 1. **Goal 4: Quality Education** – Promoting literacy and critical thinking through the study of Hadith, enhancing understanding of Islamic teachings and ethical principles. 2. **Goal 5: Gender Equality** – Examining the roles and rights of women as discussed in Hadith, fostering discussions about gender equity and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes within Hadith, promoting equity and the rights of marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating ethical and moral teachings in Hadith that promote justice, community cohesion, and governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and cooperation among different communities, fostering mutual understanding and respect. These connections highlight how Hadith studies contribute to broader discussions on education, social justice, and ethical governance. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131502 | Statistika Bahasa | Language Statistics | Language Statistics is a university course that focuses on the application of statistical methods to the analysis of language data. This course is particularly relevant for students in linguistics, applied linguistics, and related fields, emphasizing how quantitative techniques can be used to study linguistic phenomena. | 1. **Goal 4: Quality Education** – Promoting statistical literacy and analytical skills, essential for understanding language data and fostering critical thinking. 2. **Goal 10: Reduced Inequality** – Analyzing language use and accessibility can highlight disparities among different linguistic groups, contributing to discussions on inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Supporting industries that rely on language data, such as translation, localization, and language technology, which can stimulate economic growth. 4. **Goal 11: Sustainable Cities and Communities** – Using language statistics to understand communication needs within diverse communities, aiding in effective urban planning and services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Examining how language data can inform public policy, communication strategies, and social cohesion, enhancing governance. These connections emphasize the relevance of language statistics in addressing educational, social, and economic issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131602 | Perkembangan Islam Kontemporer | Contemporary Islamic Development | Contemporary Islamic Development is a university course that examines the various dimensions of Islamic development in the modern world, focusing on social, economic, political, and cultural aspects. | 1. **Goal 1: No Poverty** – Exploring economic development strategies within Islamic frameworks that aim to alleviate poverty and promote social welfare. 2. **Goal 4: Quality Education** – Focusing on the importance of education in Islamic development, promoting literacy and lifelong learning as essential components. 3. **Goal 5: Gender Equality** – Examining the role of women in development within Islamic contexts, addressing gender issues, and promoting empowerment. 4. **Goal 8: Decent Work and Economic Growth** – Investigating economic policies and practices that support sustainable growth and job creation in Muslim-majority countries. 5. **Goal 10: Reduced Inequality** – Addressing social justice and equity in development practices, aiming to reduce disparities within and between communities. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of governance and institutions in promoting justice, stability, and ethical practices in development. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among governments, NGOs, and community organizations to achieve sustainable development goals. These connections highlight the course’s relevance in addressing contemporary social, economic, and ethical issues within Islamic development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131702 | Bahasa Arab Kontemporer | Contemporary Arabic | Contemporary Arabic is a university course designed to enhance students’ proficiency in modern Arabic language and to explore contemporary issues in Arab-speaking societies. | 1. **Goal 4: Quality Education** – Promoting language skills, literacy, and cultural understanding, which are essential for educational development. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic diversity and inclusivity, addressing disparities in access to education and resources. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how contemporary Arabic culture and language influence urban identity and community engagement. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of language in communication, civic engagement, and social cohesion, contributing to peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and communities to promote and preserve the Arabic language and culture. These connections highlight the importance of contemporary Arabic studies in fostering education, cultural understanding, and social integration. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131802 | HAM Dunia Arab | Arab World Human Rights | The “Arab World Human Rights” course explores human rights issues in Arab countries. Students learn about key topics like freedom of expression, gender rights, and social justice. The course examines both challenges and progress in the region, discussing the role of governments, NGOs, and international organizations. By studying case studies and current events, students gain a deeper understanding of human rights in the Arab world and the ongoing efforts to promote them. | 1. **Goal 5: Gender Equality** – Addressing women’s rights and gender issues in the Arab context, promoting equality and empowerment. 2. **Goal 10: Reduced Inequality** – Focusing on social justice, equality, and the rights of marginalized groups within Arab societies. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the importance of human rights in governance, rule of law, and promoting peaceful, just societies. 4. **Goal 1: No Poverty** – Exploring the connection between human rights and poverty alleviation, emphasizing social and economic rights. 5. **Goal 4: Quality Education** – Highlighting the role of education in promoting human rights awareness and civic engagement. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between governments, NGOs, and civil society to promote and protect human rights. These connections underscore the relevance of human rights education in addressing social, political, and economic issues in the Arab world. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131902 | Lughah Ammiah | His face is international | It seems like you are asking about a university course, but the phrase “His face is international” isn’t clear. Could you clarify what you mean, or provide more context? Are you referring to a course about international relations, international studies, or something else? I’d be happy to help with a simple description once I understand more! | 1. **Goal 4: Quality Education** – Promoting cultural literacy and understanding of global perspectives, which is essential for education in a diverse world. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation, identity, and inclusion in international contexts, highlighting marginalized voices. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of identity and representation in promoting social justice, dialogue, and peaceful interactions across cultures. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among different cultures and communities to foster understanding and shared goals in a globalized world. 5. **Goal 5: Gender Equality** (if applicable) – Exploring themes of identity and representation as they relate to gender issues on an international scale. These connections emphasize the importance of cultural understanding and representation in fostering social cohesion and addressing global challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130602 | Media dan Desain Grafik | Media and Graphic Design | Media and Graphic Design is a university course that focuses on the principles and practices of visual communication across various media platforms | 1. **Goal 4: Quality Education** – Fostering creativity and critical thinking through design education, which enhances communication skills and artistic expression. 2. **Goal 8: Decent Work and Economic Growth** – Supporting job creation in the creative industries and promoting innovation through media and graphic design projects. 3. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in media content, promoting diverse voices and perspectives in design. 4. **Goal 11: Sustainable Cities and Communities** – Exploring how design can enhance urban environments, community identity, and public spaces. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of media and design in promoting social justice, civic engagement, and informed citizenship. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among designers, media professionals, and community organizations to achieve shared objectives in communication and social change. These connections highlight the impact of media and graphic design on education, economic development, and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130702 | Ekonomi Syariah | Sharia Economics | Sharia Economics is a university course that focuses on the principles and applications of economic systems based on Islamic law (Sharia). This course examines how Islamic teachings influence economic behavior, financial transactions, and resource allocation. | 1. **Goal 1: No Poverty** – Exploring economic principles within Islamic finance aimed at poverty alleviation and social welfare. 2. **Goal 4: Quality Education** – Promoting understanding of economic concepts and financial literacy grounded in Sharia principles. 3. **Goal 5: Gender Equality** – Examining women’s roles in Islamic finance and development, promoting gender equity and empowerment. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on ethical business practices, entrepreneurship, and sustainable economic development within an Islamic framework. 5. **Goal 10: Reduced Inequality** – Addressing social justice and equity in economic practices, promoting fair distribution of wealth. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the ethical foundations of governance and institutions in promoting justice and stability. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between financial institutions, governments, and communities to achieve sustainable economic practices. These connections highlight the relevance of Sharia economics in addressing key social and economic issues within contemporary contexts. If you have specific themes or aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130802 | Hukum Syariah | Sharia Law | Sharia Law is a university course that provides an in-depth study of Islamic law (Sharia), its sources, principles, and applications in various aspects of life. | 1. **Goal 4: Quality Education** – Promoting understanding of legal principles and ethical frameworks within Islamic law, contributing to legal literacy and education. 2. **Goal 5: Gender Equality** – Examining women’s rights and gender issues as interpreted in Sharia, fostering discussions on empowerment and social justice. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the protection of rights for marginalized groups within the context of Sharia. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the principles of justice, governance, and the rule of law as outlined in Sharia, contributing to effective legal frameworks. 5. **Goal 17: Partnerships for the Goals** – Encouraging dialogue and collaboration among different legal systems and cultural contexts to promote mutual understanding and coexistence. These connections highlight how Sharia law studies can inform discussions about justice, equity, and governance in diverse contexts. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130902 | Seminar Pra Skripsi | Pre-Thesis Seminar | Pre-Thesis Seminar is a university course designed to prepare students for the thesis writing process by providing them with the necessary skills, guidance, and support to develop their research projects | 1. **Goal 4: Quality Education** – Fostering research skills, critical thinking, and academic writing, which are essential for higher education and scholarship. 2. **Goal 8: Decent Work and Economic Growth** – Preparing students for future careers by enhancing research competencies that can lead to innovation and economic contributions. 3. **Goal 10: Reduced Inequality** – Encouraging research that addresses social justice, equity, and the needs of marginalized communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting ethical research practices and the role of research in informing policy and governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among peers, faculty, and external organizations to enhance the research process and its impact. These connections highlight the importance of the Pre-Thesis Seminar in developing skills and knowledge that contribute to educational and societal goals. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131002 | Linguistik Komputasi | Computational Linguistics | Computational Linguistics is an interdisciplinary university course that blends linguistics and computer science to study how computers can process and analyze human language. It typically covers the following topics | 1. **Goal 4: Quality Education** – Enhancing language processing and understanding, which supports educational technologies and learning tools. 2. **Goal 8: Decent Work and Economic Growth** – Contributing to the tech industry through advancements in natural language processing, machine learning, and AI, promoting job creation and innovation. 3. **Goal 10: Reduced Inequality** – Developing language technologies that improve access to information and services for marginalized communities, fostering inclusivity. 4. **Goal 11: Sustainable Cities and Communities** – Supporting communication technologies that enhance urban living and accessibility for diverse populations. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring the role of language technology in promoting transparency, accountability, and effective communication within institutions. 6. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguists, computer scientists, and social scientists to address complex language-related challenges. These connections emphasize the relevance of computational linguistics in fostering education, economic growth, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131102 | Budaya Digital | Digital Culture | Digital Culture is an interdisciplinary university course that explores the impact of digital technologies on society, culture, and individual behavior. | 1. **Goal 4: Quality Education** – Promoting digital literacy and critical thinking, essential for navigating and understanding digital media and culture. 2. **Goal 8: Decent Work and Economic Growth** – Fostering innovation and creativity in the digital economy, contributing to job creation in tech and creative industries. 3. **Goal 10: Reduced Inequality** – Addressing the digital divide by promoting access to digital resources and opportunities for marginalized communities. 4. **Goal 11: Sustainable Cities and Communities** – Exploring the impact of digital culture on urban development, community engagement, and public services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of digital media in promoting civic engagement, social justice, and accountability. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between various sectors—government, private, and civil society—to enhance the positive impact of digital culture. These connections highlight the significance of digital culture in fostering education, innovation, and social cohesion. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131202 | Al-Fan al-Araby | Al-Fan Al-Arabi | Al-Fan Al-Arabi (Arabic Arts) is a university course that explores the rich and diverse artistic heritage of the Arab world. This course typically covers various forms of art, including visual arts, literature, music, and theater, with a focus on their historical, cultural, and social contexts. | 1. **Goal 4: Quality Education** – Promoting appreciation and understanding of Arabic art, which fosters cultural literacy and critical thinking in the arts. 2. **Goal 10: Reduced Inequality** – Highlighting the importance of representation and inclusivity in artistic expression, addressing disparities within the art world. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic art contributes to cultural identity and community cohesion in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of art in promoting social justice, peace, and dialogue within diverse communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, cultural institutions, and communities to promote and preserve Arabic art and heritage. These connections underscore the relevance of Arabic art studies in fostering education, cultural understanding, and social engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122302 | Bahtsun Lughawy | Linguistically improved | Linguistically Improved is a university course designed to enhance students’ language skills and overall linguistic competence through targeted exercises and strategies. | 1. **Goal 4: Quality Education** – Focusing on enhancing language skills, literacy, and communication abilities, which are essential for educational success. 2. **Goal 10: Reduced Inequality** – Promoting language access and inclusivity for marginalized communities, addressing barriers to education and information. 3. **Goal 11: Sustainable Cities and Communities** – Improving communication within diverse urban environments, fostering community engagement and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Enhancing effective communication and understanding within institutions, contributing to transparency and accountability. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and community organizations to support language development initiatives. These connections highlight the importance of linguistic improvement in fostering education, social equity, and community development. If you have specific themes or aspects in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122402 | Metode Penelitian | Research methods | Research Methods is a university course that provides students with a comprehensive understanding of the various techniques and methodologies used in academic research across disciplines. | 1. **Goal 4: Quality Education** – Promoting critical thinking, analytical skills, and research literacy essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Equipping students with the skills to conduct research that can inform policies, innovation, and business practices. 3. **Goal 10: Reduced Inequality** – Encouraging research that addresses social justice issues and the needs of marginalized communities, promoting equity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering ethical research practices that contribute to transparency, accountability, and effective governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between researchers, institutions, and communities to enhance research impact and relevance. These connections emphasize the importance of research methods in addressing educational, social, and economic challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130102 | Gerakan Politik Negara Arab | Arab Political Movements | Arab Political Movements is a university course that examines the various political movements that have emerged in the Arab world, focusing on their historical roots, ideologies, strategies, and impacts on society and governance. | 1. **Goal 4: Quality Education** – Promoting critical analysis of political theories and movements, enhancing understanding of political dynamics in the Arab world. 2. **Goal 10: Reduced Inequality** – Addressing issues of social justice, representation, and the rights of marginalized groups within political movements. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of political movements in promoting governance, justice, and stability in the region. 4. **Goal 5: Gender Equality** – Investigating the involvement and representation of women in political movements, highlighting gender issues within the political landscape. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among political groups, civil society, and institutions to foster dialogue and promote democratic practices. These connections underscore the significance of studying Arab political movements in understanding broader social, political, and economic issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130202 | Filsafat dan Pemikiran Islam | Islamic Philosophy and Thought | Islamic Philosophy and Thought is a university course that explores the development of philosophical ideas and intellectual traditions within the Islamic context. | 1. **Goal 4: Quality Education** – Promoting critical thinking, ethics, and philosophical inquiry, essential for a well-rounded education. 2. **Goal 5: Gender Equality** – Examining gender issues and the role of women in Islamic philosophical discourse, fostering discussions on equality and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the ethical implications of economic and political systems within Islamic thought. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring themes of justice, governance, and moral responsibility in Islamic philosophy that contribute to peacebuilding. 5. **Goal 17: Partnerships for the Goals** – Encouraging dialogue between different philosophical traditions and cultures, promoting mutual understanding and collaboration. These connections highlight the relevance of Islamic philosophy in addressing contemporary social, ethical, and political challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130302 | Semiotika | Semiotics | Semiotics is a university course that explores the study of signs, symbols, and their meanings within various contexts. It is an interdisciplinary field that draws from linguistics, philosophy, anthropology, and cultural studies. | 1. **Goal 4: Quality Education** – Promoting critical thinking and understanding of communication, language, and cultural representation, essential for educational development. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation and inclusivity in communication, helping to highlight marginalized voices in media and society. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how signs and symbols shape urban identity and community engagement, contributing to a sense of belonging. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of semiotics in shaping discourse, which can influence social justice, advocacy, and institutional communication. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguists, cultural theorists, and social scientists to address complex communication challenges. These connections emphasize the importance of semiotics in understanding communication, culture, and social dynamics. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130402 | Istima’ Lanjutan | Istima’ Continued | Istima’ Continued is a university course that builds upon foundational concepts of Istima’, which refers to the study of listening and comprehension skills in the context of language learning, particularly in Arabic. | 1. **Goal 4: Quality Education** – Enhancing listening and comprehension skills is essential for effective learning and communication, contributing to overall educational development. 2. **Goal 10: Reduced Inequality** – Promoting inclusivity in communication, particularly for marginalized groups, ensuring that diverse voices are heard and understood. 3. **Goal 11: Sustainable Cities and Communities** – Improving communication skills can foster community engagement and cohesion, enhancing social interactions in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective listening is vital for promoting dialogue, understanding, and conflict resolution within communities and institutions. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and community organizations to support effective communication and listening initiatives. These connections highlight the significance of listening skills in fostering education, social cohesion, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130502 | Muthalaah Lanjutan | Muthalaah Continued | Muthalaah Continued is a university course that serves as an advanced level study of Muthalaah, which typically focuses on the reading and comprehension of texts in Arabic. This course is designed for students who have already acquired foundational skills in Arabic reading and are looking to deepen their understanding of more complex texts. | 1. **Goal 4: Quality Education** – Enhancing reading comprehension and analytical skills is crucial for academic success and lifelong learning. 2. **Goal 10: Reduced Inequality** – Promoting literacy and comprehension skills can help address educational disparities, particularly for marginalized groups. 3. **Goal 11: Sustainable Cities and Communities** – Improving literacy contributes to community engagement and informed citizenship, fostering stronger social ties. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Reading and comprehension skills are essential for understanding legal and civic texts, promoting transparency and active participation. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators and community organizations to promote literacy initiatives and reading programs. These connections emphasize the importance of reading and comprehension skills in fostering education, social equity, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121602 | Insya’ Li al-Muthawassit | I am guided by trustworthy people | I Am Guided by Trustworthy People is a university course focused on the themes of mentorship, leadership, and the importance of building relationships with trusted individuals in personal and professional contexts. | 1. **Goal 4: Quality Education** – Promoting the importance of mentorship, guidance, and ethical decision-making in educational settings. 2. **Goal 10: Reduced Inequality** – Fostering inclusive practices and support systems that help marginalized groups navigate educational and professional environments. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging the development of trust and integrity within institutions, which is essential for effective governance and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration and support networks in achieving shared goals and fostering community development. 5. **Goal 5: Gender Equality** (if applicable) – Promoting mentorship and guidance that empowers women and addresses gender disparities in various fields. These connections emphasize the role of trusted guidance in personal development, education, and community building. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121702 | Telaah Prosa Arab Li al-Muthawassit | Followed by Barsa Arab Lee Al-Muthusa | Followed by Barsa Arab Lee Al-Muthusa is a university course that focuses on the study of Arabic language and literature, particularly emphasizing the works of prominent Arab authors and poets from the Al-Muthusa (the Muthusa generation) period. | 1. **Goal 4: Quality Education** – Promoting literacy and language skills, essential for educational development and cultural understanding. 2. **Goal 10: Reduced Inequality** – Addressing issues of access to education and resources for marginalized groups within Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication and cultural engagement within diverse urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering effective communication and understanding, which can contribute to dialogue and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educators, cultural institutions, and communities to promote and preserve Arabic language and culture. These connections emphasize the importance of Arabic language studies in fostering education, social equity, and cultural appreciation. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121802 | Balaghah | Tell him | Tell Him is a university course that focuses on effective communication strategies, particularly in interpersonal relationships and professional settings. | 1. **Goal 4: Quality Education** – Promoting effective communication and storytelling skills, which are essential for learning and knowledge sharing. 2. **Goal 10: Reduced Inequality** – Highlighting the importance of representation and inclusive narratives that amplify marginalized voices. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through storytelling, which can facilitate conflict resolution and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Fostering collaboration and communication among diverse groups to achieve shared goals and community development. 5. **Goal 5: Gender Equality** (if applicable) – Promoting narratives that support gender equity and empower women through storytelling. These connections highlight the significance of effective communication in fostering education, social justice, and community engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121902 | Leksikografi Bahasa Arab | Laqsikjarf with Arab share | Laqsikjarf with Arab Share is a university course that focuses on the intersection of Arabic literature, culture, and media, exploring how these elements shape and influence contemporary Arab society. | 1. **Goal 4: Quality Education** – Promoting literacy and cultural understanding, which are vital for education and personal development. 2. **Goal 10: Reduced Inequality** – Addressing issues of access to education and resources for marginalized groups in Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing cultural engagement and communication within diverse urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through cultural narratives that can aid in conflict resolution and promote social cohesion. 5. **Goal 17: Partnerships for the Goals** – Fostering collaboration between cultural institutions, educators, and communities to promote and preserve Arabic culture and heritage. These connections underscore the importance of cultural studies in fostering education, social equity, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122002 | Pengajaran Bahasa Arab Sebagai Bahasa Kedua | Teaching Arabic as a Second Language | Teaching Arabic as a Second Language is a university course designed to equip students with the pedagogical skills and knowledge necessary for effectively teaching Arabic to non-native speakers | 1. **Goal 4: Quality Education** – Promoting language acquisition and educational access, crucial for personal and academic development. 2. **Goal 10: Reduced Inequality** – Addressing language barriers for marginalized communities, fostering inclusivity and equal opportunities in education. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication and integration in diverse urban environments, facilitating cultural exchange and understanding. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging effective communication across cultures, which can contribute to dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration between educational institutions and communities to enhance language teaching and learning resources. These connections highlight the importance of language education in fostering social cohesion, cultural understanding, and equitable access to education. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122102 | Al-Masrahiyah | The play | The Play is a university course that explores the art and craft of theater, focusing on the various elements involved in playwriting, performance, and production | 1. **Goal 4: Quality Education** – Promoting creative expression, critical thinking, and communication skills through the study of drama and performance. 2. **Goal 5: Gender Equality** – Exploring themes of representation, gender roles, and the empowerment of women through theatrical narratives. 3. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives, particularly from marginalized communities, fostering inclusivity in the arts. 4. **Goal 11: Sustainable Cities and Communities** – Examining the role of theater in community engagement, cultural identity, and social cohesion. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing drama as a tool for social change, advocacy, and raising awareness about justice and human rights issues. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, educators, and community organizations to promote cultural initiatives and public performances. These connections emphasize the significance of theater in fostering education, social justice, and community engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122202 | Kewirausahaan | Entrepreneurship | Entrepreneurship is a university course that focuses on the principles, practices, and challenges of starting and managing new ventures | 1. **Goal 4: Quality Education** – Promoting entrepreneurial education and skills development, which are essential for fostering innovation and business acumen. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging job creation, economic growth, and innovation through new business ventures and startups. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Fostering sustainable industrialization and promoting innovation within various sectors. 4. **Goal 10: Reduced Inequality** – Supporting inclusive entrepreneurship that empowers marginalized groups and reduces economic disparities. 5. **Goal 12: Responsible Consumption and Production** – Encouraging sustainable business practices and promoting environmental responsibility in entrepreneurship. 6. **Goal 17: Partnerships for the Goals** – Promoting collaboration between entrepreneurs, educational institutions, and communities to foster a supportive ecosystem for business development. These connections highlight the role of entrepreneurship in driving economic development, social inclusion, and sustainable practices. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120902 | Terjemahan Arab Indonesia | Indonesian Arabic translation | Indonesian Arabic Translation is a university course that focuses on the principles and practices of translating texts between Indonesian and Arabic. | 1. **Goal 4: Quality Education** – Promoting language skills and cultural understanding, which are essential for education and effective communication. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and promoting inclusivity for Indonesian speakers in accessing Arabic content and vice versa. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating dialogue and understanding between Arabic and Indonesian-speaking communities, which can aid in conflict resolution and promote social cohesion. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, translators, and cultural organizations to enhance translation practices and cultural exchange. 5. **Goal 5: Gender Equality** (if applicable) – Promoting gender-sensitive translation practices that ensure equitable representation in translated materials. These connections highlight the importance of translation studies in fostering communication, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121002 | Telaah Naskah | Manuscript Review | Manuscript Review is a university course designed to provide students with the skills and knowledge needed to critically evaluate and review academic manuscripts, including research papers, articles, and theses | 1. **Goal 4: Quality Education** – Promoting critical analysis and academic writing skills, essential for scholarly development and educational advancement. 2. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging transparency and integrity in the academic publishing process, fostering trust in scholarly communication. 3. **Goal 10: Reduced Inequality** – Supporting diverse voices in publishing, ensuring that marginalized and underrepresented perspectives are included in academic discourse. 4. **Goal 17: Partnerships for the Goals** – Promoting collaboration between researchers, reviewers, and institutions to enhance the quality and accessibility of academic research. 5. **Goal 5: Gender Equality** (if applicable) – Encouraging gender-sensitive practices in manuscript evaluation, promoting equitable representation in academic publications. These connections emphasize the importance of manuscript review in maintaining academic standards, promoting inclusivity, and supporting quality education. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121102 | Fiqh Lughah | Jurisprudence for its face | Jurisprudence for Its Face is a university course that examines the fundamental principles, theories, and concepts underlying the study of law. | 1. **Goal 4: Quality Education** – Promoting an understanding of legal principles, critical thinking, and analytical skills essential for legal education. 2. **Goal 10: Reduced Inequality** – Addressing issues of justice and equality before the law, focusing on marginalized groups and advocating for their rights. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering a deep understanding of legal systems, promoting the rule of law, and encouraging effective governance. 4. **Goal 5: Gender Equality** (if applicable) – Exploring gender issues within legal frameworks, advocating for women’s rights and gender-sensitive legal practices. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among legal scholars, practitioners, and institutions to enhance legal education and promote justice. These connections highlight the importance of jurisprudence in understanding legal systems, promoting social justice, and fostering equality. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121202 | Pengembangan Diri | Self-development | Self-Development is a university course designed to help students enhance their personal and professional growth through a variety of strategies and techniques. | 1. **Goal 4: Quality Education** – Promoting personal growth, lifelong learning, and skills development that contribute to educational success. 2. **Goal 5: Gender Equality** (if applicable) – Empowering individuals, particularly women, to develop their potential and pursue opportunities for personal and professional growth. 3. **Goal 8: Decent Work and Economic Growth** – Enhancing personal skills and competencies that lead to better employment opportunities and economic resilience. 4. **Goal 10: Reduced Inequality** – Fostering self-awareness and empowerment among marginalized groups, helping to bridge gaps in access to resources and opportunities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and support networks that facilitate personal development and community engagement. These connections emphasize the role of self-development in fostering education, empowerment, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121302 | Al-Arabiyah Li al-Mutaqaddim | Arabic for advanced | Arabic for Advanced is a university course designed for students who have already achieved a strong foundation in the Arabic language and seek to enhance their proficiency in various advanced linguistic skills. | 1. **Goal 4: Quality Education** – Promoting advanced language skills and literacy, essential for academic and professional success. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and providing opportunities for marginalized groups to access advanced education in Arabic. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills within diverse urban settings, fostering cultural exchange and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective communication in Arabic, which can contribute to dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, cultural organizations, and communities to promote Arabic language learning and resources. These connections highlight the importance of advanced Arabic language studies in fostering education, cultural understanding, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121402 | Terjemahan Indonesia Arab | Indonesian Arabic translation | Indonesian Arabic Translation is a university course that focuses on the skills and methodologies required for translating texts between Indonesian and Arabic | 1. **Goal 4: Quality Education** – Enhancing language skills and cultural understanding, which are vital for effective communication and educational development. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and promoting access to information for Indonesian speakers, fostering inclusivity and equal opportunities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating dialogue and understanding between Arabic and Indonesian-speaking communities, which can aid in conflict resolution and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Promoting collaboration between educational institutions, translators, and cultural organizations to improve translation practices and cultural exchange. 5. **Goal 5: Gender Equality** (if applicable) – Supporting gender-sensitive translation practices that ensure equitable representation in translated materials. These connections emphasize the importance of translation studies in fostering communication, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121502 | Arudh Qawafi | Rhymes offers | Rhymes Offers is a university course that explores the art and structure of poetry, with a particular focus on the use of rhyme in various poetic forms. | 1. **Goal 4: Quality Education** – Promoting literacy, critical thinking, and creative expression through the study of poetry and literature. 2. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives in poetry, particularly from marginalized communities, to foster inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging community engagement through poetry and the arts, enhancing cultural identity and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing poetry as a means for social commentary and advocacy, promoting dialogue around justice and human rights. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, educators, and community organizations to promote literary initiatives and cultural events. These connections emphasize the significance of poetry and creative expression in fostering education, social justice, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120202 | Sintaksis Bahasa Arab Li al-Muthawassit | Li al-Muthawassit’s Arabic Syntax | Li al-Muthawassit’s Arabic Syntax is a university course focused on the study of Arabic syntax, particularly aimed at intermediate learners who wish to deepen their understanding of sentence structure and grammatical relationships in Arabic. | 1. **Goal 4: Quality Education** – Promoting linguistic skills and a deeper understanding of Arabic grammar, essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Providing access to high-quality language education, helping to bridge gaps for marginalized groups in Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills that foster social cohesion and cultural understanding in diverse urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective communication and understanding, which are crucial for dialogue and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and cultural institutions to enhance Arabic language education and resources. These connections highlight the importance of studying Arabic syntax in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120302 | Semantik Bahasa Arab | Arabic Semantics | Arabic Semantics is a university course that focuses on the study of meaning in the Arabic language, exploring how words, phrases, and sentences convey meaning in various contexts | 1. **Goal 4: Quality Education** – Promoting advanced language skills and critical thinking through the study of meaning in Arabic, which is essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Enhancing access to language education for marginalized groups, fostering inclusivity and understanding within Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging clear communication and understanding among diverse populations, contributing to social cohesion in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective dialogue and understanding, which are vital for conflict resolution and social justice. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration among educators, linguists, and cultural institutions to improve Arabic language education and semantic understanding. These connections emphasize the importance of studying semantics in fostering education, communication, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120402 | Telaah Prosa Arab Li al-Mubtadiy | A Study of Li al-Mubtadiy’s Arabic Prose | A Study of Li al-Mubtadiy’s Arabic Prose is a university course that focuses on the works and stylistic features of the renowned Arabic prose writer Li al-Mubtadiy. | 1. **Goal 4: Quality Education** – Enhancing literary analysis and comprehension skills through the study of Arabic prose, promoting critical thinking and effective communication. 2. **Goal 10: Reduced Inequality** – Providing access to literary studies for diverse groups, fostering inclusivity and representation in Arabic literature. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging cultural engagement and identity through the exploration of Arabic prose, which can strengthen community ties. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining themes of justice and social issues within literature, promoting dialogue and understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among literary scholars, educators, and cultural organizations to promote Arabic literature and heritage. These connections highlight the importance of studying Arabic prose in fostering education, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120502 | Telaah Puisi Arab | Study of Arabic Poetry | Study of Arabic Poetry is a university course dedicated to the exploration of Arabic poetic traditions, forms, and themes throughout history. | 1. **Goal 4: Quality Education** – Enhancing literary appreciation, critical thinking, and analytical skills through the study of poetry, promoting a deeper understanding of language and culture. 2. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives within Arabic poetry, fostering inclusivity and representation for marginalized groups. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging cultural expression and community engagement through poetry, strengthening social cohesion and cultural identity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing poetry as a medium for social commentary and advocacy, promoting dialogue around justice, human rights, and peace. 5. **Goal 17: Partnerships for the Goals** – Fostering collaboration between literary scholars, educators, and community organizations to promote poetry and cultural initiatives. These connections emphasize the significance of poetry in fostering education, social justice, and cultural understanding. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120602 | Muhadatsah Li al-Muthawassit | Muhadatsah Li al-Muthawaasit | “Muhadatsah Li al-Muthawaasit” typically refers to an intermediate-level Arabic conversation course designed to enhance speaking and listening skills. It focuses on practical language use, vocabulary expansion, and conversational fluency. | 1. **Goal 4: Quality Education** – Enhancing language skills and communication abilities, which are essential for academic success and personal development. 2. **Goal 10: Reduced Inequality** – Providing access to language education that helps marginalized groups overcome language barriers and improve opportunities. 3. **Goal 11: Sustainable Cities and Communities** – Promoting effective communication in diverse urban environments, fostering cultural exchange and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding, which are vital for conflict resolution and community engagement. 5. **Goal 17: Partnerships for the Goals** – Facilitating collaboration between educational institutions, cultural organizations, and communities to enhance Arabic language learning. These connections emphasize the importance of conversational skills in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120702 | Pembelajaran Bahasa Berbantuan Komputer | Computer Assisted Language Learning | The course on Computer-Assisted Language Learning (CALL) explores the integration of technology in language education. It covers various digital tools and resources that enhance language acquisition, including software, online platforms, and multimedia materials. | 1. **Goal 4: Quality Education** – Enhancing language learning through technology, promoting innovative teaching methods and access to educational resources. 2. **Goal 5: Gender Equality** (if applicable) – Ensuring that technology-based language learning opportunities are accessible to all genders, promoting inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Preparing learners with digital skills that are increasingly valuable in the job market, contributing to economic resilience. 4. **Goal 10: Reduced Inequality** – Providing access to language learning tools for marginalized communities, helping to bridge educational gaps. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, technologists, and institutions to develop effective language learning technologies. These connections highlight the role of technology in enhancing language education, fostering inclusivity, and promoting equitable access to learning opportunities. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120802 | Insya Li al-Mubtadiy | God Willing Li al Mubtadiy | “God Willing Li al Mubtadiy” is typically an introductory course in Arabic aimed at beginners. The course focuses on foundational language skills, including vocabulary, basic grammar, and sentence structure. | 1. **Goal 4: Quality Education** – Promoting language proficiency and literacy skills, which are essential for academic success and personal development. 2. **Goal 10: Reduced Inequality** – Providing equitable access to language education for diverse and marginalized groups, fostering inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills that promote cultural exchange and understanding within urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through the study of literature, which can facilitate conflict resolution and social cohesion. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration among educators, literary scholars, and cultural organizations to enhance Arabic language education and resources. These connections highlight the importance of studying Arabic language and literature in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110902 | Morfologi Bahasa Arab Li al-Muthawassit | Computer Assisted Language Morphology | The course on Computer-Assisted Language Morphology focuses on the study of word formation and structure using computational tools and methods. It explores how technology can aid in analyzing and teaching morphological concepts, such as prefixes, suffixes, and root forms. | 1. **Goal 4: Quality Education** – Enhancing linguistic knowledge and skills through technology, promoting effective learning and teaching methods. 2. **Goal 8: Decent Work and Economic Growth** – Providing learners with valuable skills in language processing and technology, which are relevant in various job markets. 3. **Goal 10: Reduced Inequality** – Offering access to advanced language learning tools and resources for marginalized groups, helping to bridge educational gaps. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, technologists, and researchers to develop innovative language learning and analysis tools. 5. **Goal 5: Gender Equality** (if applicable) – Ensuring equitable access to technology-based language education for all genders, promoting inclusivity in learning. These connections highlight the importance of integrating technology into language studies, fostering educational equity, and enhancing career readiness. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111002 | Sintaksis Bahasa Arab Li al-Mubtadiy | Arabic Syntax Li Al Mutwassait | The course “Arabic Syntax Li al Muthawassit” is designed for intermediate students of Arabic, focusing on the rules and structures that govern sentence formation in the language. It covers essential topics such as phrase structure, sentence types, and the functions of different parts of speech. | 1. **Goal 4: Quality Education** – Enhancing linguistic skills and understanding of Arabic grammar, which are essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Providing equitable access to language education for diverse and marginalized groups, helping to bridge educational gaps. 3. **Goal 11: Sustainable Cities and Communities** – Fostering clear communication skills that promote social cohesion and cultural understanding in diverse communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Supporting effective communication, which is vital for dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and cultural institutions to enhance Arabic language education and resources. These connections emphasize the importance of studying Arabic syntax in fostering education, communication, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111102 | Istima’ | Istima’ | The course “Istima'” focuses on listening comprehension in Arabic, designed to enhance students’ ability to understand spoken language in various contexts. It covers a range of listening activities, including dialogues, lectures, and audio materials, aimed at improving both comprehension skills and vocabulary. Students engage in exercises that promote active listening, critical thinking, and note-taking strategies. The course also emphasizes real-life communication scenarios, enabling learners to effectively interpret spoken Arabic in everyday situations, media, and academic settings. | 1. **Goal 4: Quality Education** – Enhancing listening and comprehension skills, which are essential for effective communication and academic success. 2. **Goal 10: Reduced Inequality** – Providing access to language learning resources that help marginalized groups improve their listening skills, fostering inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Promoting effective communication within diverse communities, enhancing cultural understanding and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Supporting dialogue and understanding, which are vital for conflict resolution and community engagement. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators and institutions to develop effective listening materials and resources. These connections highlight the significance of listening skills in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111202 | Muhadatsah Li al-Mubtadiy | Muhadatsah Li Al Mubtadiy | The course “Muhadatsah Li al Mubtadiy” is an introductory Arabic conversation course designed for beginners. It focuses on developing basic speaking and listening skills through interactive activities, dialogues, and role-playing. Students learn essential vocabulary and common expressions to facilitate simple conversations in everyday situations. The course emphasizes practical communication, allowing learners to build confidence in speaking Arabic while also enhancing their understanding of pronunciation and intonation. Through engaging exercises, students gradually progress toward greater fluency and comfort in using the language. | 1. **Quality Education (Goal 4)**: By promoting language learning, the course enhances access to quality education and lifelong learning opportunities. 2. **Gender Equality (Goal 5)**: If the course promotes inclusivity and encourages participation from all genders, it contributes to gender equality in education. 3. **Reduced Inequalities (Goal 10)**: Offering language courses can help reduce barriers for non-native speakers, promoting social inclusion and equality. 4. **Partnerships for the Goals (Goal 17)**: Collaboration between educational institutions and communities can support broader learning initiatives. If the course incorporates themes of cultural awareness or global citizenship, it might also touch on other goals indirectly. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111302 | Kajian Dunia Arab | Arab World Studies | The course “Arab World Studies” provides an interdisciplinary exploration of the history, culture, politics, and societies of Arab countries. It covers key topics such as colonialism, nationalism, contemporary conflicts, and social movements, as well as cultural expressions in literature, art, and media. Students engage with various texts and case studies to understand the complexities of Arab identity and the region’s diverse experiences. The course aims to foster critical thinking and cultural awareness, equipping students with the knowledge to analyze current issues facing the Arab world and its global implications. | 1. **Quality Education (Goal 4)**: By providing comprehensive education about the Arab world, it contributes to quality learning and critical thinking. 2. **Gender Equality (Goal 5)**: If the curriculum addresses gender roles and women’s rights within Arab societies, it promotes gender equality. 3. **Reduced Inequalities (Goal 10)**: Exploring issues of inequality in the Arab region can foster understanding and advocate for social justice. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing political structures and conflicts can promote peace and justice within and beyond the region. 5. **Partnerships for the Goals (Goal 17)**: Encouraging collaboration between diverse communities and disciplines supports global partnerships. If the course includes discussions on environmental issues or cultural heritage, it may connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111402 | Muthalaah | Muthalaah | The course “Muthalaah” typically focuses on reading comprehension and analysis in Arabic. Designed for intermediate to advanced students, it emphasizes the interpretation of various texts, including literature, articles, and academic papers. The course aims to develop critical reading skills, vocabulary expansion, and the ability to engage with complex ideas. Students participate in discussions, analyses, and presentations to enhance their understanding of themes, context, and style. By the end of the course, learners are expected to demonstrate improved fluency and analytical skills in reading Arabic texts. | 1. **Quality Education (Goal 4)**: By enhancing literacy and comprehension, the course promotes access to quality education and learning opportunities. 2. **Gender Equality (Goal 5)**: If the course encourages inclusive participation and addresses gender-related texts, it contributes to gender equality. 3. **Reduced Inequalities (Goal 10)**: Improving reading skills can help reduce barriers for marginalized groups, promoting social inclusion. 4. **Partnerships for the Goals (Goal 17)**: Collaborating with various educational resources and communities can foster broader learning and understanding. If the course incorporates themes of cultural literacy or critical thinking about social issues, it may also connect to other SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120102 | Al-Arabiyyah Li al-Muthawassit | Al Arabiyyah Li al Mubtadiy | The course “Al Arabiyyah Li al Mubtadiy” is an introductory Arabic language course designed for beginners. It focuses on the fundamentals of the Arabic language, including basic vocabulary, grammar, and sentence structure. Through interactive activities such as dialogues, games, and role-playing, students develop essential speaking, listening, reading, and writing skills. The course emphasizes practical communication, enabling learners to engage in simple conversations and understand everyday expressions. By the end of the course, students will have a foundational grasp of Arabic, preparing them for further language study. | 1. **Quality Education (Goal 4)**: By providing foundational language skills, the course promotes access to quality education and supports lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Offering Arabic language instruction can help reduce barriers for non-native speakers, fostering inclusion and equity. 3. **Gender Equality (Goal 5)**: If the course encourages participation from diverse gender backgrounds and includes discussions on gender-related topics, it can support gender equality. 4. **Partnerships for the Goals (Goal 17)**: The course may encourage collaboration among students from different backgrounds, promoting intercultural understanding and global citizenship. If the curriculum also touches on cultural aspects or social issues within the Arabic-speaking world, it could connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110202 | Ilmu al-Aswat | Al Aswat Science | The course “Al Aswat Science” typically explores the study of sounds and phonetics, particularly in the context of the Arabic language. It covers the production, transmission, and perception of speech sounds, focusing on phonological systems and their linguistic implications. Students learn about acoustic properties, articulatory phonetics, and the role of sound in communication. The course often includes practical exercises in analyzing speech patterns and sounds, equipping students with a deeper understanding of how sound influences language and communication in Arabic and beyond. | 1. **Quality Education (Goal 4)**: By providing education in scientific concepts and principles, it promotes quality learning and critical thinking skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: If the course involves practical applications of sound technology, it can contribute to advancements in innovation and infrastructure related to audio and acoustics. 3. **Sustainable Cities and Communities (Goal 11)**: Understanding sound and acoustics can play a role in urban planning and creating healthier living environments, addressing noise pollution, and enhancing community well-being. 4. **Climate Action (Goal 13)**: If the course addresses environmental soundscapes and their impact on ecosystems, it could contribute to climate awareness and sustainability efforts. 5. **Partnerships for the Goals (Goal 17)**: Collaborating with other disciplines, such as engineering or environmental studies, can foster a multidisciplinary approach to learning. If the course includes discussions on health (e.g., sound therapy or audiology), it may connect to additional goals as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110302 | Morfologi Bahasa Arab Li al-Mubtadiy | Arabic Morphology Li al Mubtadiy | The course “Arabic Morphology Li al Mubtadiy” is designed for beginners and focuses on the structure and formation of words in Arabic. Students learn about basic morphological concepts, including roots, patterns, and affixes, and how they combine to create various word forms. The course emphasizes practical exercises to help students recognize and use different morphological structures in everyday language. Through interactive activities and examples, learners develop foundational skills that enhance their understanding of vocabulary and grammar, preparing them for more advanced studies in Arabic linguistics. | 1. **Quality Education (Goal 4)**: By teaching the structure and formation of words in Arabic, the course enhances language education and promotes lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Providing foundational language skills can help reduce barriers for non-native speakers and promote inclusion in academic and social contexts. 3. **Gender Equality (Goal 5)**: If the course includes discussions on gendered language and its implications, it can contribute to understanding and promoting gender equality. 4. **Partnerships for the Goals (Goal 17)**: Collaborating with other language and cultural studies can foster a broader understanding of intercultural communication and global citizenship. If the curriculum also addresses cultural nuances or societal implications of language, it could connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110402 | Tarikh al-Adab | Withdraw Al Adab | The course “Withdraw Al Adab” typically focuses on Arabic literature, exploring its various genres, themes, and historical contexts. Students study classic and contemporary works, analyzing poetry, prose, and drama to understand the cultural and social influences on literary production. The course emphasizes critical reading and interpretation, encouraging students to engage with texts both analytically and creatively. Through discussions, essays, and presentations, learners develop a deeper appreciation of Arabic literary traditions and their significance in shaping cultural identity and expression. | 1. **Quality Education (Goal 4)**: By promoting critical thinking, reading, and interpretation skills, the course enhances quality education and fosters a love for literature. 2. **Reduced Inequalities (Goal 10)**: Exploring diverse literary voices can help highlight and address issues of inequality and social justice within different cultures. 3. **Gender Equality (Goal 5)**: If the course examines gender representations in literature, it can contribute to discussions on gender equality and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Literature often addresses themes of conflict, justice, and societal structures, promoting understanding and dialogue. 5. **Partnerships for the Goals (Goal 17)**: Collaborative projects or discussions with other disciplines can foster a multidisciplinary approach to literature and cultural studies. If the curriculum also addresses cultural heritage or environmental themes within literary works, it could connect to additional SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110502 | Program Aplikasi Komputer Bahasa Arab | Arabic Language Application Program | The “Arabic Language Application Program” is designed to enhance practical language skills for students in various contexts, such as academic, professional, and everyday settings. The course focuses on applied language use, including speaking, listening, reading, and writing in real-life situations. Students engage in interactive activities, such as simulations, role-plays, and projects, to build fluency and confidence. The program also integrates cultural elements to provide a deeper understanding of the Arabic-speaking world. By the end of the course, learners are equipped with the language skills needed for effective communication in diverse environments. | 1. **Quality Education (Goal 4)**: The program promotes effective language learning and education, enhancing literacy and communication skills among students. 2. **Reduced Inequalities (Goal 10)**: By providing Arabic language skills to diverse learners, the program can help reduce barriers for non-native speakers and promote social inclusion. 3. **Gender Equality (Goal 5)**: If the program encourages participation from all genders and includes discussions on gender-related topics, it can contribute to advancing gender equality. 4. **Decent Work and Economic Growth (Goal 8)**: Proficiency in Arabic can open up employment opportunities and facilitate economic participation in Arabic-speaking regions. 5. **Partnerships for the Goals (Goal 17)**: Collaborating with other educational programs and community organizations can foster intercultural understanding and global citizenship. If the program includes cultural studies or social themes related to the Arabic-speaking world, it may also connect to other SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110602 | Tahqiq Al-Nushush | Tahqiq Al Nushush | The course “Tahqiq Al Nushush” focuses on the critical examination and analysis of Arabic texts, particularly in literary and historical contexts. Students learn techniques for text verification, interpretation, and the evaluation of sources. The course emphasizes methodologies for analyzing both classical and contemporary works, including poetry, prose, and scholarly writings. Through discussions, research projects, and practical exercises, learners develop skills in critical thinking and textual analysis, fostering a deeper understanding of the significance and context of Arabic literature and scholarship. | 1. **Quality Education (Goal 4)**: By teaching research skills and critical thinking, the course enhances the quality of education and promotes analytical abilities among students. 2. **Reduced Inequalities (Goal 10)**: If the course encourages diverse perspectives and inclusive research topics, it can help address social inequalities and promote equity. 3. **Gender Equality (Goal 5)**: If the curriculum examines gender-related issues or representations, it can contribute to discussions on gender equality and empowerment. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Engaging with topics related to justice and societal structures through research can foster a deeper understanding of peace and governance. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research projects or interdisciplinary approaches can encourage partnerships and enhance learning outcomes. If the course also addresses environmental or cultural issues through its research focus, it may connect to additional SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110702 | Ilmu Rasmi | Official Science | The course “Official Science” typically examines the principles and practices related to governance, administration, and public policy within a specific context. It may cover topics such as the organization of government institutions, the role of public officials, legal frameworks, and the implementation of policies. Students explore various theories and models of governance, as well as the impact of public administration on society. The course often includes case studies, discussions, and practical applications, preparing students for careers in public service, policy analysis, and administration. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: This goal aligns closely with the study of governance, rule of law, and institutional integrity, fostering an understanding of how to build just and peaceful societies. 2. **Quality Education (Goal 4)**: By educating students about political systems and policies, the course promotes critical thinking and informed citizenship. 3. **Reduced Inequalities (Goal 10)**: Analyzing policies and governance can highlight issues of inequality and promote social justice initiatives. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding governance and public policy can contribute to the development of sustainable urban environments. 5. **Partnerships for the Goals (Goal 17)**: Exploring the role of collaboration between governments, NGOs, and communities can support the development of effective partnerships for sustainable development. If the course also incorporates topics such as environmental policy or human rights, it may connect to additional SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110802 | Al-Arabiyyah Li al-Mubtadiy | Al Arabiyyah Li Al Mubtadiy | The course “Al Arabiyyah Li Al Mubtadiy” is an introductory Arabic language program designed for beginners. It focuses on the fundamentals of the Arabic language, including essential vocabulary, basic grammar, and simple sentence structures. Through interactive activities such as conversations, listening exercises, and cultural discussions, students develop their speaking, listening, reading, and writing skills. The course emphasizes practical communication, enabling learners to engage in everyday conversations and understand basic written texts. By the end of the course, students will have a foundational understanding of Arabic, setting the stage for further language development. | 1. **Quality Education (Goal 4)**: The course promotes foundational language skills, enhancing access to quality education and fostering lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: By offering Arabic language instruction to diverse learners, the course helps reduce barriers for non-native speakers and promotes social inclusion. 3. **Gender Equality (Goal 5)**: If the course includes discussions on gender-related topics and encourages participation from all genders, it supports gender equality in education. 4. **Partnerships for the Goals (Goal 17)**: Collaborative learning and interaction among students from different backgrounds can foster intercultural understanding and global citizenship. If the curriculum addresses cultural aspects or societal issues within Arabic-speaking communities, it could connect to additional SDGs as well. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110202 | Sistem Pelayanan Kesehatan | Health Care System | A university course on Health Care Systems typically explores the structure, organization, and functioning of health care delivery in various contexts. Key topics may include | A university course on Health Care Systems typically covers several UN Sustainable Development Goals (SDGs). Here are the key ones: 1. **SDG 3: Good Health and Well-being** – This goal focuses on ensuring healthy lives and promoting well-being for all at all ages. It often includes topics on health care access, disease prevention, and health promotion. 2. **SDG 1: No Poverty** – Health care systems are closely linked to poverty reduction, as access to health care can alleviate economic burdens on individuals and families. 3. **SDG 5: Gender Equality** – Understanding how health systems address gender-specific health issues and promote gender equality in health care access and outcomes is crucial. 4. **SDG 10: Reduced Inequalities** – This goal highlights the importance of reducing inequalities in health care access and outcomes among different population groups. 5. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, NGOs, and the private sector, is vital for strengthening health systems. Courses may also touch on other goals like **SDG 4 (Quality Education)**, especially in relation to health education and training for health professionals. Overall, the course will likely emphasize the interconnectedness of health systems and sustainable development. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130203 | Kuliner Lanjut | Advanced Culinary | A university course in Advanced Culinary Arts delves into sophisticated cooking techniques, ingredient mastery, and culinary innovation. Key components typically include | An Advanced Culinary course can cover several UN Sustainable Development Goals (SDGs), particularly those related to food, health, and sustainability. Here are some key ones: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and promoting sustainable agriculture. Culinary courses often emphasize local sourcing, nutrition, and food accessibility. 2. **SDG 3: Good Health and Well-being** – Nutrition and healthy eating practices are typically integral to culinary education, promoting well-being through balanced diets. 3. **SDG 12: Responsible Consumption and Production** – This goal emphasizes sustainable practices in food production and consumption, including waste reduction, sustainable sourcing, and ethical food preparation. 4. **SDG 13: Climate Action** – Culinary courses may address the impact of food systems on climate change and promote sustainable cooking practices that minimize carbon footprints. 5. **SDG 4: Quality Education** – Education and skill development in culinary arts contribute to this goal, as students learn techniques and knowledge that can be applied in various culinary settings. 6. **SDG 10: Reduced Inequalities** – Discussions about equitable access to food and how culinary practices can support marginalized communities may also be included. These goals highlight the broader impact of culinary education on health, sustainability, and social equity. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120702 | Manajemen Teknologi Informasi | Information Technology Management | A university course in Information Technology Management focuses on the strategic use of technology in organizations to enhance operations and drive business success. Key topics typically include | An Information Technology Management course can address several UN Sustainable Development Goals (SDGs), particularly those related to innovation, sustainability, and equitable access to technology. Key SDGs include: 1. **SDG 4: Quality Education** – Focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. IT management often involves using technology to enhance educational methods and accessibility. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizes the role of technology in fostering innovation, building resilient infrastructure, and promoting sustainable industrialization. IT management plays a critical role in these areas. 3. **SDG 8: Decent Work and Economic Growth** – Highlights the importance of promoting sustained economic growth and decent work for all. IT management can enhance productivity and create job opportunities in the tech sector. 4. **SDG 10: Reduced Inequalities** – Addresses the need for equitable access to technology and information. IT management can help bridge the digital divide, ensuring underserved populations benefit from technology. 5. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable consumption and production patterns. IT management can promote sustainable practices in the tech industry, including energy-efficient solutions and responsible resource use. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Technology can play a role in promoting transparent and accountable institutions. IT management includes implementing systems that support governance and civic engagement. Courses may also touch on issues of cybersecurity, data privacy, and ethical use of technology, which relate to multiple SDGs. Overall, IT management is vital in driving progress towards various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02140104 | Penulisan Skripsi | Thesis Writing | A university course in Thesis Writing guides students through the process of developing and completing a research thesis. Key components typically include | A university course on Thesis Writing can intersect with several UN Sustainable Development Goals (SDGs), especially those related to education, research, and knowledge sharing. Here are some key SDGs that may be covered: 1. **SDG 4: Quality Education** – This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. Thesis writing is integral to higher education and helps develop critical thinking, research skills, and academic writing proficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research conducted during thesis writing can contribute to innovation and new ideas in various fields, fostering advancements in technology, industry, and infrastructure. 3. **SDG 10: Reduced Inequalities** – Engaging with diverse perspectives in research can highlight issues of inequality and promote understanding of marginalized communities, contributing to a more equitable society. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Research that focuses on social justice, governance, and policy can support the development of strong institutions and promote peace and accountability. 5. **SDG 17: Partnerships for the Goals** – Collaborative research and the sharing of knowledge between institutions can enhance the impact of academic work, fostering partnerships that contribute to sustainable development. While the primary focus of a Thesis Writing course is academic skills development, these SDGs illustrate how research can have broader implications for society and contribute to sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133020 | Riset Mandiri | Independent Research | A university course in Independent Research allows students to pursue a self-directed research project in a specific area of interest. Key elements typically include | An Independent Research course can encompass several UN Sustainable Development Goals (SDGs), particularly those related to research, innovation, and societal impact. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Focuses on promoting lifelong learning opportunities and the development of critical thinking and research skills. Independent research encourages self-directed learning and academic inquiry. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research projects can drive innovation and technological advancement, contributing to the development of sustainable industries and resilient infrastructure. 3. **SDG 10: Reduced Inequalities** – Research can address issues of inequality by exploring disparities within societies, promoting inclusivity, and advocating for marginalized groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Independent research often engages with social justice topics, governance, and institutional integrity, fostering understanding and accountability. 5. **SDG 17: Partnerships for the Goals** – Collaborative research efforts can build partnerships between academic institutions, communities, and organizations, enhancing the impact and reach of research findings. 6. **SDG 3: Good Health and Well-being** (in health-related research) – Research projects focused on public health issues can directly contribute to improving health outcomes and promoting well-being. Independent research courses emphasize critical inquiry, innovation, and the application of knowledge, making them relevant to a wide range of sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111002 | Kewirausahaan Bidang Gizi | Nutrition Entrepreneurship | A university course in Nutrition Entrepreneurship explores the intersection of nutrition science and business development. Key components typically include | A university course on Nutrition Entrepreneurship can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and promoting sustainable agriculture. Nutrition entrepreneurship can contribute by creating solutions for food accessibility and nutrition education. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health and well-being through proper nutrition. Courses may cover how businesses can improve health outcomes through nutritional products and services. 3. **SDG 8: Decent Work and Economic Growth** – Encourages entrepreneurship and job creation. Nutrition-focused businesses can generate employment and stimulate economic growth within communities. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in food production and consumption. Nutrition entrepreneurship can encourage the development of sustainable food products and waste reduction strategies. 5. **SDG 10: Reduced Inequalities** – By addressing nutrition-related issues in underserved communities, entrepreneurs can help reduce health disparities and promote equitable access to nutritious food. 6. **SDG 17: Partnerships for the Goals** – Collaboration with various stakeholders, including local farmers, health organizations, and educational institutions, can enhance the impact of nutrition entrepreneurship. This course can highlight the intersection of nutrition, business, and sustainable development, demonstrating how entrepreneurial efforts can contribute to broader societal goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120503 | Gizi Daur Hidup | Life Cycle Nutrition | A university course in Life Cycle Nutrition examines the nutritional needs and considerations at various stages of life, from preconception through old age. Key topics typically include | A university course on Life Cycle Nutrition can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and education. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Life Cycle Nutrition examines nutritional needs at various life stages, promoting food security and healthy diets. 2. **SDG 3: Good Health and Well-being** – Emphasizes ensuring healthy lives and promoting well-being for all. This course addresses the impact of nutrition on health throughout different life stages, from infancy to older adulthood. 3. **SDG 4: Quality Education** – Promotes inclusive and equitable education. The course can contribute to educating students and communities about nutritional needs and healthy eating practices across the lifespan. 4. **SDG 10: Reduced Inequalities** – Nutrition education can help address health disparities, ensuring that all populations have access to information about proper nutrition throughout their lives. 5. **SDG 12: Responsible Consumption and Production** – Examines sustainable dietary practices and their impact on health and the environment, promoting responsible food choices and production methods. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among health professionals, educators, and policymakers to promote effective nutrition strategies across the life cycle. This course highlights the importance of nutrition at all life stages and its broader implications for health, sustainability, and equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120903 | Kuliner Dasar | Basic Culinary | A university course in Basic Culinary Arts introduces students to foundational cooking techniques and kitchen skills essential for culinary practice. Key components typically include | A university course on Basic Culinary can encompass several UN Sustainable Development Goals (SDGs), particularly those related to food, health, and sustainability. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and promoting food security. Basic culinary skills can empower students to prepare nutritious meals, emphasizing food accessibility. 2. **SDG 3: Good Health and Well-being** – Promotes healthy living through nutrition. The course typically teaches healthy cooking methods and the importance of balanced diets. 3. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable practices in food preparation, including minimizing food waste and selecting sustainable ingredients. 4. **SDG 4: Quality Education** – Provides essential culinary education, developing practical skills that can lead to personal and professional opportunities. 5. **SDG 10: Reduced Inequalities** – Culinary skills can empower individuals from diverse backgrounds, promoting inclusivity and providing opportunities for underrepresented groups. 6. **SDG 13: Climate Action** (in some contexts) – The course may address the environmental impact of food choices and encourage sustainable cooking practices that consider climate change. Through these aspects, a Basic Culinary course can contribute to health, sustainability, and social equity, aligning with various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121502 | Manajemen Pelayanan Makanan | Food Service Management | A university course in Food Service Management focuses on the principles and practices involved in managing food service operations effectively. Key components typically include | A university course on Food Service Management can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Food service management includes strategies for providing nutritious meals and addressing food accessibility in various settings. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course often covers menu planning and healthy food preparation to support overall well-being. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food service, including waste reduction, efficient resource use, and responsible sourcing of ingredients. 4. **SDG 8: Decent Work and Economic Growth** – Encourages entrepreneurship and job creation in the food service sector. This course prepares students for various roles, promoting economic growth within the industry. 5. **SDG 10: Reduced Inequalities** – Addresses food equity by exploring ways to provide quality food services to diverse populations and underserved communities. 6. **SDG 13: Climate Action** (in some contexts) – The course may examine the environmental impact of food services and promote sustainable practices that reduce carbon footprints, such as local sourcing and minimizing waste. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration with local suppliers, community organizations, and health entities to enhance food service outcomes and community impact. By covering these aspects, a Food Service Management course can contribute to health, sustainability, and economic development, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121703 | Gizi Masyarakat Pesisir dan Kepulauan | Nutrition of Coastal and Island Communities | A university course on Nutrition of Coastal and Island Communities examines the unique dietary patterns, food systems, and nutritional challenges faced by populations living in coastal and island regions. Key topics typically include | A university course on Nutrition of Coastal and Island Communities can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and community development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security, particularly in vulnerable coastal and island communities where access to nutritious food can be limited. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition, addressing dietary needs specific to coastal and island populations, and understanding the impact of nutrition on overall health. 3. **SDG 14: Life Below Water** – Relates to the sustainable management of marine resources. This course can explore the nutritional importance of seafood and sustainable fishing practices in coastal diets. 4. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food sourcing and preparation, encouraging responsible use of local resources and minimizing waste. 5. **SDG 10: Reduced Inequalities** – Addresses food equity and access issues specific to isolated communities, focusing on ways to improve nutrition and health outcomes for marginalized groups. 6. **SDG 4: Quality Education** – Promotes education and awareness about nutrition, sustainable practices, and food security, enhancing community knowledge and capacity. 7. **SDG 11: Sustainable Cities and Communities** – Examines the role of nutrition in building resilient and sustainable communities, particularly in the context of climate change and environmental challenges faced by coastal regions. By focusing on these aspects, a course on Nutrition of Coastal and Island Communities can contribute to sustainable development goals that aim to improve health, food security, and environmental sustainability in vulnerable populations. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130803 | Metodologi Riset | Research Methodology | A university course in Research Methodology provides students with a comprehensive understanding of the principles and techniques used in conducting research across various disciplines. | A university course on Research Methodology can align with several UN Sustainable Development Goals (SDGs), particularly those related to education, research, and social impact. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. Research methodology courses equip students with essential skills for academic inquiry and critical thinking, promoting lifelong learning. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on fostering innovation and sustainable development. Understanding research methods can lead to innovative solutions and advancements in various fields. 3. **SDG 10: Reduced Inequalities** – Research can address social inequalities and help identify disparities within communities, contributing to more equitable policies and practices. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes the importance of research in informing policy, governance, and social justice initiatives. Methodological rigor enhances the credibility of research findings that support strong institutions. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration among researchers, organizations, and communities to address complex issues and promote shared knowledge for sustainable development. 6. **SDG 3: Good Health and Well-being** (in health-related research) – Research methodology is crucial for developing evidence-based practices that improve health outcomes and inform public health initiatives. By emphasizing these aspects, a Research Methodology course contributes to the broader goals of education, innovation, and social equity, aligning with various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130902 | Praktikum Dietetik | Dietetics Practicum | A university course in Dietetics Practicum offers hands-on experience in the field of nutrition and dietetics, allowing students to apply theoretical knowledge in real-world settings. Key components typically include | A university course on Dietetics Practicum can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Practicum experiences often involve working with communities to address nutritional needs and food access. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The practicum helps students apply their knowledge in real-world settings, supporting healthy eating and lifestyle choices. 3. **SDG 4: Quality Education** – Provides practical training and education in dietetics, ensuring that students gain hands-on experience and skills necessary for their professional development. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition. Practicum placements may involve working with underserved populations, promoting equitable access to nutrition education and services. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices. Dietetics students can promote healthy, sustainable food choices during their practicum. 6. **SDG 17: Partnerships for the Goals** – Involves collaboration with health care providers, community organizations, and other stakeholders to enhance nutrition programs and services. By focusing on these aspects, a Dietetics Practicum course can contribute to improving health, addressing food security, and promoting social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131002 | Pengembangan Produk Pangan | Food Product Development | A university course in Food Product Development focuses on the process of creating new food products from concept to market | A university course on Food Product Development can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and innovation. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Developing new food products can improve food accessibility and address nutritional gaps in various populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course can cover the development of healthy food products that support better dietary choices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in food technology and product development, fostering advancements in the food industry and contributing to economic growth. 4. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food product development, including minimizing waste, using sustainable ingredients, and promoting responsible sourcing. 5. **SDG 10: Reduced Inequalities** – Addresses food equity by creating products that cater to diverse dietary needs and preferences, including options for underserved communities. 6. **SDG 13: Climate Action** (in some contexts) – The course may examine the environmental impact of food production and encourage the development of products with lower carbon footprints. 7. **SDG 17: Partnerships for the Goals** – Promotes collaboration among food scientists, industry stakeholders, and communities to develop products that meet specific needs and enhance public health. By incorporating these elements, a Food Product Development course can contribute to sustainable food systems, improve health outcomes, and promote innovation in the food industry, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131102 | Praktik Kerja Food Service | Food Service Work Practices | A university course in Food Service Work Practices focuses on the operational aspects and best practices essential for effective management in food service environments. | A university course on Food Service Work Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Understanding food service practices can enhance food distribution and access, especially in institutional settings. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course typically covers safe food handling, preparation, and serving practices that contribute to public health. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food service, including waste reduction, resource management, and responsible sourcing of ingredients. 4. **SDG 8: Decent Work and Economic Growth** – Encourages job creation and economic development within the food service industry. The course prepares students for careers in this sector, promoting decent working conditions. 5. **SDG 10: Reduced Inequalities** – Addresses access to nutritious food and quality food service in diverse communities, focusing on equitable practices that serve all populations. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration with local suppliers, health organizations, and community groups to enhance food service delivery and community well-being. By focusing on these aspects, a Food Service Work Practices course can contribute to improving health outcomes, promoting sustainability, and fostering economic growth, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131204 | Praktik Kerja Dietetika | Dietetics Work Practices | A university course in Dietetics Work Practices focuses on the practical application of nutrition principles in various professional settings | A university course on Dietetics Work Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Dietetics work often involves addressing nutritional needs and food accessibility in various populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through proper nutrition and dietary practices. The course prepares students to implement effective nutrition interventions. 3. **SDG 4: Quality Education** – Provides practical training in dietetics, equipping students with the skills needed to assess and promote nutritional health effectively. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition. Dietetics work can focus on improving access to nutrition education and services for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices and responsible food choices that promote health and environmental sustainability. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration with healthcare providers, community organizations, and stakeholders to enhance nutrition programs and public health initiatives. By integrating these elements, a Dietetics Work Practices course can contribute to improving health outcomes, promoting food security, and fostering social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131302 | Praktik Gizi Kesehatan Masyarakat | Public Health Nutrition Practices | A university course in Public Health Nutrition Practices focuses on the application of nutrition principles to promote health and prevent disease at the community and population levels | A university course on Public Health Nutrition Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security, promoting sustainable food systems and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Emphasizes ensuring healthy lives and promoting well-being for all, with a focus on nutrition’s role in preventing diseases and improving health outcomes. 3. **SDG 4: Quality Education** – Provides education on nutrition and health, equipping individuals and communities with knowledge to make informed dietary choices. 4. **SDG 10: Reduced Inequalities** – Addresses nutritional disparities among different population groups, aiming to improve access to nutritious foods and health services for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices and responsible food choices, promoting environmental sustainability in food systems. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among public health organizations, community groups, and government agencies to enhance nutrition programs and policies. By integrating these elements, a Public Health Nutrition Practices course can significantly contribute to improving health, reducing inequalities, and promoting sustainable food systems, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110103 | Biomedik | Biomedicine | A university course in Biomedicine explores the application of biological and physiological principles to understand human health and disease | A university course on Biomedicine can address several UN Sustainable Development Goals (SDGs), particularly those related to health, research, and innovation. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all at all ages. Biomedicine plays a crucial role in understanding diseases, developing treatments, and improving health outcomes. 2. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. Biomedicine courses educate students in advanced scientific principles and methodologies, fostering critical thinking and research skills. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in medical research and biotechnology, contributing to the development of new therapies, diagnostics, and healthcare technologies. 4. **SDG 10: Reduced Inequalities** – Addresses health disparities by focusing on biomedical research that can lead to better health outcomes for underserved populations and marginalized communities. 5. **SDG 17: Partnerships for the Goals** – Promotes collaboration between academic institutions, healthcare organizations, and industry to enhance biomedical research and its application in public health. 6. **SDG 12: Responsible Consumption and Production** (in some contexts) – May involve discussions on the ethical production and use of biomedical products and technologies, promoting sustainability in research practices. By integrating these elements, a Biomedicine course can significantly contribute to advancements in health and well-being, education, and innovation, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121802 | Herbal Medicine | Herbal Medicine | A university course in Herbal Medicine focuses on the study of medicinal plants and their applications in health and wellness. | A university course on Herbal Medicine can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and community well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Herbal medicine is often used for preventive care and in the treatment of various health conditions. 2. **SDG 2: Zero Hunger** – May include discussions on the nutritional aspects of certain herbs and their roles in food security and traditional diets, emphasizing sustainable agricultural practices. 3. **SDG 12: Responsible Consumption and Production** – Highlights the importance of sustainable harvesting and production of herbal resources, promoting responsible use of natural resources. 4. **SDG 15: Life on Land** – Emphasizes the conservation of biodiversity and sustainable use of terrestrial ecosystems. The course may cover ethical sourcing and conservation of medicinal plants. 5. **SDG 4: Quality Education** – Provides education on the use of herbal medicine, equipping students with knowledge about plant-based therapies and their applications in healthcare. 6. **SDG 10: Reduced Inequalities** – Addresses access to alternative medicine practices, potentially improving health outcomes in underserved populations through culturally relevant healing practices. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between herbalists, healthcare providers, and researchers to promote the integration of herbal medicine into broader health systems. By focusing on these aspects, a course in Herbal Medicine can contribute to health improvements, sustainable practices, and education, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130102 | Konseling Gizi | Nutrition Counseling | A university course in Nutrition Counseling focuses on the principles and techniques of providing dietary guidance and support to individuals and groups. | A university course on Nutrition Counseling can address several UN Sustainable Development Goals (SDGs), particularly those related to health, well-being, and education. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Nutrition counseling can help individuals and communities access nutritious food and make informed dietary choices. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through proper nutrition. The course prepares students to support clients in improving their dietary habits and health outcomes. 3. **SDG 4: Quality Education** – Provides education and skills training in effective counseling techniques, enabling students to educate clients about nutrition and health. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition access. Nutrition counseling can focus on underserved populations, helping to improve health equity. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices, teaching clients about the environmental impact of food choices and promoting responsible consumption. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration with healthcare providers, community organizations, and policymakers to enhance nutrition programs and public health initiatives. By incorporating these elements, a Nutrition Counseling course can contribute to improving health outcomes, promoting food security, and fostering social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130302 | Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Island Public Health | A university course in Coastal and Island Public Health focuses on the unique health challenges and issues faced by coastal and island communities. | A university course on Coastal and Island Public Health can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and community resilience. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. This course addresses health issues specific to coastal and island communities, including access to healthcare and disease prevention. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of food security and nutrition, particularly in coastal areas where local food sources and sustainable practices can be pivotal for community health. 3. **SDG 11: Sustainable Cities and Communities** – Explores how to create resilient communities in coastal and island settings, focusing on health infrastructure, disaster preparedness, and sustainable development. 4. **SDG 14: Life Below Water** – Relates to the sustainable management of marine resources, including the impact of ocean health on public health in coastal communities, and addresses issues like pollution and overfishing. 5. **SDG 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in food production and consumption, particularly in the context of local resources and environmental impact. 6. **SDG 10: Reduced Inequalities** – Focuses on addressing health disparities in remote and underserved coastal and island communities, aiming to improve access to health services and resources. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among governments, NGOs, and local communities to enhance public health initiatives and address the unique challenges faced by coastal and island populations. By integrating these elements, a Coastal and Island Public Health course can contribute to improving health outcomes, promoting sustainability, and enhancing community resilience, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130402 | Perencanaan Pangan dan Gizi | Food and Nutrition Planning | University courses in Food and Nutrition Planning focus on the science of nutrition and the strategies for planning and managing food services. These programs typically cover | A university course on Food and Nutrition Planning can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainability. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. The course emphasizes strategies for planning food systems that ensure access to nutritious food for all populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. Effective food and nutrition planning can lead to improved dietary habits and health outcomes. 3. **SDG 4: Quality Education** – Provides education on food and nutrition principles, equipping students with the knowledge to develop effective planning strategies in various settings. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in access to nutritious food. The course may focus on equitable food distribution and planning for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in food production and consumption, highlighting the importance of minimizing waste and using resources efficiently. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among various stakeholders, including governments, NGOs, and community organizations, to enhance food and nutrition planning efforts. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban food systems and how planning can contribute to healthier, more sustainable communities. By integrating these elements, a Food and Nutrition Planning course can significantly contribute to improving health, promoting sustainability, and addressing food security, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130502 | Epidemiologi Gizi | Nutritional Epidemiology | University courses in Nutritional Epidemiology focus on the study of how dietary patterns and nutritional factors influence health outcomes at the population level. Key components of the field include | A university course on Nutritional Epidemiology can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and research. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Nutritional epidemiology examines the relationship between diet and health outcomes, contributing to better public health strategies. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of addressing malnutrition and food security. The course can analyze dietary patterns and their impacts on nutrition-related health issues. 3. **SDG 4: Quality Education** – Provides education and training in research methods and statistical analysis, equipping students with skills to assess nutritional health and inform public health policies. 4. **SDG 10: Reduced Inequalities** – Addresses health disparities by exploring how nutrition impacts different populations, aiming to improve access to nutritious food and health resources for underserved groups. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices. The course may analyze the environmental impact of dietary choices and promote healthier, sustainable eating patterns. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among researchers, public health officials, and community organizations to address nutritional issues and improve health outcomes. By focusing on these aspects, a Nutritional Epidemiology course can significantly contribute to improving public health, addressing food security, and promoting equity in health outcomes, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130603 | Statistik | Statistic | A university course in statistics covers the collection, analysis, interpretation, and presentation of data. Students learn fundamental concepts such as descriptive statistics, probability theory, inferential statistics, hypothesis testing, and regression analysis. The course typically involves practical applications using statistical software, helping students to interpret real-world data and make informed decisions. Emphasis is placed on understanding statistical methods and their relevance across various fields, including social sciences, natural sciences, and business. By the end of the course, students should be able to apply statistical techniques to analyze data and draw meaningful conclusions. | A university course on Statistics can address several UN Sustainable Development Goals (SDGs), particularly those related to education, data analysis, and informed decision-making. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. A statistics course provides essential skills for understanding and analyzing data, fostering critical thinking and problem-solving abilities. 2. **SDG 3: Good Health and Well-being** – Supports health research and public health initiatives by providing the statistical tools necessary for analyzing health data, epidemiological studies, and healthcare outcomes. 3. **SDG 10: Reduced Inequalities** – Data analysis helps identify and address disparities in various areas, including income, education, and health, enabling more equitable policies and programs. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages data-driven decision-making in various industries, fostering innovation and efficiency through effective statistical analysis. 5. **SDG 17: Partnerships for the Goals** – Promotes collaboration through data sharing and research partnerships. Statistics are crucial for monitoring progress and evaluating the effectiveness of initiatives. 6. **SDG 12: Responsible Consumption and Production** (in some contexts) – Statistical analysis can be applied to assess consumption patterns and resource use, supporting sustainable practices. By integrating these elements, a Statistics course can significantly contribute to enhancing education, improving health outcomes, fostering innovation, and promoting equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130702 | Isu Mutakhir Gizi dan Kesehatan | Latest Issues in Nutrition and Health | University courses on Latest Issues in Nutrition and Health explore contemporary challenges and advancements in the field of nutrition and public health. Key topics typically include | A university course on Latest Issues in Nutrition and Health can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and sustainability. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. The course addresses current health issues related to nutrition, chronic diseases, and public health interventions. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of food security and nutrition. The course can explore topics like malnutrition, dietary patterns, and the impact of food systems on health. 3. **SDG 4: Quality Education** – Provides education on emerging trends in nutrition and health, equipping students with knowledge and skills to address contemporary issues. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition access. The course may cover how socioeconomic factors influence dietary habits and health outcomes. 5. **SDG 12: Responsible Consumption and Production** – Discusses sustainable dietary practices and the environmental impact of food choices, promoting responsible consumption. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among health professionals, researchers, and policymakers to address nutrition-related health issues effectively. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban health challenges and the role of nutrition in creating sustainable communities. By focusing on these elements, a course on Latest Issues in Nutrition and Health can significantly contribute to improving health outcomes, addressing food security, and promoting sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120803 | Mikrobiologi Pangan | Food Microbiology | University courses in Food Microbiology focus on the study of microorganisms that affect food safety, quality, and production. Key topics typically covered include | A university course on Food Microbiology can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and food security. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Understanding food microbiology is crucial for preventing foodborne illnesses and ensuring food safety. 2. **SDG 2: Zero Hunger** – Emphasizes food security and nutrition. Food microbiology can play a role in enhancing food preservation, reducing spoilage, and improving food availability. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food production. The course may cover topics such as fermentation and microbial processes that can improve food quality and reduce waste. 4. **SDG 4: Quality Education** – Provides education on microbiological principles and their application in food science, equipping students with essential knowledge for the industry. 5. **SDG 10: Reduced Inequalities** – Addresses food safety and access issues, focusing on how microbiological practices can improve health outcomes in underserved populations. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between researchers, food producers, and health authorities to enhance food safety and public health initiatives. By focusing on these elements, a Food Microbiology course can contribute to improving food safety, promoting sustainable practices, and addressing health and nutrition challenges, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121002 | Teknologi Pangan | Food Technology | University courses in Food Technology focus on the science and engineering principles involved in the processing, preservation, and production of food. Key areas typically covered include | SDG 2: Zero Hunger – Focuses on ending hunger and achieving food security. Food technology plays a crucial role in developing methods for food preservation, processing, and distribution, enhancing access to nutritious food. SDG 3: Good Health and Well-being – Emphasizes promoting health through nutrition. The course may cover the development of healthy food products and understanding the nutritional implications of food technology. SDG 12: Responsible Consumption and Production – Highlights the need for sustainable practices in food production and processing. Food technology can help minimize waste, improve resource efficiency, and promote sustainable sourcing. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in food processing technologies, fostering advancements that can improve food quality, safety, and sustainability. SDG 10: Reduced Inequalities – Addresses disparities in food access and safety. Food technology can contribute to developing affordable and safe food products for underserved communities. SDG 17: Partnerships for the Goals – Promotes collaboration among food scientists, industry stakeholders, and policymakers to enhance food safety and sustainability initiatives. SDG 11: Sustainable Cities and Communities (in some contexts) – May explore urban food systems and the role of technology in creating sustainable food environments in cities. By integrating these elements, a Food Technology course can significantly contribute to improving food security, health outcomes, and sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121102 | Kehalalan dan Keamanan Pangan | Halal and Food Safety | University courses in Halal and Food Safety focus on the principles and practices ensuring that food products meet Halal standards while also being safe for consumption. Key topics typically covered include | A university course on Halal and Food Safety can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and equitable access to food. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Understanding food safety is crucial for preventing foodborne illnesses and ensuring consumer health. 2. **SDG 2: Zero Hunger** – Emphasizes food security and nutrition. The course can explore how halal practices contribute to food quality and safety, ensuring that food is safe and accessible to all. 3. **SDG 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in food production and consumption. Halal standards often encompass ethical sourcing and responsible production methods. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in food access. The course may focus on ensuring that halal food options are safe, available, and accessible to diverse communities. 5. **SDG 4: Quality Education** – Provides education on halal standards and food safety practices, equipping students with knowledge to promote safe and responsible food practices. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among food producers, safety regulators, and religious organizations to ensure compliance with halal and food safety standards. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban food systems and the role of halal food safety in creating sustainable food environments in communities. By integrating these elements, a Halal and Food Safety course can contribute to improving health outcomes, enhancing food security, and promoting ethical and sustainable food practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121202 | Praktikum Dasar Kesehatan Masyarakat | Basic Public Health Practicum | A university course in Basic Public Health Practicum offers students hands-on experience in public health settings, bridging theoretical knowledge with real-world application. Key components typically include | SDG 3: Good Health and Well-being – Focuses on ensuring healthy lives and promoting well-being for all. The practicum provides hands-on experience in public health initiatives aimed at improving community health. SDG 4: Quality Education – Emphasizes inclusive and equitable quality education. The course equips students with practical skills and knowledge essential for public health practice. SDG 10: Reduced Inequalities – Addresses health disparities by focusing on vulnerable populations. Students may engage in projects that aim to reduce inequalities in access to health services and education. SDG 11: Sustainable Cities and Communities – Encourages creating healthy urban environments. The practicum may involve community assessments and initiatives to improve public health in local settings. SDG 17: Partnerships for the Goals – Promotes collaboration between students, public health organizations, and community stakeholders to enhance health initiatives and interventions. SDG 2: Zero Hunger (in some contexts) – May include projects focused on nutrition and food security, addressing dietary issues within communities. By integrating these elements, a Basic Public Health Practicum can significantly contribute to improving community health outcomes, fostering education, and promoting equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121303 | Patofisiologi dan Dietetik Penyakit Menular | Pathophysiology and Dietetics of Non-Communicable Diseases | A university is an institution of higher education that offers undergraduate and graduate degrees across various fields of study. Universities typically provide a wide range of academic programs, including liberal arts, sciences, engineering, business, and health professions | SDG 3: Good Health and Well-being Course Focus: Health sciences, public health, nutrition. Description: Courses in these areas prepare students to improve health outcomes, understand disease prevention, and promote overall well-being. SDG 4: Quality Education Course Focus: Education, pedagogy, research methodology. Description: Courses that enhance teaching skills and educational research contribute to equitable access to quality education. SDG 2: Zero Hunger Course Focus: Agriculture, food science, nutrition. Description: Courses focused on food security and sustainable agriculture aim to address malnutrition and improve food systems. SDG 10: Reduced Inequalities Course Focus: Social sciences, public policy, community development. Description: These courses explore issues of inequality and strategies to promote social equity. SDG 12: Responsible Consumption and Production Course Focus: Environmental science, sustainable business. Description: Courses addressing sustainability in production practices encourage responsible consumption and waste reduction. SDG 17: Partnerships for the Goals Course Focus: International relations, public health, community engagement. Description: Courses that emphasize collaboration and partnerships can enhance efforts to achieve sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121403 | Patofisiologi dan Dietetik Penyakit Tidak Menular | Pathophysiology and Dietetics of Non-Communicable Diseases | The university course “Pathophysiology and Dietetics of Infectious Diseases” explores the biological mechanisms and nutritional considerations associated with infectious diseases. It integrates knowledge of disease processes with dietary management to enhance patient outcomes. | A university course on **Pathophysiology and Dietetics of Non-Communicable Diseases** can address several UN Sustainable Development Goals (SDGs), particularly those related to health and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: The course focuses on understanding the pathophysiological mechanisms of non-communicable diseases (NCDs) such as diabetes, cardiovascular diseases, and obesity, which are critical for promoting health and preventing illness. 2. **SDG 2: Zero Hunger** – **Description**: Emphasizes the role of nutrition in preventing and managing NCDs. The course may address food security and the importance of a balanced diet in achieving optimal health. 3. **SDG 4: Quality Education** – **Description**: Provides education on the relationship between diet, health, and disease management, equipping students with the knowledge necessary to contribute to public health and nutrition education. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses health disparities by examining how socioeconomic factors influence the prevalence and management of NCDs, aiming to promote equitable access to healthcare and nutrition. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable dietary practices that can reduce the risk of NCDs, encouraging responsible consumption of food and resources. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among healthcare providers, researchers, and community organizations to develop effective strategies for managing NCDs through diet and lifestyle interventions. By integrating these elements, a course on Pathophysiology and Dietetics of Non-Communicable Diseases can significantly contribute to improving health outcomes, promoting nutrition, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121602 | Gizi dan Biomolekuler | Nutrition and Biomolecular | The Nutrition and Biomolecular course explores the relationship between nutrition and the molecular mechanisms within the body that impact health and disease. It integrates principles of biochemistry, molecular biology, and nutrition to understand how nutrients affect cellular processes, gene expression, and metabolic pathways | A university course on **Nutrition and Biomolecular Sciences** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, research, and sustainability. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the relationship between nutrition at the molecular level and overall health. The course examines how nutrients impact health, disease prevention, and the management of chronic conditions. 2. **SDG 2: Zero Hunger** – **Description**: Addresses food security and nutrition by exploring how biomolecular mechanisms can optimize nutrient absorption and utilization, contributing to better dietary practices. 3. **SDG 4: Quality Education** – **Description**: Provides education on molecular nutrition, equipping students with the knowledge necessary to understand the biochemical basis of nutrition and its applications in health and disease. 4. **SDG 10: Reduced Inequalities** – **Description**: Explores disparities in nutrition and health outcomes, particularly how socioeconomic factors influence access to nutritious foods and health resources. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable food systems and the importance of optimizing nutrient content in food production, promoting responsible consumption and resource management. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between researchers, healthcare professionals, and policymakers to translate nutritional research into practice and inform public health policies. By focusing on these aspects, a course on Nutrition and Biomolecular Sciences can significantly contribute to advancing health knowledge, improving nutrition, and promoting sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111102 | Ekonomi Pangan dan Gizi | Food Economics and Nutrition | The Food Economics and Nutrition course focuses on the intersection of food systems, economics, and nutrition, exploring how economic principles influence food production, distribution, consumption, and policies, as well as their impact on nutritional outcomes | A university course on **Food Economics and Nutrition** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainable economic practices. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Examines the economic factors influencing food availability, access, and security, and how nutritional policies can help eradicate hunger and improve food systems. 2. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the impact of nutrition on health outcomes, exploring how economic factors shape dietary choices and health disparities. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in food production and consumption, emphasizing the need for efficient resource use and minimizing waste in food systems. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses the economic disparities in access to nutritious food, highlighting policies and strategies that promote equitable food distribution. 5. **SDG 4: Quality Education** – **Description**: Provides education on the principles of food economics and their application to nutrition, equipping students with knowledge to influence food policy and public health. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among stakeholders in agriculture, nutrition, and public policy to develop integrated approaches that address food security and health challenges. By integrating these elements, a course on Food Economics and Nutrition can significantly contribute to improving health outcomes, enhancing food security, and promoting sustainable economic practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111202 | Ekologi Pangan dan Gizi | Food Ecology and Nutrition | The Food Economics and Nutrition course examines the relationship between economic factors and nutrition within food systems. It covers how economic principles, policies, and market dynamics influence food production, access, affordability, and consumption, as well as the nutritional health of populations | A university course on **Food Ecology and Nutrition** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and environmental impact. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on sustainable food systems and the importance of ecological practices in ensuring food security and improving nutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Examines how ecological principles affect dietary choices and health outcomes, promoting nutrition that supports overall well-being. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes sustainable agricultural practices, waste reduction, and responsible consumption to minimize environmental impact. 4. **SDG 13: Climate Action** – **Description**: Explores the relationship between food systems and climate change, including how sustainable practices can mitigate environmental impact. 5. **SDG 15: Life on Land** – **Description**: Addresses biodiversity, land use, and ecosystem health, focusing on sustainable food production methods that protect natural resources. 6. **SDG 4: Quality Education** – **Description**: Provides education on the intersections of food, ecology, and nutrition, equipping students with knowledge to advocate for sustainable practices. 7. **SDG 10: Reduced Inequalities** – **Description**: Investigates how ecological and nutritional practices can address inequalities in food access and health outcomes. By integrating these elements, a course on Food Ecology and Nutrition can contribute to advancing sustainable food systems, promoting health, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120103 | Penilaian Status Gizi | Nutritional Status Assessment | The Nutritional Status Assessment course focuses on methods and techniques used to evaluate the nutritional health of individuals and populations. It teaches students how to assess dietary intake, body composition, and clinical health markers to determine nutritional status and identify deficiencies or health risks related to nutrition | A university course on **Nutritional Status Assessment** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on ending hunger and improving nutrition. The course involves assessing nutritional status to identify malnutrition and inform interventions. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of nutrition for overall health. Understanding nutritional status is crucial for preventing and managing health issues. 3. **SDG 4: Quality Education** – **Description**: Provides education on assessment methods and tools, equipping students with the knowledge to evaluate and improve community nutrition. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in nutritional status among different populations, focusing on strategies to ensure equitable access to nutrition and health resources. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the role of dietary choices in nutritional status and promotes sustainable eating practices that support health and well-being. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between healthcare providers, nutritionists, and community organizations to enhance nutritional assessments and interventions. By focusing on these elements, a course on Nutritional Status Assessment can significantly contribute to improving health outcomes, promoting food security, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120203 | Analisis Bahan Makanan | Food Ingredient Analysis | The Food Ingredient Analysis course focuses on the techniques and methods used to identify, quantify, and evaluate the composition of food ingredients. It teaches students how to analyze the chemical, physical, and functional properties of food components such as proteins, fats, carbohydrates, vitamins, and additives. | A university course on **Food Ingredient Analysis** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on improving food security and nutrition. The analysis of food ingredients helps in understanding their nutritional value and how they contribute to dietary needs. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of safe and nutritious food for health. Analyzing food ingredients is crucial for ensuring food safety and promoting healthy dietary practices. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable sourcing and production of food ingredients. The course may cover how ingredient analysis can lead to more sustainable food practices and reduce waste. 4. **SDG 4: Quality Education** – **Description**: Provides education on food science and analytical techniques, equipping students with the knowledge needed for careers in food quality and safety. 5. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in food quality and access to nutritious ingredients, focusing on how ingredient analysis can promote equitable food systems. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between food scientists, industry stakeholders, and policymakers to improve food quality and safety through better ingredient analysis. By integrating these elements, a course on Food Ingredient Analysis can significantly contribute to enhancing food quality, promoting health, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120303 | Metabolisme Zat Gizi | Nutrient Metabolism | The Nutrient Metabolism course focuses on the biochemical processes that govern how the body digests, absorbs, transports, and utilizes nutrients such as carbohydrates, proteins, fats, vitamins, and minerals. It explores the metabolic pathways that transform these nutrients into energy and essential compounds necessary for growth, maintenance, and health | A university course on **Nutrient Metabolism** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and education. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the relationship between nutrient metabolism and overall health. Understanding how nutrients are processed in the body is crucial for preventing and managing health issues. 2. **SDG 2: Zero Hunger** – **Description**: Addresses the importance of nutrition in food security. The course may explore how nutrient metabolism impacts dietary needs and the effectiveness of food systems. 3. **SDG 4: Quality Education** – **Description**: Provides education on the biochemical processes related to nutrient metabolism, equipping students with the knowledge to inform dietary recommendations and health interventions. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines how nutrient metabolism can differ across populations and the implications for health equity, focusing on strategies to address nutritional disparities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the impact of dietary choices on nutrient intake and metabolism, promoting responsible food consumption that supports health and sustainability. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among researchers, healthcare professionals, and policymakers to translate knowledge of nutrient metabolism into practical health and nutrition strategies. By focusing on these aspects, a course on Nutrient Metabolism can significantly contribute to advancing health knowledge, improving nutrition, and promoting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120402 | Penulisan Ilmiah Gizi | Nutrition Scientific Writing | The Nutrition Scientific Writing course focuses on developing the skills necessary to effectively communicate research and scientific findings in the field of nutrition. It teaches students how to write clear, well-structured, and evidence-based scientific documents, such as research papers, reports, literature reviews, and grant proposals, following academic and professional standards. | A university course on **Nutrition Scientific Writing** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and research. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of effective communication in nutrition science. Writing skills are crucial for disseminating research findings that can improve health outcomes. 2. **SDG 4: Quality Education** – **Description**: Provides education and training in scientific writing, equipping students with essential skills to communicate nutritional science clearly and effectively. 3. **SDG 2: Zero Hunger** – **Description**: Supports efforts to address food security and nutrition by promoting research and evidence-based practices through clear scientific communication. 4. **SDG 10: Reduced Inequalities** – **Description**: Encourages writing that highlights disparities in nutrition and health, advocating for equitable access to resources and interventions. 5. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among researchers, healthcare providers, and policymakers to share knowledge and strategies that advance public health and nutrition goals. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Supports writing focused on sustainable dietary practices and food systems, encouraging responsible consumption through well-researched communication. By integrating these elements, a course on Nutrition Scientific Writing can significantly contribute to enhancing health knowledge, promoting education, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120603 | Farmakologi Gizi | Nutritional Pharmacology | The Nutritional Pharmacology course explores the interactions between nutrients and drugs, and how these interactions affect health and disease management. It combines principles of nutrition and pharmacology to understand how diet influences drug metabolism and efficacy, and how medications can impact nutritional status. | A university course on **Nutritional Pharmacology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and education. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the interplay between nutrition and pharmacology, emphasizing how dietary components can affect drug metabolism, efficacy, and safety, which is essential for improving health outcomes. 2. **SDG 2: Zero Hunger** – **Description**: Explores the role of nutrition in managing health conditions and how nutritional interventions can complement pharmacological treatments to address malnutrition and food security. 3. **SDG 4: Quality Education** – **Description**: Provides education on the scientific principles of how nutrients interact with pharmaceuticals, equipping students with the knowledge to inform clinical practices and dietary recommendations. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how socioeconomic factors influence access to both nutrition and medications, focusing on strategies to address health disparities through integrated approaches. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the implications of dietary choices on health and medication effectiveness, promoting responsible consumption of both food and pharmaceuticals for better health outcomes. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between healthcare providers, nutritionists, and researchers to develop integrated approaches that optimize health through nutrition and pharmacology. By focusing on these aspects, a course on Nutritional Pharmacology can significantly contribute to advancing health knowledge, improving nutrition, and promoting equitable healthcare practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110302 | Psikologi Perkembangan | Developmental Psychology | The Developmental Psychology course focuses on the psychological growth and changes that occur throughout the human lifespan, from infancy through adulthood and aging. It explores how individuals develop cognitively, emotionally, socially, and physically, and the factors that influence these developmental processes. | A university course on **Developmental Psychology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on understanding the psychological development across the lifespan, including mental health issues and strategies for promoting overall well-being in individuals. 2. **SDG 4: Quality Education** – **Description**: Emphasizes the importance of developmental psychology in educational settings, providing insights into effective teaching strategies that cater to different developmental stages. 3. **SDG 5: Gender Equality** – **Description**: Explores how developmental factors can influence gender identity, roles, and inequalities, promoting understanding and strategies to foster gender equity. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses how social and economic factors affect psychological development, focusing on strategies to support marginalized and disadvantaged populations. 5. **SDG 16: Peace, Justice, and Strong Institutions** – **Description**: Investigates the psychological factors that contribute to social cohesion and conflict resolution, promoting peaceful and inclusive societies. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among psychologists, educators, and policymakers to develop effective interventions that support healthy development across communities. By integrating these elements, a course in Developmental Psychology can significantly contribute to enhancing individual and societal well-being, promoting education, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110402 | Antropologi Gizi | Nutritional Anthropology | The Nutritional Anthropology course examines the relationship between food, culture, and human behavior, focusing on how dietary practices and beliefs shape and are shaped by social, economic, and environmental factors. It integrates principles from anthropology, nutrition, and public health to explore the complex interactions between food systems and human health. | A university course on **Nutritional Anthropology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and cultural understanding. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Examines food security, dietary practices, and nutritional issues within different cultures, focusing on strategies to address hunger and malnutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Explores how cultural beliefs and practices influence health and nutrition, promoting understanding of holistic approaches to well-being. 3. **SDG 4: Quality Education** – **Description**: Provides education on the relationship between culture, food practices, and health, equipping students with knowledge to promote culturally sensitive nutrition interventions. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how socioeconomic and cultural factors affect access to nutritious food, focusing on strategies to reduce inequalities in food systems. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable food practices and the cultural significance of food systems, promoting responsible consumption and environmental sustainability. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among anthropologists, nutritionists, and community organizations to develop culturally appropriate strategies for improving nutrition and health. By integrating these elements, a course in Nutritional Anthropology can significantly contribute to enhancing food security, promoting health, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110502 | Ilmu Pendidikan Gizi | Nutrition Education Science | The Nutrition Education Science course focuses on the principles and practices of educating individuals and communities about nutrition and healthy eating behaviors. It combines knowledge of nutrition science with effective teaching strategies and communication skills to promote optimal health and prevent diet-related diseases. | A university course on **Nutrition Education Science** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the importance of nutrition in promoting health, preventing disease, and improving overall well-being. The course aims to equip students with the knowledge to educate others about healthy dietary practices. 2. **SDG 4: Quality Education** – **Description**: Emphasizes the role of education in improving nutritional knowledge and practices. Students learn effective teaching methods to communicate nutrition information. 3. **SDG 2: Zero Hunger** – **Description**: Addresses food security and nutrition by exploring educational strategies that empower communities to make informed dietary choices and improve food systems. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines disparities in nutrition knowledge and access to healthy foods, focusing on developing strategies to ensure equitable access to nutrition education. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes understanding of sustainable dietary practices and responsible food consumption, encouraging environmentally friendly food choices. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educators, health professionals, and community organizations to implement effective nutrition education programs. By integrating these elements, a course in Nutrition Education Science can significantly contribute to improving health outcomes, enhancing food security, and promoting equitable access to nutrition education, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110602 | Manajemen Data Gizi | Nutrition Data Management | The Nutrition Data Management course focuses on the collection, analysis, interpretation, and management of nutritional data to inform dietary practices, research, and public health initiatives. It equips students with the skills necessary to work with various data sources and tools to evaluate nutritional status and dietary trends. | A university course on **Nutrition Data Management** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainable development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on improving food security and nutrition. Effective data management is crucial for assessing nutritional needs, tracking food availability, and informing policy decisions. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of data in monitoring health outcomes and nutritional status, supporting efforts to improve public health and nutrition interventions. 3. **SDG 4: Quality Education** – **Description**: Provides education on data management techniques, equipping students with the skills necessary to analyze and interpret nutritional data effectively. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in access to nutrition and health data, focusing on ensuring that marginalized communities are included in data collection and analysis. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages the use of data to promote sustainable dietary practices and optimize food systems for better resource management. 6. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among researchers, policymakers, and practitioners to utilize nutrition data effectively for evidence-based decision-making. By integrating these elements, a course in Nutrition Data Management can significantly contribute to enhancing food security, improving health outcomes, and promoting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110703 | Biokimia | Biochemistry | The Biochemistry course provides an in-depth understanding of the chemical processes and molecular mechanisms that underlie biological systems. It explores the structure and function of biomolecules, such as proteins, carbohydrates, lipids, and nucleic acids, and how these molecules interact to sustain life. | A university course on **Biochemistry** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and sustainable practices. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Explores the biochemical processes underlying health and disease, contributing to advancements in medical research, drug development, and nutrition. 2. **SDG 2: Zero Hunger** – **Description**: Examines the biochemical basis of nutrition, metabolism, and food security, providing insights into how biochemical processes affect food production and dietary health. 3. **SDG 4: Quality Education** – **Description**: Provides foundational knowledge in biochemistry that is essential for various scientific disciplines, equipping students with critical thinking and analytical skills. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how biochemical factors can influence health disparities and nutritional status across different populations, informing strategies to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses biochemical principles related to sustainable agriculture, food production, and the environmental impact of various biochemical processes. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among researchers, healthcare professionals, and policymakers to leverage biochemical research for public health and environmental sustainability. By focusing on these aspects, a course in Biochemistry can significantly contribute to enhancing health outcomes, promoting education, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110802 | Ilmu Gizi Dasar | Basic Nutrition Science | The Basic Nutrition Science course introduces the fundamental concepts of nutrition and its role in health and well-being. It covers the essential nutrients, their functions in the body, and the importance of a balanced diet for maintaining optimal health. | A university course on **Basic Nutrition Science** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on the importance of nutrition in achieving food security and improving dietary practices, aiming to eradicate hunger and malnutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the relationship between nutrition and health, highlighting how proper nutrition can prevent diseases and promote overall well-being. 3. **SDG 4: Quality Education** – **Description**: Provides foundational knowledge in nutrition science, equipping students with the skills to educate others about healthy eating and dietary choices. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in nutrition and health access, focusing on strategies to improve nutritional knowledge and practices in marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes understanding of sustainable dietary practices and encourages responsible food consumption to minimize waste and environmental impact. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educators, healthcare providers, and community organizations to develop effective nutrition education programs. By integrating these elements, a course in Basic Nutrition Science can significantly contribute to improving health outcomes, enhancing food security, and promoting equitable access to nutrition knowledge, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110903 | Anatomi dan Fisiologi | Anatomy and Physiology | Anatomy and Physiology is a branch of biological sciences that focuses on the structure (anatomy) and function (physiology) of the human body. In university courses, students study various systems, including the skeletal, muscular, circulatory, respiratory, digestive, and nervous systems. | A university course on **Anatomy and Physiology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Provides foundational knowledge about human anatomy and physiological processes, essential for understanding health, disease, and the body’s response to various interventions. 2. **SDG 4: Quality Education** – **Description**: Focuses on delivering comprehensive education in the biological sciences, equipping students with the skills and knowledge needed for careers in healthcare, research, and education. 3. **SDG 2: Zero Hunger** – **Description**: Explores the relationship between nutrition and bodily functions, highlighting how proper nutrition supports physiological health and development. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines health disparities related to anatomical and physiological differences across populations, informing strategies to address inequities in healthcare access and outcomes. 5. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance health education and improve health outcomes. By integrating these elements, a course in Anatomy and Physiology can significantly contribute to advancing health knowledge, promoting education, and addressing health inequalities, aligning with multiple sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120102 | Akuntansi Aktuaria | actuarial accounting | Actuarial accounting is a specialized course that combines principles of accounting, finance, and actuarial science. It focuses on evaluating financial risks using mathematical and statistical methods, particularly in insurance and pension industries. | 1.Goal 3: Good Health and Well-Being – Actuarial practices are crucial in healthcare, including insurance and risk assessment, which can impact health service accessibility and quality. 2.Goal 8: Decent Work and Economic Growth – Actuarial accounting contributes to financial stability, job creation, and sustainable economic growth through risk management and financial planning. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries assess risks related to investments in infrastructure and innovation, helping to ensure sustainable development. 4.Goal 10: Reduced Inequalities – By analyzing and managing financial risks, actuaries can support policies aimed at reducing economic inequalities. 5.Goal 12: Responsible Consumption and Production – Actuarial practices can help organizations make sustainable decisions regarding resource use and waste management. Courses might cover these connections through case studies, ethical considerations, and the role of actuaries in promoting sustainability within the financial sector. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110202 | Kewirausahaan | Entrepreneurship | A university course in Entrepreneurship typically focuses on the principles and practices of starting and managing a new business. It covers topics such as business planning, market analysis, financing, innovation, and the entrepreneurial mindset. | 1.Goal 8: Decent Work and Economic Growth – Entrepreneurship is vital for job creation and fostering economic growth, contributing to sustainable and inclusive economic development. 2.Goal 9: Industry, Innovation, and Infrastructure – Entrepreneurs drive innovation and contribute to building resilient infrastructure, promoting sustainable industrialization. 3.Goal 10: Reduced Inequalities – Entrepreneurship can empower marginalized communities and promote inclusive economic growth, helping to reduce inequalities. 4.Goal 11: Sustainable Cities and Communities – Social entrepreneurship often focuses on urban challenges, aiming to create sustainable and resilient communities. 5.Goal 12: Responsible Consumption and Production – Courses may explore sustainable business models and practices that encourage responsible resource use and waste reduction. 6.Goal 17: Partnerships for the Goals – Entrepreneurship often involves collaboration and partnerships, which can enhance capacity-building and resource mobilization. Through case studies, project work, and discussions, entrepreneurship courses often emphasize the role of businesses in addressing these goals and fostering a sustainable future. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research and Seminar on Final Project Research Results | A university course on Research and Seminar on Final Project Research Results is designed to guide students through the process of presenting and discussing their final research projects. This course typically includes components such as research methodology, data analysis, and academic writing. | 1.Goal 4: Quality Education – Research projects often aim to improve educational methods, accessibility, and outcomes, contributing to lifelong learning opportunities for all. 2.Goal 9: Industry, Innovation, and Infrastructure – Research can promote innovation and the development of sustainable industries, addressing challenges in technology and infrastructure. 3.Goal 10: Reduced Inequalities – Research that investigates social issues can contribute to understanding and addressing inequalities, fostering more equitable solutions. 4.Goal 12: Responsible Consumption and Production – Research focused on sustainability practices can lead to better resource management and promote responsible consumption. 5.Goal 13: Climate Action – Projects addressing environmental issues or climate change contribute to efforts aimed at mitigating its impacts. 6.Goal 17: Partnerships for the Goals – Research often involves collaboration across disciplines and institutions, aligning with the need for partnerships to achieve the SDGs. These courses typically encourage students to consider the broader implications of their research findings, linking them to real-world challenges and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Writing Thesis and Final Exam Final Assignment | A university course on Writing Thesis and Final Exam Final Assignment focuses on the processes involved in crafting a thesis and preparing for the final exam or assignment. Students learn essential skills such as research methodologies, academic writing, and proper citation practices. The course guides them through structuring their thesis, formulating research questions, and conducting | 1.Goal 4: Quality Education – Research and writing contribute to academic achievement and the advancement of knowledge, promoting inclusive and equitable quality education. 2.Goal 10: Reduced Inequalities – Theses that explore social justice, equity, and access to resources can provide insights into addressing inequalities. 3.Goal 12: Responsible Consumption and Production – Research projects focused on sustainability practices or responsible resource use can help promote this goal. 4.Goal 13: Climate Action – Theses addressing environmental issues, climate change, or sustainability efforts contribute to global climate action initiatives. 5.Goal 16: Peace, Justice, and Strong Institutions – Research on governance, human rights, or social issues can promote peace and justice, contributing to more inclusive institutions. 6.Goal 17: Partnerships for the Goals – Collaborative research projects can foster partnerships between academic institutions and communities, enhancing collective efforts toward sustainable development. These courses encourage students to apply critical thinking and research skills to topics that align with sustainable development, fostering a deeper understanding of their potential impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140202 | Seminar Hasil Skripsi Ilmu Aktuaria | Actuarial Science Thesis Results Seminar | A university course on Actuarial Science Thesis Results Seminar focuses on presenting and discussing the findings of students’ thesis projects in the field of actuarial science. In this seminar, students share their research on topics such as risk assessment, insurance modeling, and financial forecasting. | 1.Goal 3: Good Health and Well-Being – Actuarial science often involves health insurance and risk assessment in healthcare, contributing to improved health outcomes and access. 2.Goal 8: Decent Work and Economic Growth – Research in this field can enhance financial stability, job creation, and sustainable economic growth through better risk management practices. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries play a critical role in evaluating risks associated with investments in infrastructure and technological innovation. 4.Goal 10: Reduced Inequalities – Research can focus on assessing risks in underserved communities, promoting equity in insurance and financial services. 5.Goal 12: Responsible Consumption and Production – Actuarial work can help organizations implement sustainable practices and better resource management through risk assessment. 6.Goal 13: Climate Action – Research on the financial implications of climate change and risk management strategies contributes to global climate action efforts. 7.Goal 17: Partnerships for the Goals – Collaborative research can foster partnerships between academia, industry, and communities, enhancing the impact of actuarial work on sustainable development. Through presentations and discussions in the seminar, students can explore how their research findings relate to these goals, emphasizing the role of actuarial science in addressing societal challenges.1. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140304 | Ujian Sidang Skripsi Ilmu Aktuaria | Actuarial Science Thesis Defense Examination | A university course on Actuarial Science Thesis Defense Examination is designed for students to formally present and defend their thesis research in front of a committee of faculty members. During this course, students showcase their findings related to topics such as risk management, statistical | 1.Goal 3: Good Health and Well-Being – Theses may address health insurance, risk assessment in healthcare, or public health issues, contributing to improved health outcomes. 2.Goal 8: Decent Work and Economic Growth – Research can explore economic models, financial stability, and job creation, supporting sustainable economic development. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuarial research often evaluates risks associated with innovations and infrastructure projects, promoting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – Theses may investigate financial inclusion, assessing how actuarial practices can help reduce economic disparities. 5.Goal 12: Responsible Consumption and Production – Research may focus on sustainable practices within industries, helping organizations manage resources responsibly. 6.Goal 13: Climate Action – Theses can examine the financial implications of climate change, including risk modeling for environmental impacts. 7.Goal 17: Partnerships for the Goals – Collaborative research can highlight the importance of partnerships between academia, industry, and policymakers in achieving sustainable development. Through the defense examination, students can articulate how their research contributes to these SDGs, demonstrating the relevance of actuarial science to broader societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110103 | Teori Suku Bunga | Interest Rate Theory | A university course on Interest Rate Theory explores the fundamental concepts and mathematical models related to interest rates in finance and economics. The course typically covers topics such as the time value of money, the term structure of interest rates, risk premiums, and the impact of monetary policy on interest rates. Students learn to analyze various financial instruments, including | 1.Goal 8: Decent Work and Economic Growth – Understanding interest rates is crucial for economic growth, investment decisions, and financial stability, all of which contribute to job creation and economic development. 2.Goal 9: Industry, Innovation, and Infrastructure – Interest rate theory informs funding for infrastructure projects and innovation by influencing borrowing costs and investment strategies. 3.Goal 10: Reduced Inequalities – By examining how interest rates affect access to credit, the course can explore ways to promote financial inclusion and reduce economic disparities. 4.Goal 12: Responsible Consumption and Production – Interest rates impact consumer behavior and spending patterns, which can influence sustainable consumption and production practices. 5.Goal 13: Climate Action – Understanding interest rates can help evaluate investments in sustainable projects and assess the financial risks associated with climate change. 6.Goal 17: Partnerships for the Goals – The course may highlight the importance of collaboration between financial institutions, governments, and businesses in creating sustainable financial systems. Students can analyze how interest rates influence various economic factors, contributing to a broader understanding of their role in sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110302 | Pengantar Ekonomi Mikro | Introduction to Microeconomics | An Introduction to Microeconomics course provides students with a foundational understanding of individual economic agents and their interactions. Topics typically covered include supply and demand, consumer behavior, production and costs, market structures (like perfect competition and monopolies), | 1.Goal 1: No Poverty – Microeconomics examines how individuals and households make decisions about resource allocation, which can inform policies aimed at alleviating poverty. 2.Goal 3: Good Health and Well-Being – The course can address how economic incentives affect health decisions, healthcare access, and the efficiency of healthcare markets. 3.Goal 4: Quality Education – Microeconomic principles can help analyze education markets and the impact of education on individual economic outcomes, promoting equitable access to quality education. 4.Goal 8: Decent Work and Economic Growth – Understanding labor markets, wages, and employment decisions contributes to strategies for promoting economic growth and decent work. 5.Goal 10: Reduced Inequalities – The course can explore how microeconomic factors influence income distribution and access to resources, informing efforts to reduce inequalities. 6.Goal 12: Responsible Consumption and Production – Microeconomics analyzes consumer behavior, helping to understand and promote sustainable consumption patterns. 7.Goal 17: Partnerships for the Goals – Microeconomic analysis can support collaborations between various stakeholders to address economic challenges and promote sustainable development. By examining individual choices and market dynamics, students can gain insights into how microeconomic principles can be applied to advance sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110403 | Teori Investasi | Investment Theory | An Investment Theory course delves into the principles and practices of investing in financial markets. It covers key concepts such as risk and return, portfolio theory, asset pricing models, and the efficient market hypothesis. Students learn to evaluate different investment vehicles, including stocks, bonds, and derivatives, and explore strategies for asset allocation and diversification. The | 1.Goal 8: Decent Work and Economic Growth – Investment theory is crucial for understanding capital markets, asset allocation, and risk management, all of which drive economic growth and job creation. 2.Goal 9: Industry, Innovation, and Infrastructure – Investments in infrastructure and technology are fundamental for sustainable industrialization and innovation, making this goal highly relevant. 3.Goal 10: Reduced Inequalities – The course can address how investment strategies can promote financial inclusion and equitable access to capital for underserved communities. 4.Goal 12: Responsible Consumption and Production – Understanding sustainable investing and socially responsible investment (SRI) strategies can encourage practices that promote responsible consumption and production. 5.Goal 13: Climate Action – Investment theory can include discussions on environmental risk assessment and the role of green finance in mitigating climate change. 6.Goal 17: Partnerships for the Goals – Investment strategies often involve collaboration between public and private sectors, fostering partnerships that support sustainable development initiatives. By examining how investments influence economic, social, and environmental outcomes, students can gain insights into the role of investment theory in achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110503 | Aljabar Linier Elementer | Elementary Linear Algebra | An Elementary Linear Algebra course introduces students to the fundamental concepts and techniques of linear algebra. Topics typically include vectors, matrices, systems of linear equations, determinants, eigenvalues, and eigenvectors. The course emphasizes the practical applications of linear algebra in various fields, such as engineering, computer science, and economics. Students learn to solve problems using matrix operations, understand vector spaces, and apply concepts like | 1.Goal 4: Quality Education – Linear algebra is foundational in many disciplines, promoting critical thinking and problem-solving skills that enhance educational outcomes. 2.Goal 8: Decent Work and Economic Growth – The course equips students with analytical skills applicable in economics, finance, and data analysis, contributing to economic growth and job readiness. 3.Goal 9: Industry, Innovation, and Infrastructure – Linear algebra is essential in engineering, computer science, and technology, supporting innovation and the development of resilient infrastructure. 4.Goal 10: Reduced Inequalities – Understanding data analysis techniques, including those involving linear algebra, can help in addressing issues related to inequality through informed policy-making and research. 5.Goal 12: Responsible Consumption and Production – Linear algebra can be applied in optimization problems related to resource allocation and efficient production processes. 6.Goal 17: Partnerships for the Goals – The collaborative nature of many projects involving linear algebra (e.g., in data science and research) can foster partnerships across disciplines and sectors. While the course may be primarily mathematical, its applications in various fields can support efforts toward achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110603 | Teori Probabilitas | Probability Theory | A Probability Theory course provides a foundational understanding of the principles and mathematical concepts related to probability. Students explore topics such as sample spaces, events, conditional probability, random variables, and probability distributions (both discrete and continuous). The course covers key concepts like expectation, variance, the law of large numbers, and the central limit theorem. Emphasizing both theoretical foundations and practical applications, | 1.Goal 3: Good Health and Well-Being – Probability theory is crucial in healthcare for risk assessment, medical research, and understanding the spread of diseases, contributing to improved health outcomes. 2.Goal 4: Quality Education – Probability concepts are foundational in statistics and data analysis, promoting critical thinking and quantitative skills essential for quality education. 3.Goal 8: Decent Work and Economic Growth – Understanding probability can enhance decision-making in finance, economics, and business, supporting economic growth and job creation. 4.Goal 9: Industry, Innovation, and Infrastructure – Probability theory plays a role in risk assessment and management in various industries, aiding innovation and the development of resilient infrastructure. 5.Goal 10: Reduced Inequalities – Applications of probability in social sciences can help analyze and address issues related to inequality and resource distribution. 6.Goal 12: Responsible Consumption and Production – Probability models can be used to optimize resource use and improve sustainability practices in production processes. 7.Goal 13: Climate Action – Probability theory is essential in climate modeling and risk assessment related to environmental changes, aiding in climate action strategies. 8.Goal 17: Partnerships for the Goals – Collaborative research involving probability can foster partnerships across disciplines, enhancing collective efforts to address complex societal challenges. By equipping students with the tools to analyze uncertainty and make informed decisions, a course in probability theory supports various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130503 | Model Linear | Linear Model | A Linear Model course focuses on the development and application of linear models in statistical analysis. It covers essential concepts such as simple and multiple linear regression, model assumptions, and the interpretation of coefficients. Students learn how to assess model fit, perform hypothesis testing, and conduct diagnostics to ensure the validity of their models. The course emphasizes practical applications in fields like economics, social sciences, and data analysis, often utilizing statistical software for hands-on learning. By the end, students gain the skills to analyze | 1.Goal 3: Good Health and Well-Being – Linear models are widely used in healthcare research for analyzing relationships between variables, which can help improve health outcomes and inform public health decisions. 2.Goal 4: Quality Education – Understanding linear models is essential for data analysis in educational research, helping to assess educational outcomes and inform policy. 3.Goal 8: Decent Work and Economic Growth – Linear models can be applied in economics and labor studies to analyze employment trends and economic growth, supporting job creation and economic development. 4.Goal 9: Industry, Innovation, and Infrastructure – In engineering and technology, linear models help optimize processes and evaluate the impact of innovations on productivity and infrastructure. 5.Goal 10: Reduced Inequalities – Linear modeling can be used to analyze social issues, helping to identify and address disparities in income, access to resources, and opportunities. 6.Goal 12: Responsible Consumption and Production – Linear models can aid in optimizing resource use and improving sustainability practices in production processes. 7.Goal 13: Climate Action – Linear models are essential in environmental studies for analyzing climate data and assessing the impact of various factors on climate change. 8.Goal 17: Partnerships for the Goals – Collaborative research using linear models can enhance partnerships between academia, industry, and governments to tackle complex challenges. Through the application of linear models in various fields, students can gain insights that contribute to achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130603 | Kapita Selekta Aktuaria | Selected Chapters on Actuarial Science | A course on Selected Chapters in Actuarial Science delves into specific topics and advanced concepts relevant to the actuarial profession. It typically covers areas such as life insurance, health insurance, pension plans, and risk management. The course may also address statistical methods, financial mathematics, and regulatory frameworks that impact actuarial practice. Through case studies and real-world applications, students analyze complex scenarios and develop problem-solving skills. This course aims to deepen understanding of critical actuarial principles, preparing students for | 1.Goal 3: Good Health and Well-Being – Actuarial science plays a crucial role in health insurance and risk management within the healthcare sector, helping to improve health outcomes and access to services. 2.Goal 8: Decent Work and Economic Growth – The course can address economic modeling, insurance markets, and financial stability, all of which contribute to job creation and sustainable economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries assess risks related to infrastructure investments and technological innovations, supporting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – By exploring topics like microinsurance and financial inclusion, the course can focus on ways actuarial science can help reduce economic disparities. 5.Goal 12: Responsible Consumption and Production – Actuarial science can aid in evaluating the sustainability of business practices and promoting responsible resource management. 6.Goal 13: Climate Action – The course may cover topics related to environmental risk assessment and the financial implications of climate change, supporting climate action initiatives. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration between academia, industry, and government, fostering partnerships that support sustainable development. By focusing on these aspects, a course on actuarial science can help students understand the broader implications of their work in promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130703 | Manajemen Risiko Iklim | Climate Risk Management | A course on Climate Risk Management focuses on understanding and addressing the risks associated with climate change for businesses, governments, and communities. It covers topics such as climate science, risk assessment methodologies, adaptation and mitigation strategies, and the economic impacts of climate change. | 1.Goal 3: Good Health and Well-Being – Climate risk management addresses the health impacts of climate change, including heatwaves, disease spread, and air quality, contributing to better health outcomes. 2.Goal 11: Sustainable Cities and Communities – This goal focuses on making cities resilient to climate risks through effective planning, infrastructure development, and community engagement. 3.Goal 13: Climate Action – Directly related to this goal, the course explores strategies for mitigating and adapting to climate change, enhancing resilience, and reducing greenhouse gas emissions. 4.Goal 9: Industry, Innovation, and Infrastructure – Climate risk management involves assessing risks to infrastructure and promoting sustainable industrial practices that can withstand climate impacts. 5.Goal 12: Responsible Consumption and Production – Understanding the impacts of consumption and production patterns on climate risk can help promote more sustainable practices. 6.Goal 10: Reduced Inequalities – The course may address how climate change disproportionately affects vulnerable populations, highlighting the need for equitable risk management strategies. 7.Goal 17: Partnerships for the Goals – Effective climate risk management often requires collaboration among governments, businesses, and communities, emphasizing the importance of partnerships. By equipping students with the tools to assess and manage climate risks, the course supports various efforts toward achieving these sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130803 | Teori Kredibilitas | Credibility Theory | A course on Credibility Theory focuses on the statistical methods used to assess and predict risks in insurance and actuarial science. It explores the concepts of credibility and how they apply to setting premiums and reserves based on historical data. Topics typically include Bayesian approaches, the credibility formula, and various credibility models, such as the Bühlmann and Bühlmann-Straub | 1.Goal 3: Good Health and Well-Being – Credibility theory is important in health insurance, helping assess risk and set premiums, which can contribute to better healthcare access and outcomes. 2.Goal 8: Decent Work and Economic Growth – Understanding risk and uncertainty in financial markets can support economic stability, investment decisions, and job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Credibility theory helps in evaluating risks in various industries, fostering innovation and sustainable infrastructure development. 4.Goal 10: Reduced Inequalities – The theory can be applied to develop fairer insurance practices, enhancing access for underserved populations and reducing economic disparities. 5.Goal 12: Responsible Consumption and Production – Credibility theory can inform sustainable business practices by evaluating risks related to resource use and waste management. 6.Goal 13: Climate Action – The course may cover risk assessment related to climate change, aiding in the development of insurance products that address climate-related risks. 7.Goal 17: Partnerships for the Goals – Collaboration between actuaries, policymakers, and businesses is essential for effectively implementing credibility assessments, fostering partnerships for sustainable development. By focusing on these areas, a course in credibility theory can enhance understanding of risk management and its implications for sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130903 | Metodologi Penelitian | Research methodology | A Research Methodology course provides students with the foundational concepts and techniques for conducting research effectively. It covers qualitative and quantitative research methods, including data collection techniques, sampling methods, and data analysis strategies. Students learn to formulate research questions, design studies, and apply various research tools and methodologies appropriate for their fields. The course also addresses ethical considerations in research and the | 1.Goal 4: Quality Education – Research methodology is fundamental to academic inquiry and educational research, enhancing the quality and relevance of education. 2.Goal 3: Good Health and Well-Being – Research methods are crucial for health-related studies, enabling effective evaluation of healthcare interventions and policies. 3.Goal 10: Reduced Inequalities – Research can help identify and address social inequalities, providing insights for policies aimed at promoting equity and inclusion. 4.Goal 12: Responsible Consumption and Production – Methodological approaches can evaluate sustainable practices and resource management, informing better consumption and production patterns. 5.Goal 13: Climate Action – Research methodology is essential for studying climate change impacts and developing effective adaptation and mitigation strategies. 6.Goal 17: Partnerships for the Goals – Collaborative research methodologies can foster partnerships between academia, industry, and communities, enhancing collective efforts toward sustainable development. 7.Goal 16: Peace, Justice, and Strong Institutions – Research methods can be used to assess governance, human rights, and social justice issues, contributing to more effective institutions and policies. By equipping students with rigorous research skills, a course in research methodology supports efforts to address various challenges related to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08131003 | Metode Bayesian | Bayesian Methods | A course on Bayesian Methods focuses on the principles and applications of Bayesian statistics, which provide a framework for updating probabilities as new evidence becomes available. Students learn about Bayes’ theorem, prior and posterior distributions, and the concept of likelihood. The course covers various topics, | 1.Goal 3: Good Health and Well-Being – Bayesian methods are widely used in medical research for clinical trials, epidemiology, and health outcome assessments, contributing to improved health interventions and policies. 2.Goal 4: Quality Education – The course can enhance educational research by applying Bayesian techniques to evaluate educational outcomes and improve teaching methods. 3.Goal 8: Decent Work and Economic Growth – Bayesian methods can inform economic modeling and risk assessment in business, supporting sustainable economic growth and job creation. 4.Goal 10: Reduced Inequalities – The flexibility of Bayesian methods allows for nuanced analyses of social issues, helping to identify and address inequalities in various contexts. 5.Goal 12: Responsible Consumption and Production – Bayesian techniques can optimize resource allocation and evaluate sustainability practices in production processes. 6.Goal 13: Climate Action – Bayesian methods are valuable in climate modeling and risk assessment, aiding in the development of strategies for climate adaptation and mitigation. 7.Goal 17: Partnerships for the Goals – Collaborative research involving Bayesian methods can enhance partnerships among researchers, policymakers, and practitioners to tackle complex issues effectively. By providing tools for rigorous analysis and uncertainty quantification, a course on Bayesian methods supports efforts to achieve various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140102 | Seminar Proposal Skripsi Ilmu Aktuaria | Actuarial Science Thesis Proposal Seminar | An Actuarial Science Thesis Proposal Seminar is designed to guide students in developing and presenting their thesis proposals within the field of actuarial science. In this course, students learn to formulate research questions, identify relevant methodologies, and outline the significance of their proposed studies. They engage in peer discussions and receive feedback from faculty and fellow students, enhancing their research design and presentation skills. The seminar typically covers topics | 1.Goal 3: Good Health and Well-Being – Proposals may address health insurance models, risk management in healthcare, or strategies to improve health outcomes. 2.Goal 8: Decent Work and Economic Growth – Research can explore economic stability, job creation, and the role of insurance in fostering economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Students might propose projects that assess risks related to infrastructure investment and technological innovation, supporting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – Research could focus on microinsurance or financial inclusion, aiming to provide access to insurance products for underserved populations. 5.Goal 12: Responsible Consumption and Production – Proposals might evaluate the sustainability of business practices, helping organizations manage resources responsibly. 6.Goal 13: Climate Action – Students may explore the financial implications of climate change and risk management strategies to mitigate its impacts. 7.Goal 17: Partnerships for the Goals – Proposals often involve collaborative research with industry or community partners, fostering partnerships for effective solutions. By encouraging students to connect their research to these goals, the seminar supports the application of actuarial science in addressing significant societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121603 | Proses Stokastik | Stochastic Process | A course on Stochastic Processes explores mathematical models that describe systems or phenomena that evolve over time in a probabilistic manner. Students learn about key concepts such as random walks, Markov chains, Poisson processes, and continuous-time processes. The course emphasizes both theoretical foundations and practical applications in fields such as finance, engineering, and telecommunications. Students develop skills in analyzing and modeling stochastic systems, understanding long-term behavior, | 1.Goal 3: Good Health and Well-Being – Stochastic processes are used in health-related research, such as modeling disease spread, patient outcomes, and healthcare operations, contributing to better health management. 2.Goal 4: Quality Education – The course can enhance educational research by applying stochastic models to evaluate and improve educational outcomes and resource allocation. 3.Goal 8: Decent Work and Economic Growth – Stochastic models are essential in finance and economics for risk assessment, investment strategies, and understanding market dynamics, which support economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – Stochastic processes can model uncertainties in engineering and infrastructure projects, promoting innovation and resilience in industrial practices. 5.Goal 10: Reduced Inequalities – Stochastic modeling can help analyze and address social issues, providing insights into economic disparities and resource distribution. 6.Goal 12: Responsible Consumption and Production – These models can evaluate variability in resource consumption and optimize production processes, aiding sustainable practices. 7.Goal 13: Climate Action – Stochastic processes are used in climate modeling and risk assessment related to environmental changes, supporting climate adaptation and mitigation efforts. 8.Goal 17: Partnerships for the Goals – Collaborative research involving stochastic methods can foster partnerships across disciplines, enhancing collective efforts to tackle complex challenges. By equipping students with tools to analyze uncertainty and variability, a course in stochastic processes supports various initiatives toward achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121703 | Pembelajaran Mesin | Machine Learning | A Machine Learning course introduces students to the fundamental concepts and techniques used in the field of artificial intelligence and data analysis. Topics typically covered include supervised and unsupervised learning, neural networks, decision trees, support vector machines, and clustering algorithms. Students learn to preprocess data, build models, and evaluate their performance using | 1.Goal 3: Good Health and Well-Being – Machine learning is used in healthcare for predictive analytics, disease diagnosis, personalized medicine, and optimizing treatment plans, leading to improved health outcomes. 2.Goal 4: Quality Education – Machine learning techniques can enhance educational tools, enabling personalized learning experiences and improving educational outcomes through data analysis. 3.Goal 8: Decent Work and Economic Growth – Machine learning contributes to economic growth by optimizing business processes, improving decision-making, and driving innovation across industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Machine learning supports advancements in technology, manufacturing, and infrastructure development by enabling smarter systems and predictive maintenance. 5.Goal 10: Reduced Inequalities – Applications of machine learning can address social issues by analyzing data related to income distribution, access to services, and other inequalities, helping inform policies to promote equity. 6.Goal 12: Responsible Consumption and Production – Machine learning can optimize resource management, reduce waste, and promote sustainable practices in production processes. 7.Goal 13: Climate Action – Machine learning models can be used for climate predictions, monitoring environmental changes, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects involving machine learning can foster partnerships between academia, industry, and government to address complex global challenges. By equipping students with machine learning techniques, the course supports efforts to leverage data for sustainable development and informed decision-making across various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121903 | Metode Optimasi | Optimization Methods | A course on Optimization Methods focuses on mathematical techniques used to find the best solutions to problems with given constraints. Students learn about different types of optimization, including linear programming, nonlinear programming, integer programming, and dynamic programming. The course covers key concepts such as objective functions, feasible regions, and optimality conditions. | 1.Goal 2: Zero Hunger – Optimization methods can be used in agriculture to improve crop yields, optimize resource allocation, and enhance food distribution systems. 2.Goal 3: Good Health and Well-Being – These methods can help optimize healthcare delivery, resource allocation in hospitals, and the efficiency of health systems, improving patient outcomes. 3.Goal 4: Quality Education – Optimization techniques can enhance educational resource allocation, curriculum design, and scheduling, contributing to better educational outcomes. 4.Goal 8: Decent Work and Economic Growth – Optimization is crucial in various industries for improving efficiency, reducing costs, and enhancing productivity, which supports economic growth and job creation. 5.Goal 9: Industry, Innovation, and Infrastructure – Optimization methods are essential for designing and managing infrastructure projects, improving logistics, and promoting sustainable industrial practices. 6.Goal 10: Reduced Inequalities – These methods can help identify and implement strategies that address inequalities in resource distribution and access to services. 7.Goal 12: Responsible Consumption and Production – Optimization techniques can be applied to resource management, waste reduction, and sustainable production processes. 8.Goal 13: Climate Action – Optimization can support climate strategies by optimizing energy use, reducing emissions, and managing natural resources sustainably. 9.Goal 17: Partnerships for the Goals – Collaborative optimization projects can foster partnerships between various sectors, enhancing collective efforts to tackle complex challenges. By equipping students with optimization techniques, the course supports the application of mathematical and computational methods to achieve sustainable development goals across multiple sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130103 | Teori Risiko dan Simulasi | Risk Theory and Simulation | A course on Risk Theory and Simulation explores the principles of risk assessment and management through theoretical frameworks and computational techniques. Students learn about key concepts in risk theory, including probability distributions, risk measures, and the modeling of uncertain events. The course emphasizes the use of simulation methods, such as Monte Carlo simulation, to analyze complex systems and evaluate risk under various scenarios. Applications in finance, insurance, and | 1.Goal 3: Good Health and Well-Being – Risk theory is critical in healthcare for assessing risks related to patient outcomes, healthcare delivery, and insurance, which can improve health interventions. 2.Goal 8: Decent Work and Economic Growth – Understanding risk in financial markets and businesses helps to create strategies for economic stability, promoting job creation and growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Risk assessment and simulation are essential for evaluating risks in infrastructure projects, fostering innovation, and enhancing resilience. 4.Goal 10: Reduced Inequalities – The course can address how risk management practices can be designed to provide equitable access to insurance and financial services for underserved populations. 5.Goal 12: Responsible Consumption and Production – Risk assessment methods can be applied to evaluate sustainability practices in production processes, optimizing resource use. 6.Goal 13: Climate Action – Risk theory and simulation can be used to model climate-related risks, assess impacts, and develop strategies for climate adaptation and mitigation. 7.Goal 17: Partnerships for the Goals – Collaborative projects using risk simulation can enhance partnerships among academia, industry, and government, facilitating effective solutions to complex challenges. By equipping students with tools to analyze and manage risk, the course supports various initiatives aimed at achieving sustainable development goals across multiple sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130203 | Asuransi Kesehatan | Health Insurance | A course on Risk Theory and Simulation explores the principles of risk assessment and management through theoretical frameworks and computational techniques. Students learn about key concepts in risk theory, including probability distributions, risk measures, and the modeling of uncertain events. The course emphasizes the use of simulation methods, such as Monte Carlo simulation, to analyze | 1.Goal 3: Good Health and Well-Being – The course directly addresses health outcomes, exploring how health insurance can improve access to healthcare services, promote preventive care, and enhance overall health and well-being. 2.Goal 1: No Poverty – By providing financial protection against healthcare costs, health insurance can help prevent individuals and families from falling into poverty due to medical expenses. 3.Goal 10: Reduced Inequalities – Health insurance can promote equity in access to healthcare services, addressing disparities in health outcomes based on socioeconomic status, geography, or other factors. 4.Goal 4: Quality Education – The course may discuss health education initiatives that are critical for understanding health insurance options and promoting informed choices among populations. 5.Goal 8: Decent Work and Economic Growth – Health insurance contributes to a healthier workforce, which can enhance productivity and economic growth, while also promoting employee well-being. 6.Goal 9: Industry, Innovation, and Infrastructure – The course can explore innovations in health insurance models and technology, promoting sustainable practices in the healthcare industry. 7.Goal 17: Partnerships for the Goals – Collaborative approaches in health insurance can foster partnerships between governments, private sectors, and communities to enhance healthcare delivery and access. By focusing on these areas, a course in health insurance can equip students with knowledge and skills to promote sustainable health systems and contribute to the achievement of various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130303 | Teori Dana Pensiun | Pension Fund Theory | A course on Pension Fund Theory explores the principles and practices involved in managing pension funds and ensuring their financial sustainability. Students learn about the types of pension plans, including defined benefit and defined contribution schemes, as well as the regulatory and economic factors that influence pension fund operations. Key topics include actuarial valuation, investment strategies, | 1.Goal 1: No Poverty – Pension funds play a critical role in providing financial security in old age, helping to prevent poverty among retirees and ensuring a basic standard of living. 2.Goal 3: Good Health and Well-Being – Financial security in retirement can contribute to better health outcomes by reducing stress related to economic insecurity, allowing individuals to access healthcare and maintain a healthy lifestyle. 3.Goal 8: Decent Work and Economic Growth – Understanding pension fund theory supports sustainable economic growth by ensuring that individuals have adequate savings for retirement, contributing to a stable and productive workforce. 4.Goal 10: Reduced Inequalities – Pension funds can help address income disparities by providing financial support to individuals from various socioeconomic backgrounds, promoting equity in retirement income. 5.Goal 11: Sustainable Cities and Communities – Financial security in retirement can enhance community stability, enabling retirees to contribute to local economies and social networks. 6.Goal 12: Responsible Consumption and Production – Sustainable investment practices within pension funds can promote responsible consumption and production by directing capital towards environmentally and socially responsible projects. 7.Goal 17: Partnerships for the Goals – Collaboration among stakeholders in the pension fund sector, including governments, financial institutions, and communities, can enhance the effectiveness of retirement systems and promote sustainable development. By equipping students with knowledge of pension fund management and theory, the course supports efforts to achieve financial security and contribute to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130403 | Komputasi Aktuaria | Actuarial Computing | A course on Actuarial Computing focuses on the computational techniques and software tools used in actuarial science for data analysis, modeling, and problem-solving. Students learn to utilize programming languages such as R, Python, or SAS to perform actuarial calculations and simulations. The course covers topics such as data manipulation, statistical modeling, and the development of algorithms for tasks like risk assessment and premium calculation. Emphasis is placed on practical applications in areas like life insurance, | 1.Goal 3: Good Health and Well-Being – Actuarial computing is crucial in health insurance modeling, risk assessment, and the evaluation of healthcare interventions, which can improve health outcomes. 2.Goal 8: Decent Work and Economic Growth – The course equips students with skills in data analysis and computational modeling that are essential for economic forecasting, risk management, and financial stability, all of which support economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuarial computing supports innovation in the insurance industry, including the development of new products and services that enhance financial resilience. 4.Goal 10: Reduced Inequalities – By developing models that can assess risks and create equitable insurance products, actuarial computing can help improve access to financial services for underserved populations. 5.Goal 12: Responsible Consumption and Production – Computational methods can optimize resource allocation in various sectors, including insurance, promoting sustainable practices. 6.Goal 13: Climate Action – Actuarial computing can be applied to model climate-related risks, evaluate the financial impacts of climate change, and support the development of insurance products for climate resilience. 7.Goal 17: Partnerships for the Goals – The collaborative nature of actuarial work often involves partnerships among academia, industry, and government, enhancing collective efforts to tackle complex societal challenges. By focusing on computational techniques and their applications in actuarial science, the course helps students develop skills that can contribute to the achievement of sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120903 | Pengantar Matematika Aktuaria | Introduction to Actuarial Mathematics | An Introduction to Actuarial Mathematics course provides students with the foundational concepts and techniques essential for understanding the actuarial profession. Topics typically covered include time value of money, interest theory, life tables, and the calculation of premiums and reserves for insurance products. | 1.Goal 3: Good Health and Well-Being – Actuarial mathematics is essential in health insurance and evaluating healthcare risks, contributing to improved health outcomes and access to medical services. 2.Goal 8: Decent Work and Economic Growth – The course equips students with skills to analyze financial products and risks, supporting economic stability and job creation in the financial sector. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding actuarial mathematics is crucial for assessing risks in various industries, including insurance and finance, which promotes innovation and resilience. 4.Goal 10: Reduced Inequalities – Actuarial models can help create equitable insurance products, improving access to financial services for marginalized populations and addressing disparities. 5.Goal 12: Responsible Consumption and Production – Actuarial mathematics can be applied to optimize resource management in insurance and other industries, promoting sustainable practices. 6.Goal 13: Climate Action – The course may cover the assessment of risks related to climate change, aiding in the development of insurance products that support climate resilience. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration between various sectors, including public and private entities, to develop effective solutions for risk management. By equipping students with foundational skills in actuarial mathematics, the course supports efforts to address significant societal challenges and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121003 | Matematika Aktuaria | c | An Actuarial Mathematics course delves deeper into the mathematical principles and techniques used in actuarial science. It covers advanced topics such as survival models, life contingencies, and the calculation of premiums, reserves, and benefits for various insurance products. Students learn to apply probability and statistical | 1.Goal 3: Good Health and Well-Being – Actuarial mathematics is crucial in health insurance, enabling the evaluation of healthcare risks and costs, which can lead to better health outcomes and access to services. 2.Goal 8: Decent Work and Economic Growth – The course provides skills for analyzing financial products and risks, supporting economic stability, job creation, and growth in the insurance and finance sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding actuarial mathematics aids in assessing risks in various industries, promoting innovation, and enhancing infrastructure resilience through effective risk management. 4.Goal 10: Reduced Inequalities – Actuarial models can be designed to create equitable insurance products, improving access to financial services for underrepresented and disadvantaged populations. 5.Goal 12: Responsible Consumption and Production – Actuarial mathematics can help optimize resource allocation and sustainability practices in business and insurance, contributing to responsible production. 6.Goal 13: Climate Action – The course may cover the assessment of climate-related risks and the development of insurance products that support climate adaptation and mitigation efforts. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration among different sectors, including government, industry, and academia, to address complex risk management challenges. By providing students with essential skills in actuarial mathematics, the course supports initiatives that align with various sustainable development goals, enhancing the understanding of financial risks and their implications for society. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121103 | Matematika Keuangan Derivatif | Derivatives Financial Mathematics | A course on Derivatives Financial Mathematics focuses on the valuation and risk management of financial derivatives, such as options, futures, and swaps. Students learn key concepts, including the mechanics of derivatives markets, pricing models | 1.Goal 3: Good Health and Well-Being – While not directly related, understanding financial derivatives can aid in funding health initiatives and managing financial risks in healthcare systems. 2.Goal 8: Decent Work and Economic Growth – The course provides skills in pricing and managing financial derivatives, supporting economic stability and growth in financial markets and institutions, which can lead to job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Derivatives are essential for managing risks associated with investments in infrastructure and innovation, helping companies hedge against uncertainties. 4.Goal 10: Reduced Inequalities – By enabling companies and institutions to better manage risks, derivatives can contribute to financial stability, potentially reducing inequalities in access to financial markets. 5.Goal 12: Responsible Consumption and Production – Understanding financial derivatives can help businesses optimize their resources and manage risks effectively, promoting sustainable business practices. 6.Goal 13: Climate Action – Derivatives can be used to manage financial risks associated with climate change, such as carbon trading and hedging against environmental risks. 7.Goal 17: Partnerships for the Goals – Knowledge of financial derivatives can facilitate collaborations between sectors (e.g., public and private) to create innovative financial solutions for sustainability challenges. By equipping students with the knowledge of financial derivatives and their applications, the course supports efforts to achieve sustainable development goals through effective risk management and financial planning. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121203 | Analisis Data | Data analysis | A Data Analysis course provides students with the skills and techniques necessary to interpret and extract insights from data sets. Topics typically covered include descriptive statistics, inferential statistics, data visualization, and the use of statistical software tools (such as R or Python) for data manipulation and analysis. Students learn to formulate research questions, apply appropriate analytical methods, and present findings effectively. | 1.Goal 3: Good Health and Well-Being – Data analysis is crucial in healthcare for understanding patient outcomes, optimizing treatment protocols, and evaluating public health interventions, leading to improved health services. 2.Goal 4: Quality Education – Analyzing educational data can help assess student performance, improve teaching methods, and enhance educational outcomes, contributing to better learning environments. 3.Goal 8: Decent Work and Economic Growth – Data analysis supports economic modeling, workforce planning, and performance evaluation in businesses, driving economic growth and job creation. 4.Goal 10: Reduced Inequalities – By analyzing data related to income, access to services, and social indicators, data analysis can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Data analysis can be used to optimize urban planning, transportation systems, and resource allocation, contributing to more sustainable and livable communities. 6.Goal 12: Responsible Consumption and Production – Data-driven insights can promote sustainable practices in resource management, waste reduction, and production processes. 7.Goal 13: Climate Action – Analyzing environmental data is essential for understanding climate change impacts, modeling risks, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Data analysis fosters collaboration between sectors by providing evidence-based insights that can inform joint initiatives and partnerships for sustainable development. By equipping students with skills in data analysis, the course supports efforts to leverage data for informed decision-making and to address various challenges related to the SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121303 | Analisis Survival | Survival Analysis | A Survival Analysis course focuses on statistical methods for analyzing time-to-event data, commonly used in fields like medicine, epidemiology, and reliability engineering. Students learn key concepts such as censoring, survival functions, hazard functions, and the Kaplan-Meier estimator. The course covers various models, including the | 1.Goal 3: Good Health and Well-Being – Survival analysis is extensively used in healthcare research to study patient outcomes, treatment effectiveness, and mortality rates, leading to improved health interventions and policies. 2.Goal 4: Quality Education – The methodologies learned in survival analysis can enhance educational research, particularly in evaluating program effectiveness and understanding factors affecting student retention. 3.Goal 8: Decent Work and Economic Growth – In labor economics, survival analysis can be applied to study employment durations, job retention, and the impact of training programs on workforce stability. 4.Goal 10: Reduced Inequalities – By analyzing survival data across different populations, the course can highlight health disparities and inform policies aimed at reducing inequalities in healthcare access and outcomes. 5.Goal 11: Sustainable Cities and Communities – Survival analysis can be used to evaluate urban health issues, such as the impact of environmental factors on community health outcomes, contributing to more sustainable urban planning. 6.Goal 13: Climate Action – The course may explore the effects of climate-related factors on health outcomes, aiding in the understanding of how environmental changes influence mortality and morbidity. 7.Goal 17: Partnerships for the Goals – Collaborative research projects utilizing survival analysis can foster partnerships among academic institutions, healthcare providers, and policy makers to address complex health challenges. By equipping students with skills in survival analysis, the course supports efforts to improve health outcomes and inform public policy, contributing to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121403 | Asuransi Syariah | Sharia Insurance | A course on Sharia Insurance, or Takaful, explores the principles and practices of insurance that comply with Islamic law. Students learn about the fundamental concepts of Takaful, including mutual cooperation, risk sharing, and ethical investment practices. The course covers the regulatory framework governing Sharia insurance, | 1.Goal 1: No Poverty – Sharia insurance promotes financial inclusion and provides a safety net for individuals and families, helping to reduce poverty by protecting against unforeseen financial burdens. 2.Goal 3: Good Health and Well-Being – By offering health insurance products compliant with Sharia principles, Takaful can improve access to healthcare services and enhance health outcomes. 3.Goal 8: Decent Work and Economic Growth – Sharia insurance contributes to economic stability and job creation by providing risk management solutions for businesses and individuals, fostering economic growth. 4.Goal 10: Reduced Inequalities – Takaful aims to create equitable access to insurance services, particularly for underserved communities, thereby addressing inequalities in financial protection. 5.Goal 12: Responsible Consumption and Production – Sharia insurance emphasizes ethical investments and responsible business practices, encouraging sustainable consumption and production patterns. 6.Goal 13: Climate Action – Sharia-compliant insurance products can be designed to address environmental risks and promote sustainability, supporting climate resilience initiatives. 7.Goal 17: Partnerships for the Goals – Collaborative efforts in the Takaful sector can foster partnerships between financial institutions, communities, and governments to enhance access to financial services and promote sustainable development. By focusing on ethical finance and risk sharing, a course in Sharia insurance supports initiatives that align with various sustainable development goals, promoting social welfare and economic stability. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121503 | Pengantar Model Risiko | Introduction to Risk Models | An Introduction to Risk Models course provides students with foundational knowledge of the various models used to assess and quantify risk in different contexts, such as finance, insurance, and operational risk management. The course covers key concepts such as probability distributions, risk measures, and model calibration. Students learn to develop and apply quantitative models to analyze risks, including market risk, credit risk, | 1.Goal 3: Good Health and Well-Being – Risk models are essential in healthcare for assessing risks related to patient outcomes, treatment effectiveness, and public health interventions, contributing to improved health services. 2.Goal 8: Decent Work and Economic Growth – Understanding risk models supports economic stability by helping businesses manage financial risks, thus promoting growth and job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Risk modeling is critical in assessing the viability of infrastructure projects, innovation initiatives, and managing risks in various industries. 4.Goal 10: Reduced Inequalities – By analyzing risks across different demographics, the course can help identify and address inequalities in access to financial services and healthcare. 5.Goal 12: Responsible Consumption and Production – Risk models can be applied to optimize resource management and sustainability practices in production processes. 6.Goal 13: Climate Action – Risk modeling can assess the impacts of climate change and inform strategies for mitigation and adaptation, contributing to climate resilience. 7.Goal 17: Partnerships for the Goals – Collaborative research and projects that utilize risk models can enhance partnerships between academia, industry, and governments to address complex challenges effectively. By equipping students with knowledge of risk modeling, the course supports efforts to address significant societal challenges and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120203 | Metode Statistika | Statistical Methods | A Statistical Methods course introduces students to the principles and techniques used for collecting, analyzing, and interpreting data. Topics typically covered include descriptive statistics, probability theory, hypothesis testing, confidence intervals, regression analysis, and analysis of variance (ANOVA). Students learn to apply statistical software for data analysis and to conduct various statistical tests relevant to their fields. The course emphasizes practical applications across disciplines such as business, social sciences, and health sciences, | 1.Goal 3: Good Health and Well-Being – Statistical methods are vital in healthcare research for analyzing clinical trials, public health data, and health outcomes, contributing to improved health services and interventions. 2.Goal 4: Quality Education – These methods can enhance educational research by assessing student performance, evaluating educational programs, and informing policy decisions to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports economic modeling, labor market research, and performance evaluation in businesses, fostering economic stability and growth. 4.Goal 10: Reduced Inequalities – By analyzing data related to income distribution, access to services, and social indicators, statistical methods can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Statistical methods can optimize urban planning, resource allocation, and community development, contributing to more sustainable and resilient cities. 6.Goal 12: Responsible Consumption and Production – Statistical analysis can promote sustainable practices by optimizing resource use, reducing waste, and improving production processes. 7.Goal 13: Climate Action – Statistical methods are essential for analyzing environmental data, understanding climate change impacts, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects utilizing statistical methods can foster partnerships between different sectors, enhancing collective efforts to tackle complex challenges. By equipping students with statistical skills, the course supports data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120303 | Pengantar Ekonomi Makro | Introduction to Macroeconomics | An Introduction to Macroeconomics course provides students with a foundational understanding of the economy as a whole. It covers key concepts such as gross domestic product (GDP), inflation, unemployment, fiscal and monetary policy, and international trade. Students learn to analyze economic indicators, understand the interactions between different sectors of the economy, and evaluate the impact of government policies on economic performance. The course emphasizes both theoretical frameworks and real-world applications, preparing students to understand current economic events and issues. By the end of the course, students gain critical analytical skills to assess economic trends and their implications for society. | 1.Goal 1: No Poverty – Macroeconomics examines factors influencing economic growth and income distribution, helping to identify strategies to reduce poverty and improve living standards. 2.Goal 3: Good Health and Well-Being – Economic policies discussed in the course can impact health systems and access to healthcare, influencing overall public health outcomes. 3.Goal 8: Decent Work and Economic Growth – The course covers employment, economic growth, and labor markets, emphasizing the importance of creating decent jobs and sustainable economic development. 4.Goal 10: Reduced Inequalities – Macroeconomic analysis can help identify disparities in income and wealth, informing policies aimed at reducing economic inequalities within and among countries. 5.Goal 11: Sustainable Cities and Communities – Understanding macroeconomic principles can guide urban planning and infrastructure development, promoting sustainable community growth. 6.Goal 12: Responsible Consumption and Production – The course can address how macroeconomic policies influence consumption patterns and resource use, encouraging sustainable production practices. 7.Goal 13: Climate Action – Macroeconomic analysis is critical for understanding the economic impacts of climate change and informing policies for sustainable development and environmental protection. 8.Goal 17: Partnerships for the Goals – Macroeconomic frameworks can support international cooperation and partnerships, fostering collaboration among countries to achieve sustainable development. By providing students with a foundational understanding of macroeconomic concepts, the course supports efforts to address various societal challenges and contributes to the achievement of sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120403 | Manajemen Portofolio | Portfolio Management | A Portfolio Management course focuses on the strategies and techniques used to manage investment portfolios effectively. Students learn about asset allocation, diversification, risk assessment, and performance evaluation. The course covers various investment vehicles, including stocks, bonds, mutual funds, and alternative investments, as well as the theories underpinning portfolio theory, such as the Capital Asset Pricing Model (CAPM) and Modern Portfolio Theory (MPT). Practical applications are emphasized, with students often using financial software to analyze and simulate portfolio performance. | 1.Goal 8: Decent Work and Economic Growth – Effective portfolio management supports economic growth by optimizing investment strategies, which can lead to job creation and overall economic stability. 2.Goal 9: Industry, Innovation, and Infrastructure – By directing capital to innovative projects and sustainable infrastructure, portfolio management can foster industrial development and technological advancement. 3.Goal 10: Reduced Inequalities – Portfolio management practices can help promote financial inclusion by encouraging investments in underserved communities and equitable financial products. 4.Goal 12: Responsible Consumption and Production – Ethical and sustainable investment strategies in portfolio management can promote responsible consumption and production practices within companies. 5.Goal 13: Climate Action – Portfolio managers increasingly consider environmental risks and opportunities, directing funds towards sustainable investments that support climate action and resilience. 6.Goal 17: Partnerships for the Goals – Collaborative investment approaches, such as public-private partnerships, can be fostered through effective portfolio management, enhancing efforts to achieve sustainable development. By equipping students with knowledge and skills in portfolio management, the course supports initiatives that align with various sustainable development goals, promoting sustainable finance and responsible investment practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120503 | Matematika Keuangan | Financial Mathematics | A Financial Mathematics course explores the mathematical techniques and models used to analyze and solve problems in finance. Topics typically covered include the time value of money, interest rates, annuities, bonds, and financial derivatives. Students learn to apply mathematical concepts to valuation, risk management, and investment analysis, often using tools like present value and future value calculations. The course may also introduce concepts related to portfolio theory and asset pricing models. Through practical examples and real-world applications, students develop a solid understanding of how mathematical principles underpin financial decision-making, equipping them for careers in finance, investment banking, or actuarial science. | 1.Goal 8: Decent Work and Economic Growth – Financial mathematics provides the tools to evaluate investment opportunities, manage risks, and make informed financial decisions, all of which support economic growth and job creation. 2.Goal 9: Industry, Innovation, and Infrastructure – By analyzing financial models and risk management strategies, financial mathematics can foster innovation and investment in sustainable infrastructure projects. 3.Goal 10: Reduced Inequalities – Understanding financial mathematics can help develop financial products that promote inclusion, providing underserved communities with access to credit and investment opportunities. 4.Goal 12: Responsible Consumption and Production – Financial models can optimize resource allocation and promote sustainable investment strategies, encouraging responsible consumption and production practices. 5.Goal 13: Climate Action – Financial mathematics can be applied to assess the financial implications of climate risks and support investments in renewable energy and other sustainable initiatives. 6.Goal 17: Partnerships for the Goals – Financial mathematics supports collaborative financial solutions, including public-private partnerships, which are essential for achieving sustainable development. By equipping students with the knowledge and skills in financial mathematics, the course fosters informed financial decision-making and supports initiatives that align with various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120602 | Pengantar Data Mining | Introduction to Data Mining | An Introduction to Data Mining course provides students with foundational knowledge and techniques for discovering patterns and extracting useful information from large data sets. Topics typically covered include data preprocessing, exploratory data analysis, classification, clustering, association rule mining, and predictive modeling. Students learn to use data mining tools and software to apply these techniques to real-world problems across various fields such as marketing, healthcare, and finance. The course emphasizes | 1.Goal 3: Good Health and Well-Being – Data mining techniques can analyze health data to identify trends, improve patient outcomes, and enhance public health strategies. 2.Goal 4: Quality Education – Data mining can be applied to educational data to assess student performance, optimize learning strategies, and improve educational systems. 3.Goal 8: Decent Work and Economic Growth – By analyzing labor market data and consumer behavior, data mining supports economic growth and helps businesses make informed decisions. 4.Goal 10: Reduced Inequalities – Data mining can identify disparities in access to resources and services, informing policies aimed at reducing inequalities in various sectors. 5.Goal 11: Sustainable Cities and Communities – Analyzing urban data can help optimize resource allocation, improve city planning, and promote sustainable community development. 6.Goal 12: Responsible Consumption and Production – Data mining can be used to optimize supply chains and promote sustainable practices in production and consumption. 7.Goal 13: Climate Action – By analyzing environmental data, data mining can support climate change research and inform strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Data mining facilitates collaborative projects among various stakeholders, providing insights that can enhance partnerships for sustainable development. By equipping students with skills in data mining, the course fosters data-driven decision-making and supports efforts to achieve various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120703 | Statistik Matematika | Mathematical Statistics | A Mathematical Statistics course focuses on the theoretical foundations of statistical methods and their applications. Students learn about key concepts such as probability distributions, statistical inference, estimation theory, hypothesis testing, and regression analysis. The course emphasizes the derivation and properties of statistical methods using mathematical principles, providing a rigorous understanding of concepts like the Central Limit Theorem and maximum likelihood estimation. Through problem-solving and theoretical exercises, students develop the skills to apply statistical techniques in various contexts. | 1.Goal 3: Good Health and Well-Being – Mathematical statistics is essential in healthcare research for analyzing clinical trials, epidemiological studies, and health outcomes, contributing to improved health interventions and policies. 2.Goal 4: Quality Education – Statistical methods can enhance educational research by assessing student performance, evaluating educational programs, and informing policy decisions to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports economic modeling, labor market research, and performance evaluation in businesses, promoting economic stability and growth. 4.Goal 10: Reduced Inequalities – By analyzing data related to income distribution, access to services, and social indicators, mathematical statistics can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Statistical methods can be applied to urban planning, resource allocation, and community development, contributing to more sustainable and resilient cities. 6.Goal 12: Responsible Consumption and Production – Statistical analysis can optimize resource management and sustainability practices in various industries, promoting responsible consumption. 7.Goal 13: Climate Action – Mathematical statistics plays a critical role in analyzing environmental data, understanding climate change impacts, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects that utilize statistical methods can enhance partnerships among academia, industry, and governments to address complex challenges effectively. By equipping students with a strong foundation in mathematical statistics, the course supports data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120803 | Analisis Runtun Waktu | Time Series Analysis | A Time Series Analysis course focuses on the statistical techniques used to analyze data points collected or recorded at specific time intervals. Students learn about key concepts such as trends, seasonality, autocorrelation, and stationarity. The course covers various models for time series forecasting, including autoregressive integrated moving average (ARIMA) models, exponential smoothing, and seasonal decomposition. Emphasis is placed on practical applications in fields like finance, economics, and environmental science, where understanding temporal patterns is crucial. Through hands-on projects and software tools, students develop the skills to analyze time series data, make forecasts, and interpret results effectively. By the end of the course, students are equipped to apply time series methods to real-world scenarios. | 1.Goal 3: Good Health and Well-Being – Time series analysis is used in healthcare for monitoring trends in diseases, patient outcomes, and the effectiveness of interventions, contributing to improved health strategies. 2.Goal 4: Quality Education – This analysis can help evaluate educational trends over time, assess program effectiveness, and inform policy decisions to enhance learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Time series methods are critical for economic forecasting, helping businesses and governments make informed decisions that promote economic growth and stability. 4.Goal 10: Reduced Inequalities – Analyzing economic or social trends over time can help identify disparities in access to resources and inform policies aimed at reducing inequalities. 5.Goal 11: Sustainable Cities and Communities – Time series analysis can be applied to urban data, such as traffic patterns and resource usage, helping optimize city planning and promote sustainable development. 6.Goal 12: Responsible Consumption and Production – By analyzing trends in consumption and production, time series methods can inform sustainable practices and resource management. 7.Goal 13: Climate Action – Time series data can help track climate change indicators, assess environmental trends, and inform policies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative research projects that utilize time series analysis can enhance partnerships across sectors, providing insights that support sustainable development initiatives. By equipping students with skills in time series analysis, the course fosters data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110203 | Jaringan dan Komunikasi Data | Networking and Data Communications | The Networking and Data Communications course typically covers the principles and technologies that enable data exchange over networks. | 1.Goal 4: Quality Education – Effective networking and data communications are essential for providing access to educational resources, online learning platforms, and digital classrooms, promoting equitable education. 2.Goal 8: Decent Work and Economic Growth – Networking technologies support the digital economy, enabling businesses to operate efficiently and fostering job creation in the tech industry. 3.Goal 9: Industry, Innovation, and Infrastructure – Strong networking infrastructure is crucial for innovation and the development of smart industries, facilitating communication and collaboration. 4.Goal 10: Reduced Inequalities – Improved networking can enhance access to information and services for marginalized communities, helping to bridge the digital divide and promote financial inclusion. 5.Goal 11: Sustainable Cities and Communities – Smart city initiatives rely on robust networking and data communications to improve urban infrastructure, enhance public services, and promote sustainability. 6.Goal 12: Responsible Consumption and Production – Networking technologies can optimize resource management and supply chain efficiencies, contributing to sustainable production practices. 7.Goal 13: Climate Action – Data communications play a role in monitoring environmental conditions and supporting climate research, aiding efforts for climate adaptation and mitigation. 8.Goal 17: Partnerships for the Goals – Effective communication networks facilitate collaboration among governments, businesses, and communities, enhancing partnerships aimed at achieving sustainable development. By equipping students with knowledge and skills in networking and data communications, the course supports initiatives that align with various sustainable development goals and fosters the development of a more connected, sustainable world. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110103 | Algoritma dan Pemrograman | Algorithms and Programming | The Algorithms and Programming course focuses on the fundamental concepts of algorithm design and programming principles. | 1.Goal 4: Quality Education – Algorithms and programming skills can enhance educational tools and platforms, improving access to quality education through technology. 2.Goal 8: Decent Work and Economic Growth – Proficiency in programming and algorithms fosters innovation and supports job creation in the tech industry, driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding algorithms is crucial for developing efficient systems and technologies that promote industrial innovation and infrastructure development. 4.Goal 10: Reduced Inequalities – Programming skills can help create applications and systems that promote inclusivity and accessibility, addressing inequalities in access to technology and information. 5.Goal 11: Sustainable Cities and Communities – Algorithms can optimize urban planning and resource management, contributing to the development of smart and sustainable cities. 6.Goal 12: Responsible Consumption and Production – Efficient algorithms can improve processes in various industries, promoting sustainable practices in production and resource use. 7.Goal 13: Climate Action – Algorithms can be used to model climate change, analyze environmental data, and develop solutions for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Programming facilitates collaborative tools and platforms that enable partnerships between different sectors, enhancing efforts to achieve sustainable development. By equipping students with skills in algorithms and programming, the course supports initiatives that align with various sustainable development goals, fostering innovation and technological advancement. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research and Seminar Results of Final Project Research | the Research and Seminar Results of Final Project Research course is designed to guide students through the process of conducting and presenting their final research projects. | 1.Goal 3: Good Health and Well-Being – Research projects in health fields can contribute to improving health outcomes and informing public health policies. 2.Goal 4: Quality Education – Research in education can identify effective teaching strategies and enhance educational practices, contributing to better learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Projects focused on economic research can analyze labor markets, promote entrepreneurship, and support policies for economic growth. 4.Goal 10: Reduced Inequalities – Research can identify social and economic disparities, informing policies aimed at reducing inequalities within communities and countries. 5.Goal 11: Sustainable Cities and Communities – Research on urban development can inform sustainable city planning, resource management, and community resilience. 6.Goal 12: Responsible Consumption and Production – Projects examining sustainable practices can promote responsible resource use and improve production processes across industries. 7.Goal 13: Climate Action – Research related to environmental issues can inform climate policies and contribute to strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative research efforts can foster partnerships among academic institutions, governments, and industry, enhancing collective impact on sustainable development. By focusing on the application and dissemination of research findings, the course supports efforts to address significant societal challenges and contributes to the achievement of various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Final Exam | The Thesis Writing and Final Exam course focuses on the essential skills and processes involved in completing a graduate-level thesis and preparing for the final examination. | 1.Goal 3: Good Health and Well-Being – Theses focused on health-related topics can contribute valuable insights into public health issues, treatment efficacy, and health policies. 2.Goal 4: Quality Education – Research in education can lead to improved teaching methods, curriculum development, and educational outcomes, enhancing overall quality in education. 3.Goal 8: Decent Work and Economic Growth – Theses addressing economic topics can provide analysis and recommendations for job creation, entrepreneurship, and economic policy. 4.Goal 10: Reduced Inequalities – Research that identifies social and economic disparities can inform policies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Theses that focus on urban studies can provide insights into sustainable development practices, urban planning, and community engagement. 6.Goal 12: Responsible Consumption and Production – Research on sustainability practices can contribute to knowledge about responsible resource use and efficient production processes. 7.Goal 13: Climate Action – Theses examining environmental issues can support efforts in climate change research and inform strategies for sustainability and resilience. 8.Goal 17: Partnerships for the Goals – Collaborative research projects can enhance partnerships between academic institutions, industry, and government, fostering collective efforts toward sustainable development. By emphasizing rigorous research and effective communication of findings, the course supports initiatives that align with various sustainable development goals and encourages the application of knowledge for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130703 | Proyek Perangkat Lunak | Software Projects | The Software Projects course focuses on the practical aspects of software development through collaborative projects. | 1.Goal 4: Quality Education – Software projects can develop educational tools and platforms, improving access to quality education and enhancing learning outcomes. 2.Goal 8: Decent Work and Economic Growth – The course fosters skills in software development that contribute to job creation and innovation in the tech industry, driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Software projects support the development of innovative solutions and infrastructure improvements, promoting industrial growth and technological advancement. 4.Goal 10: Reduced Inequalities – Projects can focus on developing accessible technologies that help bridge the digital divide and promote inclusivity for underserved communities. 5.Goal 11: Sustainable Cities and Communities – Software solutions can enhance urban planning, transportation systems, and resource management, contributing to more sustainable and livable cities. 6.Goal 12: Responsible Consumption and Production – Software can optimize resource management and improve supply chain efficiencies, promoting sustainable practices in various industries. 7.Goal 13: Climate Action – Software projects can analyze environmental data, model climate change scenarios, and support initiatives for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Collaborative software projects can enhance partnerships between various stakeholders, fostering collective efforts toward achieving sustainable development. By equipping students with skills in software development and project management, the course supports initiatives that align with various sustainable development goals, promoting innovation and social impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130803 | Fundamental ERP | ERP Fundamentals | The ERP Fundamentals course introduces students to the concepts and principles of Enterprise Resource Planning (ERP) systems. | 1.Goal 8: Decent Work and Economic Growth – ERP systems enhance business efficiency, which can lead to job creation, improved productivity, and economic growth. 2.Goal 9: Industry, Innovation, and Infrastructure – By promoting the integration of information and processes, ERP systems foster innovation and support the development of resilient industrial infrastructures. 3.Goal 10: Reduced Inequalities – ERP systems can help smaller businesses optimize operations, potentially leveling the playing field and reducing inequalities in access to resources. 4.Goal 12: Responsible Consumption and Production – ERP systems enable better resource management and supply chain optimization, promoting sustainable practices in production and consumption. 5.Goal 13: Climate Action – Through improved data management and reporting, ERP systems can help organizations monitor their environmental impact and enhance sustainability initiatives. 6.Goal 17: Partnerships for the Goals – ERP systems facilitate collaboration and data sharing across departments and organizations, strengthening partnerships and enhancing collective efforts toward sustainable development. By providing students with knowledge of ERP systems and their applications, the course supports initiatives that align with various sustainable development goals, promoting efficiency, sustainability, and economic growth. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130903 | Rekayasa Sistem Informasi Cerdas | Intelligent Information Systems Engineering | The Intelligent Information Systems Engineering course focuses on the design and development of intelligent systems that leverage data and algorithms to enhance decision-making and automation. | 1.Goal 4: Quality Education – Intelligent information systems can enhance educational tools and platforms, providing personalized learning experiences and improving access to quality education. 2.Goal 8: Decent Work and Economic Growth – The course fosters skills in developing intelligent systems that can lead to innovation, job creation, and improved efficiency in various industries. 3.Goal 9: Industry, Innovation, and Infrastructure – Intelligent systems drive technological advancement and support the development of resilient infrastructure, promoting industrial innovation. 4.Goal 10: Reduced Inequalities – By developing accessible technologies, intelligent information systems can help bridge the digital divide and promote inclusivity for underserved communities. 5.Goal 11: Sustainable Cities and Communities – Intelligent systems can improve urban planning, transportation, and resource management, contributing to sustainable and smart city initiatives. 6.Goal 12: Responsible Consumption and Production – These systems can optimize resource use and enhance supply chain efficiencies, promoting sustainable practices in production and consumption. 7.Goal 13: Climate Action – Intelligent information systems can analyze environmental data, support climate modeling, and aid in developing solutions for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Collaborative development of intelligent systems can enhance partnerships across sectors, fostering collective efforts toward achieving sustainable development. By equipping students with skills in intelligent information systems, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07131003 | Deep Learning | Deep Learning | The Deep Learning course provides an in-depth exploration of neural networks and their applications in various fields. | 1.Goal 3: Good Health and Well-Being – Deep learning can be applied in healthcare for tasks such as medical imaging analysis, predictive analytics, and personalized medicine, contributing to improved health outcomes. 2.Goal 4: Quality Education – Deep learning technologies can enhance educational tools, such as intelligent tutoring systems and adaptive learning platforms, improving access to quality education. 3.Goal 8: Decent Work and Economic Growth – The development of deep learning applications fosters innovation, leading to new job opportunities and economic growth in technology sectors. 4.Goal 9: Industry, Innovation, and Infrastructure – Deep learning supports advancements in various industries, including finance, manufacturing, and logistics, driving innovation and efficiency. 5.Goal 10: Reduced Inequalities – Deep learning can be utilized to analyze data that identify and address social disparities, promoting inclusivity and equitable access to resources. 6.Goal 11: Sustainable Cities and Communities – Applications of deep learning in urban planning and smart city initiatives can optimize transportation, energy use, and resource management, contributing to sustainable development. 7.Goal 12: Responsible Consumption and Production – Deep learning models can enhance supply chain efficiency and resource optimization, promoting sustainable practices in production and consumption. 8.Goal 13: Climate Action – Deep learning can be applied to climate modeling, environmental monitoring, and predictive analytics for climate resilience, aiding efforts in combating climate change. 9.Goal 17: Partnerships for the Goals – Collaborative projects utilizing deep learning can foster partnerships between academia, industry, and governments, enhancing efforts to achieve sustainable development. By equipping students with deep learning skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140102 | Penulisan dan Seminar Proposal Tugas Akhir | Final Project Proposal Writing and Seminar | The Final Project Proposal Writing and Seminar course guides students through the process of developing and presenting a proposal for their capstone or thesis projects. | 1.Goal 3: Good Health and Well-Being – Projects focused on health topics can contribute valuable insights and solutions for improving health outcomes and public health strategies. 2.Goal 4: Quality Education – Proposals in educational research can lead to improved teaching methods and learning experiences, enhancing the overall quality of education. 3.Goal 8: Decent Work and Economic Growth – Projects aimed at economic development can analyze labor markets and entrepreneurship, contributing to job creation and economic stability. 4.Goal 10: Reduced Inequalities – Research proposals that identify and address social and economic disparities can inform policies aimed at promoting inclusivity and equity. 5.Goal 11: Sustainable Cities and Communities – Proposals focusing on urban development can provide insights into sustainable practices and resource management in community planning. 6.Goal 12: Responsible Consumption and Production – Research aimed at sustainability can contribute to knowledge about efficient resource use and environmentally responsible production practices. 7.Goal 13: Climate Action – Projects addressing environmental issues can inform strategies for climate resilience and sustainability, aiding efforts to combat climate change. 8.Goal 17: Partnerships for the Goals – The seminar aspect encourages collaboration and partnership-building, fostering connections among students, faculty, and external stakeholders for collective impact. By focusing on the development and presentation of impactful project proposals, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140204 | Penelitian Tugas Akhir | Final Project Research | A “Final Project Research” course in a university typically involves students working on a significant research project as part of their degree requirements, usually in their final year. | 1.Goal 3: Good Health and Well-Being – Research projects focused on health can lead to improved health outcomes, public health interventions, and innovations in healthcare delivery. 2.Goal 4: Quality Education – Research in education can contribute to enhancing teaching practices, learning outcomes, and overall educational quality. 3.Goal 8: Decent Work and Economic Growth – Projects analyzing economic trends, labor markets, or entrepreneurship can support job creation and sustainable economic development. 4.Goal 10: Reduced Inequalities – Research that identifies social disparities can inform policies aimed at promoting inclusivity and reducing inequalities in access to resources. 5.Goal 11: Sustainable Cities and Communities – Research on urban issues can inform sustainable planning, resource management, and community development initiatives. 6.Goal 12: Responsible Consumption and Production – Projects focused on sustainability can contribute to better resource management and promote environmentally responsible practices in various industries. 7.Goal 13: Climate Action – Research addressing environmental challenges can inform strategies for climate mitigation and adaptation, supporting efforts to combat climate change. 8.oal 17: Partnerships for the Goals – Collaborative research can enhance partnerships among academia, industry, and government, fostering collective action toward sustainable development. By focusing on impactful research, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Defense | Thesis Writing is a university course that focuses on guiding students through the process of developing and writing a thesis or major research project. Undergraduate Defense refers to the formal presentation and examination of a student’s thesis or research project. During the defense, students present their findings to a committee, which may include faculty members and peers. | 1.Goal 3: Good Health and Well-Being – Theses addressing health-related topics can contribute to research that improves health outcomes and informs public health policies. 2.Goal 4: Quality Education – Research in educational contexts can enhance teaching methods, curriculum development, and overall educational quality, leading to better learning experiences. 3.Goal 8: Decent Work and Economic Growth – Theses focused on economic issues can provide valuable insights into job creation, entrepreneurship, and economic policies that promote growth. 4.Goal 10: Reduced Inequalities – Research that identifies and analyzes social disparities can inform strategies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Theses focused on urban studies can provide insights into sustainable development practices and resource management in cities. 6.Goal 12: Responsible Consumption and Production – Research on sustainability can lead to recommendations for more responsible resource use and sustainable production practices. 7.Goal 13: Climate Action – Theses examining environmental issues can support research aimed at understanding climate change and developing effective mitigation and adaptation strategies. 8.Goal 17: Partnerships for the Goals – The defense aspect encourages collaboration and discussion, fostering partnerships between students, faculty, and external stakeholders that can enhance collective efforts for sustainable development. By emphasizing the importance of rigorous research and effective communication of findings, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121803 | Machine Learning | Machine Learning | Machine Learning is a course that introduces students to the principles and techniques of machine learning, a subfield of artificial intelligence focused on the development of algorithms that enable computers to learn from and make predictions based on data. | 1.Goal 3: Good Health and Well-Being – Machine learning can be applied in healthcare for disease diagnosis, treatment personalization, and predictive analytics to improve health outcomes. 2.Goal 4: Quality Education – Machine learning algorithms can enhance educational tools, such as personalized learning platforms and intelligent tutoring systems, improving access to quality education. 3.Goal 8: Decent Work and Economic Growth – The development of machine learning applications fosters innovation, leading to job creation and increased efficiency in various industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Machine learning drives advancements in technology and industrial processes, supporting innovation and the development of resilient infrastructure. 5.Goal 10: Reduced Inequalities – Machine learning can be used to analyze data related to social disparities, helping to identify and address inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Applications in urban planning, traffic management, and resource allocation can make cities smarter and more sustainable. 7.Goal 12: Responsible Consumption and Production – Machine learning can optimize supply chains and resource management, promoting sustainability in production and consumption practices. 8.Goal 13: Climate Action – Machine learning can analyze environmental data, model climate change impacts, and support efforts for climate resilience and mitigation strategies. 9.Goal 17: Partnerships for the Goals – Collaborative projects utilizing machine learning can enhance partnerships across sectors, promoting shared insights and collective action toward sustainable development. By equipping students with machine learning skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130103 | Metodologi Penelitian dan Penulisan Ilmiah | Research Methodology and Scientific Writing | Research Methodology and Scientific Writing is a course designed to equip students with essential skills for conducting research and effectively communicating their findings. | 1.Goal 3: Good Health and Well-Being – Research methodologies can inform health studies, leading to improved health outcomes and public health strategies through evidence-based practices. 2.Goal 4: Quality Education – This course can enhance research in educational settings, contributing to better teaching methods, learning outcomes, and educational policies. 3.Goal 8: Decent Work and Economic Growth – Research methodologies applied in economic studies can provide insights into labor markets, entrepreneurship, and strategies for sustainable economic growth. 4.Goal 10: Reduced Inequalities – Research can identify social and economic disparities, informing policies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Research on urban issues can contribute to sustainable planning and development, optimizing resource use in communities. 6.Goal 12: Responsible Consumption and Production – Methodologies for studying sustainability practices can lead to more efficient resource management and environmentally responsible production. 7.Goal 13: Climate Action – Research focused on environmental challenges can provide insights into climate change, informing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Emphasizing collaboration in research can foster partnerships between academic institutions, governments, and industry, enhancing collective efforts toward sustainable development. By equipping students with research and writing skills, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130203 | Manajemen Proyek Sistem Informasi | Information Systems Project Management | Information Systems Project Management is a course that focuses on the principles and practices involved in managing projects within the field of information systems. | 1.Goal 4: Quality Education – Effective management of educational technology projects can enhance learning environments and improve access to quality education. 2.Goal 8: Decent Work and Economic Growth – Project management skills foster innovation and efficiency in various sectors, leading to job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Managing information systems projects supports the development of robust infrastructure and promotes technological innovation in industries. 4.Goal 10: Reduced Inequalities – Well-managed projects can help ensure that technology solutions are accessible to underserved communities, promoting inclusivity and reducing disparities. 5.Goal 11: Sustainable Cities and Communities – Information systems projects can enhance urban planning, transportation, and resource management, contributing to the development of sustainable cities. 6.Goal 12: Responsible Consumption and Production – Project management in information systems can optimize resource use and improve efficiencies in production processes. 7.Goal 13: Climate Action – Information systems can be leveraged to monitor environmental impacts and support climate-related initiatives, helping organizations implement sustainable practices. 8.Goal 17: Partnerships for the Goals – Effective project management fosters collaboration among stakeholders, enhancing partnerships that drive collective efforts toward achieving sustainable development. By equipping students with skills in project management for information systems, the course supports initiatives that align with various sustainable development goals and promotes the effective use of technology for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130303 | Augmented and Virtual Reality | Augmented and Virtual Reality | Augmented and Virtual Reality is a course that explores the technologies, applications, and design principles behind augmented reality (AR) and virtual reality (VR) experiences. | 1.Goal 3: Good Health and Well-Being – AR/VR can be used in healthcare for simulations, training, and rehabilitation, improving health outcomes and patient care. 2.Goal 4: Quality Education – These technologies can enhance learning experiences through immersive educational tools, enabling interactive and engaging learning environments. 3.Goal 8: Decent Work and Economic Growth – The development of AR/VR applications fosters innovation and creates job opportunities in tech-related fields, driving economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – AR/VR technologies support advancements in various industries, including manufacturing, architecture, and entertainment, promoting innovation. 5.Goal 10: Reduced Inequalities – AR/VR can help create accessible environments for people with disabilities, promoting inclusivity and reducing barriers to information and experiences. 6.Goal 11: Sustainable Cities and Communities – These technologies can be used for urban planning, visualization of projects, and enhancing community engagement in sustainable practices. 7.Goal 12: Responsible Consumption and Production – AR/VR can be applied in training for sustainable practices and promoting responsible consumption behaviors through immersive experiences. 8.Goal 13: Climate Action – Virtual reality simulations can be used for environmental education and awareness, helping to model climate change impacts and foster sustainable behaviors. 9.Goal 17: Partnerships for the Goals – Collaborative projects in AR/VR can enhance partnerships across sectors, driving innovation and collective efforts toward sustainable development. By equipping students with skills in AR/VR technologies, the course supports initiatives that align with various sustainable development goals, fostering creativity, innovation, and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130403 | Business Intelligence | Business Intelligence | Business Intelligence is a course that focuses on the strategies and technologies used to analyze data and support decision-making in organizations. | 1.Goal 8: Decent Work and Economic Growth – Business intelligence tools enhance organizational efficiency, leading to job creation and sustainable economic growth through informed decision-making. 2.Goal 9: Industry, Innovation, and Infrastructure – The course fosters innovation by teaching students how to leverage data for improving processes, products, and infrastructure within industries. 3.Goal 10: Reduced Inequalities – Business intelligence can identify market trends and consumer behaviors that help address disparities, promote inclusivity, and enhance access to resources. 4.Goal 11: Sustainable Cities and Communities – Insights gained from business intelligence can inform urban planning and resource management, contributing to the development of sustainable communities. 5.Goal 12: Responsible Consumption and Production – Data analysis can promote efficient resource use and inform sustainable practices in production and supply chains. 6.Goal 13: Climate Action – Business intelligence tools can analyze environmental data, supporting strategies for climate mitigation and sustainable business practices. 7.Goal 17: Partnerships for the Goals – Business intelligence promotes collaboration among organizations and stakeholders, enhancing partnerships that drive collective efforts toward sustainable development. By equipping students with skills in data analysis and business intelligence, the course supports initiatives that align with various sustainable development goals, fostering informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130503 | Software Testing and Quality Assurance | Testing and Software Quality Assurance | Testing and Software Quality Assurance is a course that focuses on the methodologies and practices essential for ensuring the quality and reliability of software products. | 1.Goal 8: Decent Work and Economic Growth – High-quality software contributes to the efficiency and productivity of businesses, leading to job creation and sustainable economic growth. 2.Goal 9: Industry, Innovation, and Infrastructure – Effective testing and quality assurance improve software development processes, fostering innovation and enhancing infrastructure in various industries. 3.Goal 10: Reduced Inequalities – Ensuring software accessibility and usability can help bridge the digital divide, making technology more inclusive for underserved populations. 4.Goal 11: Sustainable Cities and Communities – Software applications used in urban planning, transportation, and resource management must be reliable; quality assurance supports the development of sustainable communities. 5.Goal 12: Responsible Consumption and Production – Quality assurance processes can lead to more efficient software that minimizes resource use and promotes sustainable production practices. 6.Goal 13: Climate Action – Software solutions that monitor environmental impacts or facilitate sustainable practices need rigorous testing to ensure effectiveness and reliability. 7.Goal 17: Partnerships for the Goals – Collaboration between software developers, testers, and stakeholders enhances partnerships that drive innovation and collective action toward sustainable development. By equipping students with skills in testing and quality assurance, the course supports initiatives that align with various sustainable development goals, promoting quality and reliability in technology solutions for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130603 | Keamanan Sistem Informasi | Information Systems Security | Information Systems Security is a course that focuses on the principles, practices, and technologies used to protect information systems from threats and vulnerabilities. | 1.Goal 8: Decent Work and Economic Growth – Ensuring information security supports the stability of businesses and organizations, fostering economic growth and protecting jobs from cyber threats. 2.Goal 9: Industry, Innovation, and Infrastructure – Robust security measures are essential for the resilience of technological infrastructure, promoting innovation and industrial stability. 3.Goal 10: Reduced Inequalities – Information security can help protect sensitive data for marginalized communities, ensuring equitable access to digital services and safeguarding against exploitation. 4.Goal 11: Sustainable Cities and Communities – Secure information systems are critical for smart city initiatives, ensuring the safety of data used in urban planning and resource management. 5.Goal 12: Responsible Consumption and Production – Protecting information related to sustainable practices ensures that businesses operate responsibly and transparently in their production processes. 6.Goal 13: Climate Action – Information systems can be used to monitor and manage climate-related data; securing this data is vital for effective climate action and resilience. 7.Goal 16: Peace, Justice, and Strong Institutions – Information systems security directly contributes to building trust in institutions, protecting data privacy, and promoting justice in digital environments. 8.Goal 17: Partnerships for the Goals – Collaboration between organizations to improve cybersecurity can enhance partnerships that drive collective action toward sustainable development. By equipping students with skills in information systems security, the course supports initiatives that align with various sustainable development goals, fostering a safer and more secure digital environment for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121103 | Pemrograman Web Lanjutan | Advanced Web Programming | Advanced Web Programming is a course that delves into complex web development techniques and technologies, building on foundational programming skills. | 1.Goal 4: Quality Education – Advanced web applications can enhance online learning platforms, providing access to quality education and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – The skills acquired in this course can lead to job opportunities in the tech sector, driving economic growth and innovation. 3.Goal 9: Industry, Innovation, and Infrastructure – Web programming contributes to building resilient digital infrastructure and supports innovation in various industries through new applications and services. 4.Goal 10: Reduced Inequalities – Developing accessible web applications can help bridge the digital divide, ensuring that underserved communities can access online services and resources. 5.Goal 11: Sustainable Cities and Communities – Web applications can be used to promote community engagement, smart city initiatives, and resource management, contributing to sustainable urban development. 6.Goal 12: Responsible Consumption and Production – Web programming can facilitate platforms that promote sustainable practices, responsible consumption, and transparency in production processes. 7.Goal 13: Climate Action – Web applications can be developed to monitor environmental impacts, raise awareness about climate issues, and support sustainability initiatives. 8.Goal 17: Partnerships for the Goals – Collaborative web projects can foster partnerships between organizations and communities, enhancing collective efforts to achieve sustainable development. By equipping students with advanced web programming skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121203 | Visualisasi Informasi | Information Visualization | Information Visualization is a course that teaches students how to effectively present complex data through visual means to enhance comprehension and communication. | 1.Goal 3: Good Health and Well-Being – Effective visualization of health data can enhance understanding of health trends and improve public health communication, leading to better health outcomes. 2.Goal 4: Quality Education – Information visualization tools can enhance educational materials, making complex data more understandable and improving learning experiences. 3.Goal 8: Decent Work and Economic Growth – Visualizing business data can drive insights that promote efficiency and innovation, contributing to economic growth and job creation. 4.Goal 10: Reduced Inequalities – By making data more accessible and understandable, visualization can help highlight inequalities and inform policies aimed at reducing disparities. 5.Goal 11: Sustainable Cities and Communities – Visualization of urban data can assist in planning and managing resources effectively, contributing to sustainable community development. 6.Goal 12: Responsible Consumption and Production – Information visualization can be used to promote transparency in supply chains and responsible consumption practices by clearly presenting data. 7.Goal 13: Climate Action – Effective visualization of environmental data can raise awareness about climate change, helping to communicate the urgency of action and support informed decision-making. 8.Goal 17: Partnerships for the Goals – Visualizing data can enhance collaboration among stakeholders, improving communication and fostering partnerships to achieve sustainable development goals. By equipping students with skills in information visualization, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121303 | Pemrograman Mobile | Mobile Programming | Mobile Programming is a course that focuses on the development of applications for mobile devices, covering both iOS and Android platforms. | 1.Goal 3: Good Health and Well-Being – Mobile applications can be developed for health monitoring, telemedicine, and wellness tracking, improving access to healthcare services and promoting better health outcomes. 2.Goal 4: Quality Education – Mobile learning apps can enhance access to educational resources, enabling flexible learning opportunities and improving educational outcomes. 3.Goal 8: Decent Work and Economic Growth – Skills gained in mobile programming can lead to job opportunities in the rapidly growing mobile app industry, driving economic growth and innovation. 4.Goal 9: Industry, Innovation, and Infrastructure – Mobile technology fosters innovation in various sectors, enhancing services and infrastructure through improved connectivity and applications. 5.Goal 10: Reduced Inequalities – Mobile applications can help bridge the digital divide by providing access to essential services and information for underserved populations. 6.Goal 11: Sustainable Cities and Communities – Mobile solutions can support smart city initiatives, improve urban planning, and enhance community engagement through localized applications. 7.Goal 12: Responsible Consumption and Production – Mobile apps can promote sustainable practices by providing information on responsible consumption and facilitating eco-friendly choices. 8.Goal 13: Climate Action – Mobile applications can be developed to raise awareness about climate issues, track environmental impacts, and support sustainable practices. 9.Goal 17: Partnerships for the Goals – Developing mobile applications can foster collaboration between organizations and communities, enhancing partnerships for collective action toward sustainable development. By equipping students with mobile programming skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121403 | Transformasi Digital | Digital Transformation | Digital Transformation is a course that explores the integration of digital technologies into all areas of business, fundamentally changing how organizations operate and deliver value to customers. | 1.Goal 4: Quality Education – Digital transformation can enhance educational delivery through e-learning platforms and digital resources, improving access and learning outcomes. 2.Goal 8: Decent Work and Economic Growth – Embracing digital technologies fosters innovation, efficiency, and job creation, driving economic growth across various sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Digital transformation promotes the development of resilient infrastructure and encourages innovation in industries through advanced technologies. 4.Goal 10: Reduced Inequalities – Digital solutions can help bridge the digital divide, ensuring that underserved communities gain access to services, information, and opportunities. 5.Goal 11: Sustainable Cities and Communities – Digital transformation can support smart city initiatives, enhancing urban planning, resource management, and community engagement. 6.Goal 12: Responsible Consumption and Production – Digital tools can optimize resource use and promote transparency in supply chains, supporting sustainable consumption and production practices. 7.Goal 13: Climate Action – Digital technologies can be leveraged to monitor environmental data, support climate action initiatives, and promote sustainable practices. 8.Goal 16: Peace, Justice, and Strong Institutions – Digital transformation can improve governance and public services, enhancing transparency, accountability, and citizen engagement. 9.Goal 17: Partnerships for the Goals – Digital transformation fosters collaboration between organizations, governments, and communities, enhancing partnerships to achieve sustainable development goals. By equipping students with knowledge and skills related to digital transformation, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121503 | Basis Data Lanjutan | Advanced Databases | Advanced Databases is a course that delves into complex database systems and advanced topics in database design, management, and optimization. | 1.Goal 3: Good Health and Well-Being – Advanced databases can support health informatics, improving data management in healthcare systems for better patient outcomes and research. 2.Goal 4: Quality Education – Educational institutions can use advanced database systems to manage learning resources, track student performance, and enhance educational delivery. 3.Goal 8: Decent Work and Economic Growth – Proficient database management contributes to business intelligence and analytics, driving economic growth and job creation through informed decision-making. 4.Goal 9: Industry, Innovation, and Infrastructure – Advanced databases support the infrastructure of industries by enabling efficient data storage, retrieval, and analysis, fostering innovation. 5.Goal 10: Reduced Inequalities – Databases can help collect and analyze data on social disparities, informing policies aimed at reducing inequalities in access to resources and services. 6.Goal 11: Sustainable Cities and Communities – Advanced databases can manage urban data, aiding in smart city initiatives and improving resource allocation for sustainable community development. 7.Goal 12: Responsible Consumption and Production – Databases can track and analyze data related to resource use and sustainability practices, promoting responsible consumption. 8.Goal 13: Climate Action – Advanced databases can be used to store and analyze environmental data, supporting climate change research and sustainability initiatives. 9.Goal 17: Partnerships for the Goals – Effective data management fosters collaboration among organizations, enhancing partnerships that drive collective action toward sustainable development. By equipping students with advanced skills in database management, the course supports initiatives that align with various sustainable development goals, promoting effective data use for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121603 | Sistem Informasi Geografis | Geographic Information Systems | Geographic Information Systems (GIS) is a course that introduces students to the principles and applications of GIS technology for spatial data analysis and visualization. | 1.Goal 3: Good Health and Well-Being – GIS can be used to map health services, track disease outbreaks, and analyze health disparities, improving public health planning and outcomes. 2.Goal 4: Quality Education – GIS technologies can enhance educational programs, providing spatial context for learning and improving access to educational resources through mapping. 3.Goal 9: Industry, Innovation, and Infrastructure – GIS supports infrastructure planning and management, fostering innovation in industries by providing spatial analysis for decision-making. 4.Goal 10: Reduced Inequalities – GIS can identify and analyze social and economic disparities, helping to inform policies aimed at reducing inequalities in access to services and resources. 5.Goal 11: Sustainable Cities and Communities – GIS is essential for urban planning, land use management, and sustainable community development, helping to create livable and resilient cities. 6.Goal 12: Responsible Consumption and Production – GIS can analyze resource distribution and usage patterns, supporting sustainable practices in consumption and production. 7.Goal 13: Climate Action – GIS is used to model and analyze climate change impacts, helping to develop strategies for mitigation and adaptation. 8.Goal 15: Life on Land – GIS supports biodiversity conservation, land management, and ecosystem monitoring, contributing to the sustainable use of terrestrial ecosystems. 9.Goal 17: Partnerships for the Goals – GIS fosters collaboration between organizations and communities by providing a shared spatial framework for analysis and decision-making. By equipping students with skills in GIS, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through spatial analysis. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121703 | Pengantar Data Mining | Introduction to Data Mining | Introduction to Data Mining is a course that provides students with foundational knowledge and techniques for extracting meaningful patterns and insights from large datasets. | 1.Goal 3: Good Health and Well-Being – Data mining techniques can analyze health data to identify trends, improve patient care, and inform public health strategies. 2.Goal 4: Quality Education – Data mining can be applied to educational data to enhance learning outcomes, identify at-risk students, and improve educational policies. 3.Goal 8: Decent Work and Economic Growth – By extracting insights from business data, data mining supports decision-making that drives efficiency, innovation, and economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – Data mining enhances research and development in various industries by providing insights that inform product development and operational improvements. 5.Goal 10: Reduced Inequalities – Analyzing social data can highlight disparities, informing policies and initiatives aimed at reducing inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Data mining can analyze urban data to support smart city initiatives, improving resource management and community planning. 7.Goal 12: Responsible Consumption and Production – Data mining can track consumption patterns and resource use, promoting more sustainable production and consumption practices. 8.Goal 13: Climate Action – Analyzing environmental data can support climate research, helping to model impacts and inform strategies for mitigation and adaptation. 9.Goal 17: Partnerships for the Goals – Data mining fosters collaboration by providing insights that can be shared among organizations and stakeholders, enhancing collective efforts toward sustainable development. By equipping students with skills in data mining, the course supports initiatives that align with various sustainable development goals, fostering informed decision-making and positive societal impact through data-driven insights. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120403 | Pemrograman Web | Web Programming | Web Programming is a course that introduces students to the fundamentals of creating dynamic and interactive web applications. | 1.Goal 4: Quality Education – Web programming skills can enhance online learning platforms, providing better access to educational resources and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – Proficiency in web programming can lead to job opportunities in the tech industry, fostering innovation and driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Web applications are critical for modern infrastructure, enabling innovative solutions in various sectors, including e-commerce, healthcare, and finance. 4.Goal 10: Reduced Inequalities – Developing accessible web applications can help bridge the digital divide, ensuring that underserved populations have access to essential services and information. 5.Goal 11: Sustainable Cities and Communities – Web solutions can support community engagement, urban planning, and resource management, contributing to sustainable city development. 6.Goal 12: Responsible Consumption and Production – Web applications can promote transparency and awareness regarding sustainable practices and responsible consumption behaviors. 7.Goal 13: Climate Action – Web programming can facilitate the creation of applications that track environmental data, raise awareness about climate issues, and support sustainability initiatives. 8.Goal 17: Partnerships for the Goals – Collaborative web projects can foster partnerships among organizations and communities, enhancing efforts to achieve sustainable development goals. By equipping students with web programming skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120503 | Rekayasa Perangkat Lunak | Software Engineering | Software Engineering is a course that covers the principles and practices of designing, developing, and maintaining software systems. Students learn about the software development lifecycle, including requirements analysis, system design, implementation, testing, and deployment. The course emphasizes methodologies such as Agile, Scrum, and DevOps, as well as the importance of software documentation and project management. Through hands-on projects, students gain experience in programming languages, tools, and frameworks used in the industry. This course equips students with the skills needed to create reliable, efficient, and user-friendly software solutions, preparing them for careers in software development and engineering. | Goal 3: Good Health and Well-Being – Software engineering contributes to the development of healthcare applications and systems that improve patient care, health monitoring, and medical research. Goal 4: Quality Education – Educational software and e-learning platforms developed through software engineering enhance access to quality education and learning opportunities. 1.Goal 8: Decent Work and Economic Growth – The software industry creates jobs and drives economic growth through innovation, productivity, and the development of new technologies. 2.Goal 9: Industry, Innovation, and Infrastructure – Software engineering fosters innovation by enabling the creation of robust systems that support industrial processes and enhance infrastructure efficiency. 3.Goal 10: Reduced Inequalities – Well-designed software can provide access to services and information for marginalized communities, helping to reduce inequalities. 4.Goal 11: Sustainable Cities and Communities – Software solutions can aid in urban planning, resource management, and smart city initiatives, contributing to sustainable community development. 5.Goal 12: Responsible Consumption and Production – Software engineering practices can promote sustainability by designing applications that optimize resource use and support responsible consumption. 6.Goal 13: Climate Action – Software can be developed to analyze environmental data, support climate research, and facilitate sustainability initiatives. 7.Goal 16: Peace, Justice, and Strong Institutions – Software solutions can enhance governance, transparency, and accountability in institutions, contributing to stronger democratic processes. 8.Goal 17: Partnerships for the Goals – Collaborative software projects can enhance partnerships between organizations, communities, and governments, driving collective efforts toward sustainable development. By equipping students with software engineering skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120603 | Sistem Operasi | Operating Systems | Operating Systems is a course that explores the fundamental concepts and principles behind operating systems, which manage computer hardware and software resources. | 1.Goal 4: Quality Education – Understanding operating systems is crucial for developing technology skills that enhance educational resources and e-learning platforms. 2.Goal 8: Decent Work and Economic Growth – Proficiency in operating systems contributes to the tech workforce, supporting job creation and economic growth through the development of efficient software and systems. 3.Goal 9: Industry, Innovation, and Infrastructure – Operating systems are essential for the development and management of robust infrastructures, enabling innovation in various sectors including telecommunications, manufacturing, and more. 4.Goal 10: Reduced Inequalities – Operating systems can support accessibility features, helping to create inclusive technologies that reduce barriers for underserved populations. 5.Goal 11: Sustainable Cities and Communities – Efficient operating systems contribute to the functionality of smart city technologies, improving urban management and resource allocation. 6.Goal 12: Responsible Consumption and Production – Understanding resource management in operating systems can lead to more efficient use of hardware and energy, promoting sustainable production practices. 7.Goal 13: Climate Action – Efficient operating systems can optimize energy usage in data centers and other technologies, supporting efforts to reduce carbon footprints and promote sustainability. 8.Goal 17: Partnerships for the Goals – Collaborative projects involving operating systems can foster partnerships among academic institutions, industry, and governments, enhancing collective efforts toward sustainable development. By equipping students with knowledge of operating systems, the course supports initiatives that align with various sustainable development goals, promoting technological advancement and societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120703 | Statistika dan Probabilitas | Statistics and Probability | Statistics and Probability is a course that introduces students to the fundamental concepts and techniques of statistical analysis and probability theory. Students learn how to collect, analyze, and interpret data, as well as how to make informed decisions based on statistical methods. Key topics include descriptive statistics, probability distributions, hypothesis testing, confidence intervals, and regression analysis. The course emphasizes the application of these concepts in real-world scenarios across various fields, helping students develop critical thinking and analytical skills. Through hands-on exercises and projects, students gain practical experience in using statistical software and tools for data analysis. | 1.Goal 3: Good Health and Well-Being – Statistics is crucial in public health for analyzing health data, tracking disease outbreaks, and evaluating the effectiveness of interventions. 2.Goal 4: Quality Education – Statistical methods can enhance educational research, improve assessment techniques, and inform policies to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports business intelligence, economic forecasting, and decision-making, driving efficiency and growth in various industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Probability and statistics are essential for quality control, risk assessment, and optimization in manufacturing and infrastructure projects. 5.Goal 10: Reduced Inequalities – Statistical analysis can identify disparities in social, economic, and health outcomes, informing policies aimed at reducing inequalities. 6.Goal 11: Sustainable Cities and Communities – Statistics can be used to analyze urban data, support sustainable development initiatives, and improve resource management in cities. 7.Goal 12: Responsible Consumption and Production – Statistical tools can help track consumption patterns and assess the sustainability of production practices. 8.Goal 13: Climate Action – Statistical methods are critical for climate modeling, analyzing environmental data, and evaluating the impacts of climate change. 9.Goal 17: Partnerships for the Goals – Statistics facilitates collaboration among organizations by providing data-driven insights that inform collective actions toward sustainable development. By equipping students with skills in statistics and probability, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data analysis. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120803 | UI/UX | UI/UX | UI/UX Design is a course that focuses on the principles and practices of user interface (UI) and user experience (UX) design, emphasizing the creation of effective and engaging digital products | 1.Goal 3: Good Health and Well-Being – Designing intuitive health-related applications can improve user engagement and access to health services, enhancing overall well-being. 2.Goal 4: Quality Education – Effective UI/UX design can improve educational platforms, making learning resources more accessible and engaging for diverse learners. 3.Goal 8: Decent Work and Economic Growth – Quality user experiences contribute to business success and job creation in the tech industry, driving economic growth. 4.Goal 10: Reduced Inequalities – Inclusive design practices ensure that digital products are accessible to people with disabilities and underserved communities, helping to reduce inequalities. 5.Goal 11: Sustainable Cities and Communities – User-centered design can enhance community engagement platforms and smart city applications, improving urban living and resource management. 6.Goal 12: Responsible Consumption and Production – UI/UX design can promote sustainable practices by creating applications that encourage responsible consumption and transparency. 7.Goal 13: Climate Action – Well-designed interfaces can help users track their carbon footprint and engage with sustainability initiatives, fostering environmentally friendly behaviors. 8.Goal 17: Partnerships for the Goals – Effective UI/UX design can facilitate collaboration among stakeholders by providing intuitive platforms for communication and information sharing. By equipping students with skills in UI/UX design, the course supports initiatives that align with various sustainable development goals, fostering inclusive, engaging, and user-friendly digital experiences that contribute to societal well-being. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120903 | Pengantar Data Sains | Introduction to Data Science | Introduction to Data Science is a foundational course that explores the concepts, techniques, and tools used in the field of data science. Students learn about data collection, cleaning, and preparation, as well as exploratory data analysis and visualization methods. The course covers essential statistical techniques, machine learning basics, and programming skills using languages like Python or R. Emphasizing real-world applications, students engage in hands-on projects that involve analyzing datasets to derive meaningful insights. This course equips students with the foundational knowledge and skills necessary for further study or careers in data science, analytics, and related fields. | 1.Goal 3: Good Health and Well-Being – Data science can analyze health data to improve patient outcomes, track disease outbreaks, and optimize healthcare services. 2.Goal 4: Quality Education – Data science techniques can enhance educational assessments, improve learning outcomes, and inform educational policy through data-driven insights. 3.Goal 8: Decent Work and Economic Growth – Proficiency in data science supports business intelligence, optimizes operations, and drives innovation, contributing to economic growth and job creation. 4.Goal 9: Industry, Innovation, and Infrastructure – Data science enables industries to leverage data for innovation, efficiency, and improved infrastructure planning. 5.Goal 10: Reduced Inequalities – Data science can uncover social and economic disparities, informing policies aimed at reducing inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Data analysis can support urban planning, resource management, and smart city initiatives, contributing to sustainable community development. 7.Goal 12: Responsible Consumption and Production – Data science can track consumption patterns, optimize resource use, and promote sustainable production practices. 8.Goal 13: Climate Action – Data science can analyze environmental data to support climate research, model impacts, and inform sustainability strategies. 9.Goal 17: Partnerships for the Goals – Data science fosters collaboration among organizations by providing insights that can inform collective action toward sustainable development. By equipping students with foundational skills in data science, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data-driven insights. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121003 | Big Data | Big Data | Big Data is a course that explores the concepts, technologies, and analytical techniques used to process and analyze large and complex datasets that traditional data processing tools cannot handle. | 1.Goal 3: Good Health and Well-Being – Big data can be used to analyze health trends, improve patient care, track disease outbreaks, and support public health initiatives. 2.Goal 4: Quality Education – Analyzing educational data can help improve learning outcomes, inform policy decisions, and enhance access to educational resources. 3.Goal 8: Decent Work and Economic Growth – Big data analytics supports business intelligence, driving innovation and economic growth by optimizing operations and decision-making. 4.Goal 9: Industry, Innovation, and Infrastructure – Big data enables industries to innovate and improve efficiencies, supporting infrastructure development and sustainable industrialization. 5.Goal 10: Reduced Inequalities – Big data can identify social and economic disparities, helping inform policies aimed at reducing inequalities and improving access to resources. 6.Goal 11: Sustainable Cities and Communities – Analyzing urban data can enhance smart city initiatives, improve resource management, and promote sustainable community development. 7.Goal 12: Responsible Consumption and Production – Big data can help track consumption patterns and optimize supply chains, promoting more sustainable practices in production and consumption. 8.Goal 13: Climate Action – Big data analytics can support climate modeling, assess environmental impacts, and inform strategies for mitigation and adaptation. 9.Goal 17: Partnerships for the Goals – The collaborative nature of big data projects can enhance partnerships among organizations, fostering collective action toward sustainable development. By equipping students with skills in big data analytics, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data-driven insights.1 |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110303 | Desain dan Analisis Algoritma | Design and Analysis of Algorithms | Design and Analysis of Algorithms is a course that focuses on the fundamental principles and techniques for creating efficient algorithms to solve computational problems. Students learn about various algorithmic strategies, including divide and conquer, dynamic programming, greedy algorithms, and graph algorithms. The course emphasizes the analysis of algorithm efficiency through time and space complexity, utilizing Big O notation. Through problem-solving exercises and programming assignments, students develop skills in designing, implementing, and evaluating algorithms. This course prepares students for advanced topics in computer science and equips them with the analytical skills needed for effective software development and optimization. | 1.Goal 3: Good Health and Well-Being – Algorithms can optimize healthcare processes, improve medical diagnostics, and analyze health data for better patient outcomes. 2.Goal 4: Quality Education – Algorithm design and analysis can enhance educational tools and platforms, improving access to quality learning resources and personalized education. 3.Goal 8: Decent Work and Economic Growth – Efficient algorithms drive productivity in various industries, fostering innovation and economic growth through improved decision-making and resource allocation. 4.Goal 9: Industry, Innovation, and Infrastructure – Algorithms are essential for optimizing logistics, manufacturing processes, and infrastructure management, supporting innovation and sustainable industrial practices. 5.Goal 10: Reduced Inequalities – Algorithms can help analyze data related to social disparities, informing policies aimed at reducing inequalities in access to services and opportunities. 6.Goal 11: Sustainable Cities and Communities – Algorithmic solutions can improve urban planning, resource management, and traffic optimization in smart city initiatives. 7.Goal 12: Responsible Consumption and Production – Algorithms can optimize supply chain processes and resource usage, promoting sustainability in production and consumption practices. 8.Goal 13: Climate Action – Algorithms can model environmental data and support climate change research, aiding in the development of effective mitigation strategies. 9.Goal 17: Partnerships for the Goals – Collaborative projects involving algorithm development can foster partnerships among organizations, enhancing collective efforts toward sustainable development. By equipping students with skills in designing and analyzing algorithms, the course supports initiatives that align with various sustainable development goals, promoting innovative solutions to complex problems across diverse sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110403 | Pemrograman Berorientasi Objek | Object-Oriented Programming | Object-Oriented Programming (OOP) is a course that introduces students to the principles and concepts of object-oriented programming, a programming paradigm based on the use of objects to represent data and behavior. | 1.Goal 4: Quality Education – OOP principles can enhance the development of educational software, providing more engaging and effective learning tools for students. 2.Goal 8: Decent Work and Economic Growth – Proficiency in OOP equips students with essential skills for the tech workforce, promoting job creation and economic growth in the software industry. 3.Goal 9: Industry, Innovation, and Infrastructure – OOP fosters innovation in software design, enabling the development of robust applications that support various industries and improve infrastructure. 4.Goal 10: Reduced Inequalities – Well-designed software applications can provide access to essential services for marginalized communities, helping to reduce inequalities. 5.Goal 11: Sustainable Cities and Communities – OOP can be applied to develop smart city applications and tools that enhance urban living and resource management. 6.Goal 12: Responsible Consumption and Production – Object-oriented design can lead to the creation of applications that promote sustainable practices and efficient resource use. 7.Goal 13: Climate Action – Software developed using OOP can facilitate climate data analysis and support environmental initiatives, contributing to climate action efforts. 8.Goal 17: Partnerships for the Goals – OOP encourages collaboration in software development, fostering partnerships between organizations and communities to address sustainable development challenges. By equipping students with skills in object-oriented programming, the course supports initiatives that align with various sustainable development goals, promoting innovative software solutions that have a positive impact on society. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110502 | Logika Komputer | Computer Logic | Computer Logic is a course that introduces the fundamental concepts of logic as it applies to computer science and digital systems. Students learn about boolean algebra, logic gates, and the principles of combinational and sequential circuits. The course covers topics such as truth tables, logical expressions, and the design and analysis of digital circuits. Emphasis is placed on understanding how logical operations underpin computer architecture and programming. Through practical exercises and projects, students gain hands-on experience in designing and implementing logic circuits, preparing them for further studies in computer engineering, digital design, and related fields. | 1.Goal 4: Quality Education – Understanding computer logic enhances critical thinking and problem-solving skills, which are essential for effective learning and teaching methods. 2.Goal 8: Decent Work and Economic Growth – Knowledge of computer logic is fundamental for careers in technology and engineering, supporting job creation and economic growth in these sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Computer logic is vital for developing reliable software and hardware systems, fostering innovation and improving industrial processes. 4.Goal 10: Reduced Inequalities – Logic-based frameworks can help design inclusive technologies that ensure access to digital resources for underserved populations. 5.Goal 11: Sustainable Cities and Communities – Logic can be applied in urban planning and smart city technologies to optimize resource use and enhance community services. 6.Goal 12: Responsible Consumption and Production – Logical reasoning can lead to more efficient algorithms and systems that promote sustainable practices in consumption and production. 7.Goal 13: Climate Action – Computer logic can be utilized in modeling environmental data and supporting technologies aimed at climate change mitigation. 8.Goal 17: Partnerships for the Goals – Courses in computer logic can promote collaborative projects that engage multiple stakeholders, enhancing partnerships for sustainable development. By providing students with a strong foundation in computer logic, the course supports initiatives that align with various sustainable development goals, fostering skills that contribute to innovative problem-solving and societal progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110602 | Pengantar Sistem Informasi | Introduction to Information Systems | Introduction to Information Systems is a foundational course that explores the role of information systems in organizations and their impact on business operations and decision-making. | 1.Goal 4: Quality Education – Information systems can enhance educational technologies, providing better access to resources and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – Information systems drive efficiency and productivity in businesses, contributing to job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – The course emphasizes how information systems support industrial processes, innovation, and the development of robust infrastructure. 4.Goal 10: Reduced Inequalities – Information systems can facilitate access to essential services and resources, helping to reduce inequalities in underserved communities. 5.Goal 11: Sustainable Cities and Communities – Information systems play a key role in smart city initiatives, improving urban planning, resource management, and community engagement. 6.Goal 12: Responsible Consumption and Production – Information systems can track and analyze consumption patterns, promoting sustainable practices in production and consumption. 7.Goal 13: Climate Action – Information systems can support environmental monitoring and data analysis, aiding in climate action efforts. 8.Goal 17: Partnerships for the Goals – The collaborative nature of information systems fosters partnerships among organizations, enhancing collective efforts toward achieving sustainable development. By equipping students with knowledge of information systems, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120103 | Aljabar Linear | Linear Algebra | Linear Algebra is a foundational course that explores the concepts and techniques related to vector spaces, linear transformations, and matrices. Students learn about systems of linear equations, determinants, eigenvalues, and eigenvectors, as well as applications in various fields such as computer science, engineering, and economics. The course emphasizes both theoretical understanding and practical problem-solving skills, often including computational tools for matrix operations. Through exercises and projects, students develop the ability to analyze and manipulate linear systems, preparing them for more advanced studies in mathematics, data science, and related disciplines. | 1.Goal 4: Quality Education – Linear algebra is fundamental in many educational programs, helping students develop critical thinking and problem-solving skills applicable across disciplines. 2.Goal 8: Decent Work and Economic Growth – Skills in linear algebra are essential for careers in technology, finance, engineering, and data science, supporting job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Linear algebra techniques are used in optimizing industrial processes, enhancing infrastructure design, and driving innovation in various sectors. 4.Goal 10: Reduced Inequalities – Mathematical models informed by linear algebra can help analyze and address social inequalities, supporting policies aimed at equity. 5.Goal 11: Sustainable Cities and Communities – Linear algebra can be applied in urban planning and resource management, contributing to the development of sustainable cities. 6.Goal 12: Responsible Consumption and Production – Linear algebra methods can optimize supply chain logistics and resource allocation, promoting sustainability in production practices. 7.Goal 13: Climate Action – Linear algebra is used in climate modeling and environmental data analysis, aiding in the development of strategies for climate change mitigation. 8.Goal 17: Partnerships for the Goals – Collaborative projects using linear algebra can foster partnerships across disciplines and organizations, enhancing efforts toward sustainable development. By equipping students with skills in linear algebra, the course supports initiatives that align with various sustainable development goals, fostering analytical thinking and problem-solving capabilities that contribute to societal progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120203 | Pengantar Bisnis dan Manajemen | Introduction to Business and Management | Introduction to Business and Management is a foundational course that provides an overview of the key concepts, principles, and practices in the fields of business and management. | 1.Goal 4: Quality Education – Understanding business concepts contributes to quality education by preparing students for careers in various fields, promoting entrepreneurial skills and critical thinking. 2.Goal 8: Decent Work and Economic Growth – The course emphasizes the role of businesses in economic development, job creation, and fostering innovation, supporting economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Business and management practices drive innovation and the development of resilient infrastructure, enhancing industrial processes. 4.Goal 10: Reduced Inequalities – Ethical management practices can promote diversity and inclusion within organizations, helping to reduce inequalities in the workplace. 5.Goal 11: Sustainable Cities and Communities – Businesses play a key role in community development and urban planning, contributing to sustainable city initiatives and responsible consumption. 6.Goal 12: Responsible Consumption and Production – The course addresses corporate social responsibility and sustainable business practices, promoting responsible consumption and production. 7.Goal 13: Climate Action – Understanding the impact of business decisions on the environment can lead to more sustainable practices and initiatives aimed at climate action. 8.Goal 17: Partnerships for the Goals – Business and management principles can foster partnerships between the private sector, government, and civil society, enhancing collaborative efforts toward achieving sustainable development. By equipping students with knowledge of business and management principles, the course supports initiatives that align with various sustainable development goals, promoting ethical practices and positive contributions to society. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120303 | Sistem Basis Data | Database Systems | Database Systems is a course that introduces students to the principles and practices of database design, management, and implementation. Students learn about relational database concepts, data modeling, normalization, and SQL (Structured Query Language) for querying and manipulating data. The course covers topics such as transaction management, data integrity, indexing, and database security. Through hands-on projects, students gain practical experience in designing and building databases, as well as optimizing their performance. This course equips students with the skills needed for careers in data management, software development, and data analysis, emphasizing the critical role of databases in modern applications. | Goal 3: Good Health and Well-Being – Database systems are essential for managing health records, analyzing medical data, and supporting healthcare decision-making, leading to improved health outcomes. Goal 4: Quality Education – Databases facilitate the management of educational resources, student data, and learning materials, enhancing access to quality education. Goal 8: Decent Work and Economic Growth – Proficiency in database management supports business intelligence and data analytics, driving productivity and economic growth across industries. Goal 9: Industry, Innovation, and Infrastructure – Database systems play a critical role in supporting data-driven decision-making, optimizing industrial processes, and fostering innovation. Goal 10: Reduced Inequalities – Efficient data management can help identify and address social disparities, informing policies aimed at reducing inequalities in access to resources and services. Goal 11: Sustainable Cities and Communities – Database systems can support urban planning and smart city initiatives by managing data related to infrastructure, transportation, and community resources. Goal 12: Responsible Consumption and Production – Databases can track consumption patterns and resource usage, promoting sustainable practices in production and supply chains. Goal 13: Climate Action – Database systems are vital for managing environmental data, supporting climate modeling, and facilitating research on climate change. Goal 17: Partnerships for the Goals – Collaborative data management projects can enhance partnerships among organizations, facilitating data sharing and collective action toward sustainable development. By equipping students with skills in database management, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through effective data utilization. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110602 | Matematika Teknik | Engineering Mathematics | Engineering Mathematics is a foundational course that equips students with the mathematical techniques and concepts essential for engineering applications. The curriculum typically covers topics such as: | 1. SDG 4: Quality Education – By providing students with essential mathematical skills, these courses contribute to quality education and lifelong learning. 2. SDG 9: Industry, Innovation, and Infrastructure – Mathematics is crucial for developing new technologies and improving infrastructure, promoting sustainable industrialization. 3. SDG 11: Sustainable Cities and Communities – Mathematical modeling and optimization techniques are often used in urban planning and the development of sustainable communities. 4. SDG 13: Climate Action – Engineering Mathematics is essential for modeling climate systems, analyzing data, and developing solutions to mitigate climate change. 5. SDG 12: Responsible Consumption and Production – Techniques learned in these courses can help optimize resource use and minimize waste in production processes. 6. Through these connections, Engineering Mathematics plays a vital role in addressing complex global challenges and advancing sustainability initiatives. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142506 | Skripsi Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Research Thesis (LBE Housing and Settlement Environment) | The Final Research Thesis in the LBE (Landscape, Built Environment) Housing and Settlement Environment program focuses on an in-depth exploration of issues related to housing, urban design, and community development. Students are expected to identify a specific research question or problem within the context of housing and settlement environments, conduct thorough literature reviews, and employ appropriate research methodologies. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities inclusive, safe, resilient, and sustainable. Research on housing and settlement environments directly addresses urban development and planning challenges. 2. SDG 1: No Poverty – Ensuring access to adequate housing is vital for poverty alleviation. Research can explore affordable housing solutions and policies. 3. SDG 3: Good Health and Well-Being – The design and quality of housing significantly impact health outcomes. Research can assess how housing conditions influence physical and mental health. 4. SDG 7: Affordable and Clean Energy – Investigating sustainable building practices and energy-efficient housing contributes to this goal by promoting clean energy solutions. 5. SDG 13: Climate Action – Research can focus on climate-resilient housing and settlement strategies to mitigate the impacts of climate change. 6. SDG 15: Life on Land – Research on land use and sustainable settlement practices can contribute to the preservation of ecosystems and biodiversity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142606 | Skripsi Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Research Thesis (LBE Building Science and Technology) | The Final Research Thesis in the LBE (Landscape, Built Environment) Building Science and Technology program focuses on advanced topics related to the performance, sustainability, and innovation in building systems and materials. Students are tasked with selecting a specific research question or problem relevant to building science and conducting rigorous investigation. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and promoting sustainable industrialization, which is central to building science and technology. 2. SDG 11: Sustainable Cities and Communities – Research can address urban planning, building design, and the creation of sustainable living environments, contributing to inclusive and resilient cities. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building technologies and sustainable materials can support the transition to affordable, reliable, and clean energy in the construction sector. 4. SDG 13: Climate Action – Research on sustainable building practices and materials can help mitigate climate change impacts and promote climate resilience in the built environment. 5. SDG 12: Responsible Consumption and Production – This goal emphasizes sustainable resource use and waste reduction, which can be addressed through research into sustainable building practices and lifecycle assessments. 6. SDG 3: Good Health and Well-Being – Building design significantly affects occupants’ health and well-being. Research can explore indoor environmental quality, ventilation, and the use of non-toxic materials. By focusing on these areas, the thesis can contribute to advancing sustainable practices in the building sector and addressing broader environmental and social challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142706 | Skripsi Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Research Thesis (LBE Materials, Structures and Building Construction) | The Final Research Thesis in the LBE (Landscape, Built Environment) Materials, Structures, and Building Construction program involves a comprehensive investigation into the properties, performance, and applications of building materials and structural systems. Students select a specific research topic that addresses challenges or innovations in materials science, structural engineering, or construction techniques. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrialization, which is essential in materials science and structural engineering. 2. SDG 11: Sustainable Cities and Communities – Research in this area can focus on designing structures that are safe, resilient, and sustainable, contributing to urban development. 3. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and efficient construction practices can support responsible resource use and waste management in the building industry. 4. SDG 7: Affordable and Clean Energy – Research on energy-efficient building materials and construction techniques can contribute to reducing energy consumption in buildings. 5. SDG 13: Climate Action – Investigating materials and construction methods that mitigate climate change impacts or enhance climate resilience is vital for this goal. 6. SDG 3: Good Health and Well-Being – The quality of materials used in construction can significantly impact indoor air quality and overall health, making this an important area of study. By addressing these goals, the thesis can contribute to sustainable practices in construction and building materials, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141802 | Rencana Penelitian Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Research Plan for Final Research Project (LBE Materials, Structures and Building Construction) | The Research Plan for the Final Research Project in the LBE (Landscape, Built Environment) Materials, Structures, and Building Construction program is designed to help students formulate a comprehensive strategy for their capstone research. This course guides students in developing a clear and structured research plan that outlines their intended study. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and fostering innovation in materials and construction techniques. 2. SDG 11: Sustainable Cities and Communities – Research in this field can contribute to developing sustainable and resilient urban environments through better materials and construction practices. 3. SDG 12: Responsible Consumption and Production – Investigating sustainable materials, waste reduction, and efficient production methods supports responsible resource use in the construction industry. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient building materials and techniques contributes to achieving affordable and clean energy in construction. 5. SDG 13: Climate Action – Developing climate-resilient materials and construction practices helps mitigate climate change impacts. 6. SDG 3: Good Health and Well-Being – The choice of materials and construction methods affects indoor air quality and health, making this a crucial aspect of research. By focusing on these areas, the research plan can contribute to sustainable practices and innovations in the construction industry, addressing critical global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141906 | Skripsi Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Design Project Thesis (LBE Architectural Design) | The Final Design Project Thesis in the LBE (Landscape, Built Environment) Architectural Design program is a culminating course where students apply their design knowledge and skills to develop a comprehensive architectural project. This course emphasizes the integration of creativity, technical proficiency, and contextual understanding. | 1. SDG 11: Sustainable Cities and Communities – Architectural design directly impacts urban planning and the creation of inclusive, safe, resilient, and sustainable cities. 2. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization in architectural practices. 3. SDG 7: Affordable and Clean Energy – Research and design focusing on energy-efficient buildings contribute to the development of sustainable architecture and reduce energy consumption. 4. SDG 13: Climate Action – Architectural projects that incorporate climate-responsive design principles help mitigate the impacts of climate change and enhance resilience. 5. SDG 3: Good Health and Well-Being – The design of spaces can significantly affect the physical and mental health of occupants, emphasizing the importance of creating healthy living environments. 6. SDG 12: Responsible Consumption and Production – Architectural design can explore sustainable materials and construction methods, promoting responsible resource use and waste reduction. By addressing these goals, the thesis can contribute to sustainable architectural practices that enhance the built environment and address global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142006 | Skripsi Tugas Akhir Perancangan (LBE Teori dan Sejarah Arsitektur) | Final Thesis Design Project (LBE Theory and History of Architecture) | The Final Thesis Design Project in the LBE (Landscape, Built Environment) Theory and History of Architecture program focuses on a comprehensive exploration of architectural theory and historical contexts, culminating in a design project that reflects critical engagement with these themes. | 1. SDG 11: Sustainable Cities and Communities – Understanding architectural history and theory informs the development of sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – This goal is relevant as historical and theoretical insights can inspire innovative architectural practices and improve infrastructure. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can provide lessons on sustainable materials and methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – The design and organization of spaces throughout history impact well-being, making this a crucial aspect of architectural theory. 5. SDG 13: Climate Action – Historical approaches to architecture can offer insights into climate-responsive designs and sustainability practices that can be applied today. 6. SDG 4: Quality Education – Engaging with architectural theory and history promotes education and knowledge dissemination about sustainable practices and cultural heritage. By connecting architectural theory and history to these goals, the thesis can contribute to a deeper understanding of how architectural practices can foster sustainability and improve community well-being. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142106 | Skripsi Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Thesis Design Project (LBE Housing and Settlement Environment) | The Final Thesis Design Project in the LBE (Landscape, Built Environment) Housing and Settlement Environment program focuses on the comprehensive design and planning of housing and community spaces. This course allows students to apply theoretical knowledge to real-world challenges in housing and urban development. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, as it focuses on creating inclusive, safe, resilient, and sustainable urban environments, particularly through housing design and settlement planning. 2. SDG 1: No Poverty – Addressing affordable housing solutions contributes to poverty alleviation and ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The design of housing and settlements significantly impacts residents’ health and well-being, emphasizing the importance of quality living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions aligns with the goal of providing access to affordable and clean energy. 5. SDG 13: Climate Action – Projects that focus on sustainable housing practices can help mitigate climate change impacts and promote resilience in communities. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices supports responsible resource use and waste reduction in housing development. By focusing on these goals, the thesis can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142206 | Skripsi Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | Final Project Design Thesis (LBE Building Science and Technology) | The Final Project Design Thesis in the LBE (Landscape, Built Environment) Building Science and Technology program focuses on the application of scientific principles and technologies in the design of buildings and systems. This course enables students to explore innovative solutions to contemporary challenges in building performance and sustainability. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research in this field can contribute to creating sustainable and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building systems and technologies supports the goal of providing access to affordable, reliable, and clean energy. 4, SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and efficient construction practices promotes responsible resource use and waste management. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the thesis can contribute to advancing sustainable practices and innovations in the building industry, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142306 | Skripsi Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Thesis Design Project (LBE Materials, Structure and Building Construction) | The Final Thesis Design Project for LBE (Lightweight Building Elements) Materials, Structure, and Building Construction typically involves the application of theoretical knowledge to a practical design challenge. Students are expected to integrate principles of material science, structural engineering, and construction methods in developing innovative solutions for building elements. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization, which is central to materials and construction practices. 2. SDG 11: Sustainable Cities and Communities – Research in this area can contribute to developing safe, resilient, and sustainable urban environments through innovative materials and structural design. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient construction methods and materials supports the goal of ensuring access to affordable and clean energy in buildings. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction techniques promotes responsible resource use and waste reduction in the building sector. 5. SDG 13: Climate Action – Research on materials and construction practices that enhance climate resilience and reduce carbon footprints aligns with efforts to combat climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and construction methods can significantly affect indoor air quality and overall health, making this an important focus area. By addressing these goals, the thesis can contribute to sustainable practices and innovations in materials, structures, and construction, promoting a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142406 | Skripsi Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Research Thesis (LBE Theory and History of Architecture) | The Final Research Thesis for LBE (Lightweight Building Elements) in the Theory and History of Architecture focuses on exploring architectural concepts, movements, and the evolution of building practices through a scholarly lens. Students are expected to engage deeply with historical contexts and theoretical frameworks related to lightweight construction and its significance in architecture. | 1. SDG 11: Sustainable Cities and Communities – Understanding architectural theory and historical context is essential for creating sustainable, inclusive, and resilient urban environments. 2.SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovative practices and improvements in infrastructure design and development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can provide valuable lessons on sustainable materials and construction methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – The design of spaces throughout history impacts well-being, emphasizing the importance of creating healthy living and working environments. 5. SDG 13: Climate Action – Analyzing historical responses to climate challenges in architecture can inform contemporary sustainable design practices. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education and knowledge dissemination about sustainable practices and cultural heritage. By connecting architectural theory and history to these goals, the thesis can contribute to a deeper understanding of how architectural practices can foster sustainability, enhance community well-being, and address global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141102 | Acuan Perancangan Tugas Akhir (LBE Teori dan Sejarah Arsitektur) | Final Project Design Reference (LBE Theory and History of Architecture) | The Final Project Design Reference course for LBE (Lightweight Building Elements) in the Theory and History of Architecture is designed to guide students in the conceptualization and development of a design project rooted in historical and theoretical contexts. This course emphasizes the relationship between architectural theory and practical design, particularly focusing on lightweight materials and their impact on contemporary architecture. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities inclusive, safe, resilient, and sustainable. Understanding historical and theoretical perspectives in architecture is crucial for informed urban planning and development. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovation in building practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – The design and organization of spaces have historically impacted health and well-being, emphasizing the importance of creating environments that support mental and physical health. 5. SDG 13: Climate Action – Analyzing how historical architecture responded to climate and environmental challenges can inform current sustainable practices and climate-resilient design. 6. SDG 4: Quality Education – Engaging with the history and theory of architecture enhances educational outcomes and promotes knowledge of sustainable practices. By addressing these goals, the project can contribute to understanding how architectural theory and history inform sustainable design and urban development, ultimately enhancing the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141202 | Acuan Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Design Assignment Reference (LBE Housing and Settlement Environment) | The Final Design Assignment Reference course for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on the integration of lightweight construction principles within residential design. This course emphasizes sustainable, efficient, and innovative solutions for housing that respond to the needs of diverse communities. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, as it emphasizes creating inclusive, safe, resilient, and sustainable urban environments, particularly through effective housing design and settlement planning. 2. SDG 1: No Poverty – Addressing affordable housing solutions contributes to poverty alleviation by ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The design of housing and settlements significantly impacts residents’ health and well-being, highlighting the importance of creating quality living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions contributes to providing access to affordable and clean energy in residential settings. 5. SDG 13: Climate Action – Projects focused on sustainable housing practices can help mitigate the impacts of climate change and promote resilience in communities. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices supports responsible resource use and waste reduction in housing development. By connecting these goals to the assignment, the project can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141302 | Acuan Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | The Final Design Project Reference course for LBE (Lightweight Building Elements) in Building Science and Technology focuses on applying scientific principles and technological advancements to the design and construction of lightweight structures. This course emphasizes understanding the performance of materials and systems in real-world applications. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrial practices, which are central to building science and technology. 2. SDG 11: Sustainable Cities and Communities – Research in this field contributes to developing sustainable and resilient urban environments through innovative building technologies and design. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Investigating sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the project can contribute to advancing sustainable practices and innovations in building science and technology, fostering a more sustainable built environment. |
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| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141402 | Acuan Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Design Project Reference (LBE Building Science and Technology) | The Final Design Assignment Reference course for LBE (Lightweight Building Elements) in Materials, Structure, and Building Construction focuses on the practical application of materials and structural principles in the design of lightweight building systems. This course emphasizes innovation, efficiency, and sustainability in construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies. 2. SDG 11: Sustainable Cities and Communities – Research in this area contributes to developing sustainable, inclusive, and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building industry. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate climate change impacts. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect occupant health and well-being, highlighting the importance of creating healthy indoor environments. By addressing these goals, the project can contribute to sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141502 | Rencana Penelitian Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Project Research Plan (LBE Theory and History of Architecture) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in the Theory and History of Architecture guides students in formulating a structured research proposal that explores architectural theories and historical contexts related to lightweight construction. This course focuses on developing research skills and critical analysis in the field of architecture. | 1. SDG 11: Sustainable Cities and Communities – Understanding the historical and theoretical contexts of architecture is essential for creating sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights gained from architectural history can inspire innovative approaches to infrastructure development and building practices. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and construction methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – Analyzing how architectural designs have historically impacted health and well-being can inform contemporary practices that prioritize occupant health. 5. SDG 13: Climate Action – Examining historical responses to environmental challenges in architecture can provide insights into sustainable design practices for today. 6. SDG 4: Quality Education – Engaging with architectural theory and history promotes education about sustainable practices and cultural heritage. By connecting these goals to the research plan, the project can contribute to a deeper understanding of how architectural theory and history can inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141602 | Rencana Penelitian Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Project Research Plan (LBE Housing and Settlement Environment) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on developing a structured research proposal that examines the intersection of lightweight construction and housing within various settlement contexts. This course emphasizes the importance of understanding social, cultural, and environmental factors in residential design. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, making it highly relevant to housing and settlement research. 2. SDG 1: No Poverty – Addressing affordable housing solutions is essential for poverty alleviation and ensuring that everyone has access to adequate housing. 3. SDG 3: Good Health and Well-Being – The design and quality of housing significantly impact residents’ health, emphasizing the need for healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions can contribute to providing access to affordable, reliable, and clean energy. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate climate change impacts and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By addressing these goals, the research plan can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141702 | Rencana Penelitian Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Project Research Plan (LBE Building Science and Technology) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in Building Science and Technology focuses on developing a comprehensive research proposal that investigates the scientific principles and technological advancements related to lightweight construction. This course emphasizes the integration of building science with practical applications in the design and performance of buildings. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research in this area contributes to the development of sustainable, inclusive, and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the research plan can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140404 | Workshop Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Research Final Project Workshop (LBE Materials, Building Structures and Construction) | The Research Final Project Workshop for LBE (Lightweight Building Elements) in Materials, Building Structures, and Construction is a hands-on course designed to support students in the development and execution of their final research projects. This workshop emphasizes the practical application of knowledge in materials and construction techniques while fostering collaboration and peer feedback. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in construction materials and techniques. 2. SDG 11: Sustainable Cities and Communities – Research in this area can contribute to the development of safe, resilient, and sustainable urban environments through effective use of materials and structures. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building structures and materials supports the goal of ensuring access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable building materials and construction practices promotes responsible resource use and waste reduction in the construction industry. 5. SDG 13: Climate Action – Researching climate-resilient materials and construction methods helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and structural design can significantly affect indoor air quality and the overall health of occupants. By addressing these goals, the workshop can contribute to sustainable practices and innovations in materials and construction, promoting a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140504 | Workshop Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Project Design Workshop (LBE Architectural Design) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Architectural Design is an intensive course aimed at guiding students through the process of developing a comprehensive architectural design project. This workshop focuses on integrating principles of lightweight construction, sustainability, and innovative design practices. | 1. SDG 11: Sustainable Cities and Communities – This goal is central to architectural design, focusing on creating inclusive, safe, resilient, and sustainable urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Architectural design contributes to innovative approaches in building practices and infrastructure development. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions support the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Researching and implementing sustainable materials and construction practices promotes responsible resource use and waste management. 5. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. 6. SDG 3: Good Health and Well-Being – Thoughtful design of spaces can significantly impact the health and well-being of occupants, emphasizing the importance of creating healthy environments. By focusing on these goals, the workshop can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140604 | Workshop Tugas Akhir Perancangan (LBE Teori dan Sejarah Arsitektur) | Final Project Design Workshop (LBE Theory and History of Architecture) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in the Theory and History of Architecture is a focused course designed to help students integrate theoretical knowledge and historical context into their architectural design projects. This workshop emphasizes critical thinking, research, and the application of architectural theories to contemporary design challenges. | 1. SDG 11: Sustainable Cities and Communities – Understanding the historical and theoretical context of architecture is essential for creating sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural theory and history can inspire innovative approaches to building practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – Examining how architectural designs have historically impacted health and well-being can inform current practices that prioritize occupant health. 5. SDG 13: Climate Action – Analyzing historical responses to environmental challenges in architecture can provide insights into sustainable design practices today. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education about sustainable practices and the cultural significance of architecture. By connecting these goals to the workshop, the project can contribute to a deeper understanding of how architectural theory and history inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140704 | Workshop Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Project Design Workshop (LBE Housing and Settlement Environment) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on developing design solutions that address the unique challenges of housing within diverse settlement contexts. This workshop emphasizes practical application, community engagement, and sustainability in residential design. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, focusing on creating inclusive, safe, resilient, and sustainable urban environments through effective housing and settlement design. 2. SDG 1: No Poverty – Addressing affordable housing solutions is crucial for poverty alleviation and ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The quality and design of housing significantly impact residents’ health, emphasizing the importance of creating healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing designs contributes to ensuring access to affordable and clean energy for residents. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate the impacts of climate change and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By focusing on these goals, the workshop can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140804 | Workshop Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | Final Project Design Workshop (LBE Building Science and Technology) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Building Science and Technology is a practical course aimed at developing comprehensive design solutions that incorporate the principles of building science and technological innovations. This workshop emphasizes the integration of scientific understanding with design practices in lightweight construction. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to creating sustainable, inclusive, and resilient urban environments through effective building practices. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building industry. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect occupant health and well-being, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the workshop can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140904 | Workshop Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Project Design Workshop (LBE Materials, Structure and Building Construction) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Materials, Structure, and Building Construction is a hands-on course focused on developing innovative design solutions that emphasize the use of lightweight materials and efficient construction methods. This workshop aims to bridge theoretical knowledge with practical applications in building design and construction. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and promoting sustainable industrial practices, which are essential in materials and construction. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to developing safe, resilient, and sustainable urban environments through effective use of materials and structural design. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building structures and construction practices supports the goal of ensuring access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction methods promotes responsible resource use and waste reduction in the construction industry. 5. SDG 13: Climate Action – Researching climate-resilient materials and construction techniques helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and structural design can significantly affect indoor air quality and overall health, emphasizing the importance of creating healthy living environments. By focusing on these goals, the workshop can contribute to sustainable practices and innovations in materials, structures, and construction, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141002 | Acuan Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Design Project Reference (LBE Architectural Design) | The Final Design Project Reference course for LBE (Lightweight Building Elements) in Architectural Design serves as a foundational guide for students developing their final design projects. This course emphasizes the integration of architectural theory, design principles, and lightweight construction techniques. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – Architectural design fosters innovation in building practices and contributes to the development of resilient infrastructure. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions supports the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Researching sustainable materials and construction practices promotes responsible resource use and waste management in architecture. 5. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. 6. SDG 3: Good Health and Well-Being – Thoughtful design can significantly impact the health and well-being of occupants, emphasizing the importance of creating healthy environments. By focusing on these goals, the project can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131303 | Desain & Simulasi Energi Bangunan | Building Energy Design & Simulation | The Building Energy Design & Simulation course focuses on the principles and practices of designing energy-efficient buildings through advanced simulation techniques. This course equips students with the knowledge and tools necessary to analyze and optimize the energy performance of building systems. | 1. SDG 7: Affordable and Clean Energy – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. The course emphasizes energy-efficient design and renewable energy integration. 2. SDG 11: Sustainable Cities and Communities – By optimizing energy use in buildings, the course contributes to creating sustainable, resilient, and efficient urban environments. 3. SDG 13: Climate Action – Building energy design plays a crucial role in mitigating climate change by reducing greenhouse gas emissions through efficient energy use and renewable energy solutions. 4. SDG 9: Industry, Innovation, and Infrastructure – The course promotes innovation in building technologies and infrastructure development, focusing on sustainable energy practices. 5. SDG 3: Good Health and Well-Being – Energy-efficient buildings can improve indoor environmental quality, positively affecting the health and well-being of occupants. 6. SDG 12: Responsible Consumption and Production – The course encourages responsible use of resources and materials in building design, promoting sustainability in construction practices. By addressing these goals, the course contributes to advancing sustainable building practices and innovations in energy design and simulation. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131403 | Perancangan Ruang Dalam Lanjutan | Advanced Interior Design | The Advanced Interior Design course delves deeper into the principles and practices of interior design, focusing on innovative design solutions, material applications, and the integration of technology. This course is designed for students seeking to refine their skills and knowledge in creating functional and aesthetically pleasing interior environments. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, and sustainable urban environments, which includes thoughtful interior design that enhances community well-being. 2. SDG 3: Good Health and Well-Being – Interior design significantly impacts the health and well-being of occupants, focusing on creating healthy, comfortable, and aesthetically pleasing spaces. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient design principles and sustainable materials can support the goal of providing access to affordable and clean energy in buildings. 5. SDG 12: Responsible Consumption and Production – The course can promote sustainable practices in material selection and resource management, encouraging responsible consumption in interior design. 6. SDG 9: Industry, Innovation, and Infrastructure – Emphasizing innovative design solutions can contribute to sustainable industrial practices and resilient infrastructure in built environments. 7. SDG 13: Climate Action – Implementing environmentally friendly design strategies can help mitigate climate change by reducing energy consumption and promoting sustainable materials. By connecting to these goals, the course can contribute to promoting sustainability and innovation in interior design practices, ultimately enhancing the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131503 | Perancangan Furniture | Furniture Design | The Furniture Design course focuses on the principles and practices of designing functional, aesthetic, and innovative furniture. It combines theoretical knowledge with hands-on experience, encouraging students to explore various materials, techniques, and design philosophies. | 1. SDG 12: Responsible Consumption and Production – This goal emphasizes sustainable production and consumption patterns, encouraging the use of eco-friendly materials and responsible manufacturing practices in furniture design. 2. SDG 11: Sustainable Cities and Communities – Thoughtful furniture design contributes to creating functional, aesthetic, and sustainable living and working spaces, enhancing urban environments. 3. SDG 3: Good Health and Well-Being – Well-designed furniture can improve comfort and well-being in living and working environments, promoting physical and mental health. 4. SDG 9: Industry, Innovation, and Infrastructure – The course can foster innovation in furniture design and manufacturing processes, supporting sustainable industrial practices. 5. SDG 7: Affordable and Clean Energy – Encouraging energy-efficient manufacturing techniques and sustainable materials can contribute to reducing the carbon footprint of furniture production. 6. SDG 13: Climate Action – Designing with sustainability in mind can help mitigate climate change by promoting the use of renewable resources and environmentally friendly practices. By addressing these goals, the course can promote sustainable practices and innovations in furniture design, enhancing both environmental responsibility and user well-being. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130505 | Studio Perancangan Arsitektur 5 | Architectural Design Studio 5 | The Architectural Design Studio 5 course is an advanced studio class that focuses on complex design problems and integration of various architectural concepts. It encourages students to refine their design skills, engage in critical thinking, and apply advanced architectural theories to real-world projects. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – The studio encourages innovation in building practices and contributes to the development of resilient infrastructure. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions support the goal of providing access to affordable and clean energy. 4. SDG 3: Good Health and Well-Being – Architectural design significantly impacts the health and well-being of occupants, emphasizing the importance of creating healthy, comfortable environments. 5. SDG 12: Responsible Consumption and Production – The studio can promote sustainable material selection and construction practices, encouraging responsible resource use. 6. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. By addressing these goals, the course can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140104 | Workshop Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Research Project Workshop (LBE Theory and History of Architecture) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Theory and History of Architecture is a specialized course designed to guide students through the research process for their final projects. This workshop focuses on connecting architectural theory and historical context with contemporary design practices. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, drawing on historical and theoretical contexts to inform contemporary practices. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovative approaches to infrastructure development and building practices. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – Understanding how architectural designs have historically impacted health and well-being can inform current practices that prioritize occupant health. 5. SDG 13: Climate Action – Analyzing historical responses to environmental challenges in architecture can provide insights into sustainable design practices today. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education about sustainable practices and cultural heritage. By connecting these goals to the workshop, the project can contribute to a deeper understanding of how architectural theory and history inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140204 | Workshop Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Research Project Workshop (LBE Housing and Settlement Environment) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Housing and Settlement Environment is a specialized course designed to guide students in developing comprehensive research projects that focus on housing issues within various settlement contexts. This workshop emphasizes the intersection of design, social needs, and environmental factors. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to housing and settlement design. 2. SDG 1: No Poverty – Addressing affordable housing solutions is crucial for poverty alleviation and ensuring that everyone has access to adequate housing. 3. SDG 3: Good Health and Well-Being – The quality of housing and settlement design significantly impacts residents’ health, emphasizing the need for healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing designs contributes to ensuring access to affordable and clean energy for residents. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate the impacts of climate change and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By focusing on these goals, the workshop can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140304 | Workshop Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Research Project Workshop (LBE Building Science and Technology) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Building Science and Technology is a focused course designed to assist students in developing and executing research projects that explore the principles and applications of building science in lightweight construction. This workshop emphasizes the integration of scientific methods and technological advancements in architectural design. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in construction practices and technologies. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to creating sustainable, inclusive, and resilient urban environments through effective building science. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Researching climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the workshop can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130603 | Arsitektur & Lingkungan Perilaku | Behavioral Architecture & Environment | The Behavioral Architecture & Environment course explores the relationship between architectural design, environmental factors, and human behavior. It examines how built environments influence psychological, social, and physical well-being, and how understanding these dynamics can inform more effective design practices. | 1. SDG 3: Good Health and Well-Being – This goal emphasizes the importance of creating environments that promote physical and mental health, which is central to understanding how architectural design influences behavior and well-being. 2. SDG 11: Sustainable Cities and Communities – Exploring how design affects social interactions and community engagement contributes to creating inclusive, safe, and sustainable urban environments. 3. SDG 4: Quality Education – The course can foster education on the impact of environmental design on behavior, promoting awareness and understanding of sustainable practices in architecture. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient design principles can lead to behaviors that promote the use of clean energy in built environments. 5. SDG 12: Responsible Consumption and Production – Understanding how user behavior affects resource consumption can inform sustainable design practices that encourage responsible use of materials and energy. 6. SDG 13: Climate Action – By studying how environmental design influences behaviors related to sustainability, the course can contribute to mitigating climate change impacts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130703 | Konservasi & Revitalisasi Arsitektur | Architectural Conservation & Revitalization | The Architectural Conservation & Revitalization course focuses on the principles and practices of preserving, restoring, and revitalizing historic buildings and urban environments. This course emphasizes the importance of maintaining cultural heritage while adapting structures for contemporary use. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which is central to the practice of conserving and revitalizing historic architecture. 2. SDG 4: Quality Education – Educating future architects and planners about the importance of preserving cultural heritage fosters understanding and appreciation of sustainable practices. 3. SDG 9: Industry, Innovation, and Infrastructure – Revitalizing existing structures can involve innovative approaches to infrastructure, supporting sustainable development and economic growth. 4. SDG 12: Responsible Consumption and Production – Emphasizing the reuse and adaptive reuse of buildings promotes responsible resource use and waste reduction. 5. SDG 13: Climate Action – Conservation practices can contribute to climate action by reducing the environmental impact associated with new construction and promoting energy-efficient retrofitting. 6. SDG 1: No Poverty – Revitalizing neighborhoods can improve local economies and provide affordable housing options, addressing poverty and enhancing quality of life. By connecting to these goals, the course can promote sustainable practices that preserve cultural heritage while addressing contemporary social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130803 | Tata Bangunan & Analisis Dampak Lingkungan | Building Design & Environmental Impact Analysis | The Building Design & Environmental Impact Analysis course focuses on the intersection of architectural design and environmental sustainability. It equips students with the skills to assess and minimize the ecological footprint of building projects through thoughtful design practices and impact evaluation. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to effective building design. 2. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient building design and the integration of renewable energy sources supports access to affordable and clean energy. 3. SDG 12: Responsible Consumption and Production – Analyzing the environmental impact of building materials and construction methods promotes responsible resource use and waste reduction. 4. SDG 13: Climate Action – Understanding the environmental impacts of building designs helps mitigate climate change through sustainable practices and resilient design. 5. SDG 3: Good Health and Well-Being – The course can explore how building design affects indoor environmental quality, promoting health and well-being for occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative design solutions and sustainable practices contributes to building resilient infrastructure. By addressing these goals, the course can promote sustainable building practices that minimize environmental impacts while enhancing the quality of life in urban environment |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130903 | Perumahan Ramah Lingkungan | Environmentally Friendly Housing | The Environmentally Friendly Housing course focuses on the principles and practices of designing and constructing sustainable residential buildings. It emphasizes eco-friendly design strategies, materials, and technologies that minimize environmental impact while enhancing occupant comfort and well-being. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to environmentally friendly housing. 2. SDG 1: No Poverty – Focusing on affordable and sustainable housing solutions contributes to poverty alleviation by ensuring access to adequate housing for all. 3. SDG 7: Affordable and Clean Energy – Promoting energy-efficient housing designs and the use of renewable energy sources supports the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – This goal encourages sustainable building practices, including the use of eco-friendly materials and resource-efficient construction methods. 5. SDG 13: Climate Action – Environmentally friendly housing can help mitigate climate change by reducing energy consumption and carbon footprints through sustainable design practices. 6. SDG 3: Good Health and Well-Being – Designing healthy living environments can positively impact residents’ physical and mental health. By addressing these goals, the course can contribute to sustainable housing solutions that enhance quality of life while addressing environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131003 | Teori Beton &Beton Bertulang | Concrete & Reinforced Concrete Theory | The Concrete & Reinforced Concrete Theory course provides a comprehensive understanding of the properties, behavior, and design principles of concrete and reinforced concrete structures. This course is essential for students in architecture, civil engineering, and construction management, focusing on both theoretical concepts and practical applications. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrial practices, which is central to concrete technology. 2. SDG 11: Sustainable Cities and Communities – Understanding concrete and reinforced concrete applications contributes to creating safe, resilient, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – This goal encourages the use of sustainable materials and practices in concrete production, aiming to reduce waste and improve resource efficiency. 4. SDG 13: Climate Action – Exploring innovations in concrete technology, such as carbon capture or using alternative materials, can help reduce the environmental impact of concrete production and contribute to climate action. 5. SDG 3: Good Health and Well-Being – Safe and durable concrete structures contribute to the safety and health of communities by ensuring the longevity and stability of built environments. By addressing these goals, the course can promote sustainable practices and innovations in concrete technology that enhance the built environment while considering environmental impacts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131103 | Teori dan Desain Bangunan Tahan Gempa | Theory and Design of Earthquake Resistant Buildings | The Theory and Design of Earthquake Resistant Buildings course focuses on the principles and practices involved in designing structures that can withstand seismic forces. This course is essential for students in architecture and civil engineering, emphasizing both theoretical knowledge and practical application in earthquake-prone regions. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes making urban areas inclusive, safe, and resilient, particularly in the context of disaster risk reduction and building safety. 2. SDG 9: Industry, Innovation, and Infrastructure – Designing earthquake-resistant structures supports the development of resilient infrastructure that can withstand natural disasters. 3. SDG 13: Climate Action – While primarily focused on seismic events, understanding the impact of climate change on natural disasters, including earthquakes, can contribute to climate resilience in building design. 4. SDG 3: Good Health and Well-Being – Ensuring buildings are safe during seismic events protects the health and well-being of occupants by minimizing risks during earthquakes. 5. SDG 1: No Poverty – By enhancing the resilience of housing and infrastructure, communities can better withstand disasters, reducing economic losses and supporting poverty alleviation efforts. By addressing these goals, the course can contribute to creating safer, more resilient communities through innovative design and engineering practices. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131203 | Desain & Simulasi Termal | Thermal Design & Simulation | The Thermal Design & Simulation course focuses on the principles and practices of thermal performance in buildings. It equips students with the knowledge and skills necessary to design energy-efficient structures that optimize heating, cooling, and overall thermal comfort. | 1. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient thermal design contributes to providing access to affordable, reliable, sustainable, and modern energy for all. 2. SDG 11: Sustainable Cities and Communities – Effective thermal design enhances the sustainability of urban environments, ensuring buildings are comfortable and energy-efficient. 3. SDG 12: Responsible Consumption and Production – Analyzing thermal performance promotes responsible resource use and waste reduction in building design and operation. 4. SDG 13: Climate Action – Understanding thermal dynamics and improving energy efficiency in buildings help mitigate climate change by reducing greenhouse gas emissions. 5. SDG 3: Good Health and Well-Being – Proper thermal design contributes to indoor comfort, positively affecting the health and well-being of occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative thermal technologies and practices supports the development of resilient infrastructure. By addressing these goals, the course can promote sustainable practices in building design that enhance energy efficiency and comfort while reducing environmental impact. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122803 | Perencanaan Lansekap Bangunan | Building Landscape Planning | The Building Landscape Planning course focuses on the integration of architecture and landscape design, emphasizing the role of outdoor spaces in enhancing the built environment. It explores strategies for designing landscapes that are functional, aesthetic, and sustainable. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to effective landscape planning. 2. SDG 15: Life on Land – Landscape planning contributes to the sustainable management of terrestrial ecosystems, promoting biodiversity and responsible land use. 3. SDG 3: Good Health and Well-Being – Well-designed landscapes can enhance public health and well-being by providing green spaces for recreation and relaxation. 4. SDG 13: Climate Action – Incorporating climate-resilient landscaping practices helps mitigate the impacts of climate change and supports environmental sustainability. 5. SDG 12: Responsible Consumption and Production – Sustainable landscape planning promotes the responsible use of resources and materials, encouraging practices that minimize waste and environmental impact. 6. SDG 9: Industry, Innovation, and Infrastructure – Integrating innovative landscape solutions can enhance infrastructure and urban design, making communities more resilient. By focusing on these goals, the course can contribute to creating sustainable landscapes that improve urban environments and support ecological health. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130102 | Permukiman Pesisir dan Kepulauan | Coastal and Island Settlements | The Coastal and Island Settlements course focuses on the unique characteristics, challenges, and opportunities of designing and planning communities in coastal and island environments. It explores the interactions between natural ecosystems, human activities, and sustainable development. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, and resilient urban environments, which is crucial for planning sustainable coastal and island communities. 2. SDG 14: Life Below Water – Sustainable settlement practices can help protect marine ecosystems and promote the sustainable use of ocean resources. 3. SDG 13: Climate Action – Coastal and island areas are particularly vulnerable to climate change. The course can address strategies for resilience and adaptation to climate-related impacts. 4. SDG 1: No Poverty – By focusing on sustainable development in coastal and island settlements, the course can help alleviate poverty through improved livelihoods and economic opportunities. 5. SDG 15: Life on Land – Addressing land use and conservation practices in coastal areas promotes the protection of terrestrial ecosystems and biodiversity. 6. SDG 3: Good Health and Well-Being – Sustainable settlements can improve public health outcomes by ensuring access to clean water, sanitation, and recreational spaces. By connecting to these goals, the course can contribute to developing sustainable practices that enhance the resilience and livability of coastal and island communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130404 | Struktur dan Konstruksi Bangunan 4 | Building Structure and Construction 4 | The Building Structure and Construction 4 course is an advanced study focusing on the principles and practices of building structures and construction methods. It emphasizes the integration of structural engineering concepts with architectural design, preparing students for complex building projects. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in construction practices and materials. 2. SDG 11: Sustainable Cities and Communities – Understanding building structures contributes to creating inclusive, safe, resilient, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – This goal encourages sustainable practices in the use of materials and resources in construction, promoting waste reduction and efficiency. 5. SDG 13: Climate Action – The course can address how building structures can be designed to mitigate climate impacts and enhance resilience against natural disasters. 6. SDG 3: Good Health and Well-Being – Safe and durable building structures contribute to the health and safety of occupants and communities. 7. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient construction methods and materials can support access to affordable and clean energy. By focusing on these goals, the course can contribute to advancing sustainable practices in building structure and construction, enhancing the overall quality and resilience of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130305 | Studio Perancangan Arsitektur 4 | Architectural Design Studio 4 | The Architectural Design Studio 4 course is an advanced design studio that builds on previous architectural principles and practices, encouraging students to tackle complex design projects. This course focuses on integrating theory, technology, and sustainable design principles into the architectural process. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – The studio encourages innovative design solutions and sustainable infrastructure development, promoting resilience in the built environment. 3. SDG 3: Good Health and Well-Being – Architectural design can significantly impact the health and well-being of occupants by creating safe, comfortable, and accessible spaces. 4. SDG 7: Affordable and Clean Energy – The studio may focus on incorporating energy-efficient design principles and renewable energy solutions in architectural projects. 5. SDG 12: Responsible Consumption and Production – Emphasizing sustainable materials and construction practices encourages responsible resource use and waste management. 6. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change through thoughtful architectural solutions. By connecting to these goals, the course can promote sustainable architectural practices that enhance community resilience and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130203 | Metode Penelitian dan Teknik Penulisan Ilmiah | Research Methods and Scientific Writing Techniques | The Research Methods and Scientific Writing Techniques course provides students with essential skills for conducting research and effectively communicating their findings. It is designed to equip students with both theoretical knowledge and practical tools for academic and professional writing. | 1. SDG 4: Quality Education – This goal emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities, which is central to developing research skills and scientific literacy. 2. SDG 9: Industry, Innovation, and Infrastructure – Effective research methods can drive innovation and support the development of sustainable practices in various industries. 3. SDG 16: Peace, Justice, and Strong Institutions – Promoting transparency, accountability, and access to information through research can strengthen institutions and contribute to peaceful and inclusive societies. 4. SDG 3: Good Health and Well-Being – Research methods are crucial in the health sector for developing evidence-based practices that improve health outcomes. 5. SDG 12: Responsible Consumption and Production – Research contributes to understanding sustainable practices and resource management, which is vital for promoting responsible consumption. By addressing these goals, the course can enhance students’ abilities to conduct meaningful research and effectively communicate their findings, ultimately contributing to sustainable development across various fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121603 | Fotografi Arsitektur | Architectural Photography | The Architectural Photography course explores the techniques and principles involved in capturing the built environment through photography. It focuses on the aesthetic, technical, and conceptual aspects of photographing architecture, helping students develop their visual storytelling skills. | 1. SDG 11: Sustainable Cities and Communities – Architectural photography can highlight the importance of sustainable urban environments, showcasing innovative designs and community-focused architecture. 2. SDG 4: Quality Education – By promoting visual literacy and understanding of architectural spaces, the course can contribute to education in design and environmental awareness. 3. SDG 9: Industry, Innovation, and Infrastructure – Capturing architectural advancements and innovations helps promote resilient infrastructure and can inspire further innovation in the field. 5. SDG 12: Responsible Consumption and Production – Photography can promote awareness of sustainable building practices and materials, encouraging responsible consumption in architecture. 6. SDG 3: Good Health and Well-Being – By documenting spaces that enhance well-being, architectural photography can raise awareness of the impact of design on health and comfort. 7. SDG 13: Climate Action – Highlighting environmentally friendly buildings and sustainable practices can contribute to broader discussions on climate action within the architectural community. By connecting to these goals, the course can promote sustainable practices in architecture and enhance public understanding of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121503 | Kuliah Kerja Lapangan (KKL) | Field Work Lectures (KKL) | The Field Work Lectures (KKL) course is designed to provide students with practical insights and hands-on experience in real-world contexts related to architecture, urban planning, and design. This course emphasizes the importance of fieldwork in understanding the built environment and its social, cultural, and environmental dimensions. | 1. SDG 11: Sustainable Cities and Communities – Fieldwork often involves studying urban environments and community dynamics, which is essential for promoting sustainable development in cities. 2. SDG 4: Quality Education – Engaging in practical fieldwork enhances experiential learning, contributing to inclusive and equitable quality education. SDG 9: Industry, Innovation, and Infrastructure – Fieldwork can explore innovative practices and infrastructure development in various contexts, fostering sustainable industrial practices. 3. SDG 13: Climate Action – Understanding environmental impacts through field studies can contribute to climate resilience and the development of strategies to mitigate climate change. 4. SDG 15: Life on Land – Fieldwork often involves studying ecosystems and land use, promoting the sustainable management of terrestrial ecosystems. 5. SDG 3: Good Health and Well-Being – Examining the relationship between the environment and public health during fieldwork can inform strategies for improving community well-being. By connecting to these goals, the course can enhance students’ understanding of sustainability issues in real-world contexts and promote responsible practices in their respective fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122103 | Permukiman Marjinal | Marginal Settlements | The Marginal Settlements course examines the unique challenges and characteristics of communities that exist on the fringes of urban areas, often facing issues related to poverty, inadequate infrastructure, and social marginalization. This course aims to provide students with an understanding of the dynamics at play in these environments and the strategies for improvement. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which is crucial for addressing the challenges faced by marginal settlements. 2. SDG 1: No Poverty – Studying marginal settlements often involves exploring issues related to poverty alleviation, access to basic services, and improving living conditions. 3. SDG 3: Good Health and Well-Being – Understanding the health impacts of living in marginal settlements can inform strategies for improving health outcomes and access to healthcare services. 4. SDG 6: Clean Water and Sanitation – Addressing the lack of access to clean water and sanitation in many marginal settlements is essential for improving public health and quality of life. 5. SDG 10: Reduced Inequalities – Focusing on marginal settlements helps identify and address inequalities in access to resources, services, and opportunities. 6. SDG 12: Responsible Consumption and Production – Sustainable practices in resource use and waste management can be explored to improve living conditions in these settlements. By connecting to these goals, the course can contribute to developing sustainable solutions that enhance the quality of life and resilience of marginalized communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122203 | Hunian Vertikal | Vertical Housing | The Vertical Housing course focuses on the design, planning, and development of multi-story residential buildings. It addresses the unique challenges and opportunities presented by vertical living, emphasizing sustainable practices, community engagement, and innovative architectural solutions. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to the design and planning of vertical housing. 2. SDG 1: No Poverty – Vertical housing can provide affordable living options in urban areas, helping to address housing shortages and improve access to adequate housing for low-income populations. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient vertical housing can support access to affordable, reliable, and sustainable energy solutions. 4. SDG 3: Good Health and Well-Being – Vertical housing design can focus on creating healthy living environments, promoting well-being through access to green spaces and community facilities. 4. SDG 12: Responsible Consumption and Production – Sustainable practices in the use of materials and resources in vertical housing can minimize waste and promote efficient resource management. 5. SDG 13: Climate Action – Vertical housing can be designed to enhance resilience to climate change impacts and reduce the overall carbon footprint of urban living. By addressing these goals, the course can contribute to sustainable urban development and enhance the quality of life for residents in vertical housing. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122303 | Struktur & Bentuk Bangunan Tradisional & Modern | Traditional & Modern Building Structures & Forms | The Traditional & Modern Building Structures & Forms course explores the evolution of architectural structures and forms, examining the interplay between traditional techniques and modern construction practices. It focuses on understanding how cultural, historical, and technological factors influence building design. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrial practices, which is central to understanding both traditional and modern building techniques. 2. SDG 11: Sustainable Cities and Communities – Exploring the integration of traditional and modern structures contributes to creating inclusive, safe, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – The course can address the sustainable use of materials and practices in both traditional and modern contexts, promoting efficient resource management and waste reduction. 4. SDG 3: Good Health and Well-Being – Understanding how different building forms and structures impact the health and comfort of occupants can enhance well-being in living environments. 5. SDG 13: Climate Action – Evaluating the environmental impacts of various building methods can inform strategies for reducing carbon footprints and enhancing resilience to climate change. 6. SDG 15: Life on Land – Examining traditional building practices often includes understanding their relationship with the land and local ecosystems, promoting sustainable land use and biodiversity. By connecting to these goals, the course can promote a comprehensive understanding of building practices that balance heritage and innovation while addressing contemporary sustainability challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122403 | Teknologi Membangun | Building Technology | The Building Technology course provides an in-depth understanding of the various technologies and systems used in modern building construction. It covers the principles, materials, and methods that contribute to the effective design and construction of buildings. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies, which is central to the course. 2. SDG 11: Sustainable Cities and Communities – Building technology plays a critical role in creating inclusive, safe, resilient, and sustainable urban environments. 3. SDG 7: Affordable and Clean Energy – The course can address energy-efficient technologies and renewable energy integration in buildings, supporting access to clean energy. 4. SDG 12: Responsible Consumption and Production – Sustainable practices in materials and resource management in building technology promote efficiency and waste reduction. 5. SDG 13: Climate Action – Understanding building technologies can help mitigate climate change impacts through sustainable design and construction practices. 6. SDG 3: Good Health and Well-Being – Building technology that focuses on indoor environmental quality can significantly impact the health and well-being of occupants. By connecting to these goals, the course can promote advancements in building technology that enhance sustainability, resilience, and quality of life in the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122503 | Desain & Simulasi Pencahayaan | Lighting Design & Simulation | The Lighting Design & Simulation course focuses on the principles and techniques of effective lighting design in architectural spaces. It equips students with the knowledge and skills to create functional, aesthetic, and sustainable lighting solutions while utilizing simulation tools for analysis and optimization. | 1. SDG 11: Sustainable Cities and Communities – Effective lighting design contributes to creating inclusive, safe, and sustainable urban environments by enhancing public spaces and improving safety. 2. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient lighting solutions supports access to affordable, reliable, and sustainable energy. 3. SDG 12: Responsible Consumption and Production – The course can promote sustainable practices in lighting design, including the use of energy-efficient technologies and materials. 4. SDG 3: Good Health and Well-Being – Proper lighting can significantly impact the health and well-being of occupants by improving indoor environments and supporting mental health. 5. SDG 13: Climate Action – By integrating sustainable lighting solutions, the course can contribute to reducing energy consumption and greenhouse gas emissions, supporting climate action. 6. SDG 4: Quality Education – Educating students about the principles of effective lighting design enhances their skills and awareness, contributing to better design practices. By addressing these goals, the course can promote innovative and sustainable lighting practices that enhance the quality of life in both residential and public spaces. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122603 | Desain & Simulasi Akustik | Acoustic Design & Simulation | The Acoustic Design & Simulation course focuses on the principles and practices of designing spaces with optimal acoustic performance. It equips students with the skills to analyze and create environments that enhance sound quality while minimizing unwanted noise. | 1. SDG 11: Sustainable Cities and Communities – Effective acoustic design contributes to creating inclusive, safe, and resilient urban environments, enhancing the quality of life in communities. 2. SDG 3: Good Health and Well-Being – Proper acoustic design is crucial for creating healthy indoor environments, reducing noise pollution, and improving mental well-being. 3. SDG 4: Quality Education – Understanding acoustic principles can enhance learning environments, promoting better educational outcomes through improved sound quality in classrooms. 4. SDG 12: Responsible Consumption and Production – The course can address sustainable practices in materials and construction methods used for acoustic design, promoting efficient resource use. 5. SDG 13: Climate Action – Acoustic design can contribute to energy efficiency in buildings by integrating strategies that reduce reliance on artificial soundproofing and enhance natural sound management. 6.SDG 9: Industry, Innovation, and Infrastructure – Promoting innovative acoustic solutions in building design supports resilient infrastructure and enhances overall building performance. By focusing on these goals, the course can promote sustainable acoustic practices that enhance comfort and quality of life in various environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122703 | Komposisi Warna | Color Composition | The Color Composition course explores the principles of color theory and its application in design and art. It focuses on understanding how color affects perception, mood, and composition, equipping students with the skills to create visually compelling works. | 1. SDG 4: Quality Education – The course promotes creative skills and knowledge, contributing to inclusive and equitable quality education in the arts and design fields. 2. SDG 3: Good Health and Well-Being – Understanding the psychological effects of color can enhance environments that promote well-being, affecting mood and mental health positively. 3. SDG 11: Sustainable Cities and Communities – Effective use of color in urban design and architecture can improve community spaces, enhancing livability and social interaction. 4. SDG 12: Responsible Consumption and Production – The course can address sustainable practices in materials and finishes related to color application, promoting responsible resource use. 5. SDG 9: Industry, Innovation, and Infrastructure – Color composition in design can drive innovation in various industries, including fashion, interior design, and architecture. By connecting to these goals, the course can foster a deeper understanding of how color influences design, environment, and well-being, contributing to more sustainable and enriching experiences in various fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121305 | Studio Perancangan Arsitektur 3 | Architectural Design Studio 3 | The Architectural Design Studio 3 course is an intermediate design studio that builds on foundational architectural concepts and techniques. It challenges students to engage in more complex design problems, fostering creativity, critical thinking, and technical skills. | 1. SDG 11: Sustainable Cities and Communities – Focuses on designing inclusive, safe, resilient, and sustainable urban environments, which is a core aspect of architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions and sustainable infrastructure development, promoting resilience and efficiency in architecture. 3. SDG 3: Good Health and Well-Being – Addresses the impact of architectural design on the health and well-being of occupants by creating safe, comfortable, and accessible spaces. 4. SDG 7: Affordable and Clean Energy – May involve integrating energy-efficient design principles and renewable energy solutions to promote sustainability in architecture. 5. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable materials and practices, promoting responsible resource use and waste reduction in design. 6. SDG 13: Climate Action – Emphasizes the importance of designing buildings that are resilient to climate change and reduce greenhouse gas emissions. By connecting to these goals, the course can foster sustainable architectural practices that enhance community resilience and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121203 | Perancangan Ruang Dalam | Interior Design | The Interior Design course provides a comprehensive exploration of the principles and practices involved in designing functional, aesthetically pleasing interior spaces. It combines creativity with technical knowledge, preparing students for careers in various interior design fields. | 1. SDG 11: Sustainable Cities and Communities – Interior design plays a crucial role in creating inclusive, safe, resilient, and sustainable spaces within urban environments. 2. SDG 3: Good Health and Well-Being – Thoughtful interior design can enhance the health and well-being of occupants by improving indoor air quality, natural lighting, and overall comfort. 3. SDG 12: Responsible Consumption and Production – Emphasizes sustainable practices in material selection, resource management, and waste reduction, promoting environmentally friendly design choices. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient solutions and sustainable practices in interior design can help reduce energy consumption. 5. SDG 4: Quality Education – By fostering creativity and design thinking, the course can contribute to education and skill development in the arts and design fields. 6. SDG 13: Climate Action – Encourages the use of sustainable materials and practices that mitigate the environmental impact of interior design. By addressing these goals, the course can promote responsible design practices that enhance the quality of living and working environments while supporting sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121103 | Perancangan Permukiman | Settlement Design | The Settlement Design course focuses on the principles and practices of planning and designing human settlements, considering social, economic, and environmental factors. It aims to equip students with the skills to create sustainable and livable communities. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban and rural settlements, which is central to settlement design. 2. SDG 1: No Poverty – Good settlement design can improve access to housing and essential services, contributing to poverty alleviation. 3. SDG 3: Good Health and Well-Being – Thoughtful design promotes health and well-being by ensuring access to green spaces, clean air, and safe environments. 4. SDG 6: Clean Water and Sanitation – Addresses the importance of integrating water management and sanitation systems into settlement planning. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of materials and resources in settlement development. 6. SDG 13: Climate Action – Emphasizes resilience to climate change through sustainable design practices that mitigate environmental impacts. By connecting to these goals, the course can promote sustainable settlement practices that enhance community resilience, quality of life, and environmental sustainability. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121703 | Kesehatan dan Keselamatan Kerja (K3) | Occupational Health and Safety (K3) | The Occupational Health and Safety (K3) course focuses on the principles and practices essential for ensuring workplace safety and promoting the health and well-being of employees. It provides students with a comprehensive understanding of occupational health standards, risk management, and regulatory compliance. | 1. SDG 3: Good Health and Well-Being – Focuses on ensuring healthy lives and promoting well-being for all at all ages, which is central to occupational health and safety. 2. SDG 8: Decent Work and Economic Growth – Promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all, emphasizing safe working conditions. 3. SDG 4: Quality Education – Supports the need for education and training in health and safety practices, enhancing workforce knowledge and skills. 4. SDG 5: Gender Equality – Addresses the importance of creating safe and healthy work environments for all genders, promoting equality in the workplace. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in occupational health that minimize risks and improve safety standards in production processes. By focusing on these goals, the course can contribute to creating safer workplaces, improving health outcomes, and promoting overall well-being in various industries. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121803 | Antropologi Arsitektur | Architectural Anthropology | Architectural Anthropology is an interdisciplinary course that explores the relationships between culture, architecture, and the built environment. It examines how social practices, beliefs, and identities shape and are shaped by architectural forms and spaces. Students study diverse cultures and their unique architectural expressions, analyzing how these reflect social structures, environmental contexts, and historical developments. The course often includes fieldwork, ethnographic research, and critical theory, encouraging students to think about the cultural significance of design and the role of architecture in everyday life. | 1. SDG 11: Sustainable Cities and Communities – Examines how cultural practices and beliefs influence the design and use of spaces, promoting inclusive, safe, and sustainable urban environments. 2. SDG 1: No Poverty – Understanding the relationship between architecture and community needs can inform strategies to alleviate poverty through appropriate housing and infrastructure. 3. SDG 3: Good Health and Well-Being – Explores how architectural design can impact mental and physical health, contributing to the creation of healthy living environments. 4. SDG 5: Gender Equality – Investigates how spatial design can address gender issues, ensuring that built environments are accessible and equitable for all genders. 5. SDG 10: Reduced Inequalities – Focuses on how architectural practices can help reduce social inequalities by considering the needs of marginalized communities. 6.SDG 12: Responsible Consumption and Production – Encourages sustainable practices in architecture, including the use of local materials and culturally relevant design approaches. By connecting to these goals, the course can promote a deeper understanding of the cultural dimensions of architecture and its impact on sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121903 | Arsitektur Vernakular/Etnis | Vernacular/Ethnic Architecture | Vernacular/Ethnic Architecture is a university course that focuses on the traditional building styles and practices of specific cultural or ethnic groups. It examines how local materials, climate, and cultural practices influence architectural forms and designs. Students explore the significance of these structures within their communities, considering factors such as identity, heritage, and social dynamics. The course often includes case studies of various regions and cultures, emphasizing the importance of sustainability and local knowledge in architecture. Through analysis and fieldwork, students gain a deeper understanding of how vernacular architecture reflects and shapes human experience. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, and resilient urban environments by understanding local building practices and cultural significance. 2. SDG 1: No Poverty – Highlights how vernacular architecture can provide affordable and culturally appropriate housing solutions for marginalized communities. 3. SDG 3: Good Health and Well-Being – Explores how traditional building techniques and materials can promote healthy living environments that align with local customs. 5. SDG 4: Quality Education – Encourages learning about traditional practices and their relevance in contemporary architecture, fostering knowledge exchange and appreciation for cultural heritage. 6. SDG 10: Reduced Inequalities – Examines how vernacular architecture can address social and economic inequalities by recognizing the value of indigenous knowledge and practices. 7. SDG 12: Responsible Consumption and Production – Promotes sustainable resource use by emphasizing local materials and techniques that reduce environmental impact. 8. SDG 13: Climate Action – Investigates how traditional architectural practices can enhance resilience to climate change through sustainable design that adapts to local environmental conditions. By connecting to these goals, the course can promote the importance of cultural heritage in architecture while supporting sustainable development practices. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122003 | Kritik Arsitektur | Architectural Criticism | Architectural Criticism is a course that explores the theoretical and analytical frameworks used to evaluate and interpret architecture and urban design. Students learn about the history and evolution of architectural criticism, examining key texts, influential critics, and major movements in the field. The course emphasizes critical thinking and analytical writing, encouraging students to articulate their responses to architectural works and contexts. Topics may include aesthetics, functionality, cultural significance, and the impact of architecture on society. Through assignments such as critiques and essays, students develop their ability to engage thoughtfully with built environments and contribute to ongoing dialogues in architecture. | 1. SDG 11: Sustainable Cities and Communities – Architectural criticism fosters discussions about urban development and sustainability, promoting the creation of inclusive and resilient communities. 2. SDG 4: Quality Education – Encourages critical thinking and analysis, contributing to education in architecture and design while fostering a deeper understanding of the built environment. 3. SDG 9: Industry, Innovation, and Infrastructure – Critiquing architectural practices can highlight the importance of innovative solutions and sustainable infrastructure development. 4. SDG 10: Reduced Inequalities – Engages with issues of social equity in architecture, examining how design can address disparities and promote inclusivity. 5. SDG 3: Good Health and Well-Being – Analyzes how architectural design impacts health outcomes and well-being, advocating for spaces that enhance quality of life. 6. SDG 12: Responsible Consumption and Production – Critiques the environmental impact of architectural practices and promotes sustainable design and material choices. By addressing these goals, the course can promote a critical understanding of architecture’s role in society and its potential to contribute to sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120402 | Teori Arsitektur Kota dan Permukiman | Urban and Settlement Architecture Theory | Urban and Settlement Architecture Theory is a course that delves into the principles and frameworks guiding the design and development of urban environments and settlements. It examines the historical, social, and cultural contexts that influence urban planning and architectural practices. Students explore theories related to spatial organization, community dynamics, sustainability, and the relationship between architecture and public space. The course often includes case studies of diverse urban settings, encouraging students to analyze how architectural choices impact social interactions and quality of life. Through critical discussions and projects, students develop a nuanced understanding of the complexities involved in creating functional and meaningful urban spaces. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to urban and settlement architecture. 2. SDG 1: No Poverty – Explores how architectural theory can address housing needs and improve access to basic services for marginalized communities. 3. SDG 3: Good Health and Well-Being – Investigates the relationship between urban design and public health, emphasizing the importance of creating healthy living environments. 4. SDG 4: Quality Education – Contributes to education in urban planning and architecture, fostering knowledge about sustainable practices and community engagement. 5. SDG 10: Reduced Inequalities – Examines how urban design can promote social equity and access to resources, addressing disparities in communities. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in materials and resource management within urban settings. 7. SDG 13: Climate Action – Analyzes how urban and settlement architecture can contribute to climate resilience and sustainability, focusing on adaptive design strategies. By addressing these goals, the course can promote a comprehensive understanding of how architectural theory impacts urban development and contributes to sustainable, equitable communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120203 | Pemetaan dan Analisis Tapak | Site Mapping and Analysis | Site Mapping and Analysis is a course focused on the techniques and methodologies used to assess and represent physical sites for architectural and urban design projects. Students learn to create detailed maps and diagrams that illustrate various site characteristics, including topography, vegetation, infrastructure, and existing built environments. The course emphasizes the importance of site context in informing design decisions, teaching students how to analyze factors such as environmental conditions, cultural significance, and spatial relationships. Through hands-on exercises and fieldwork, students develop skills in GIS (Geographic Information Systems), site surveys, and visual representation, preparing them to effectively evaluate and communicate site conditions in their future projects. | 1. SDG 11: Sustainable Cities and Communities – Focuses on the importance of mapping and analyzing urban spaces to create inclusive, safe, and resilient environments. 2. SDG 1: No Poverty – Site analysis can inform planning and development strategies that address housing and service needs for marginalized communities. 3. SDG 3: Good Health and Well-Being – Understanding site contexts can lead to healthier living environments by promoting access to green spaces and reducing pollution. 4. SDG 10: Reduced Inequalities – Analyzing site conditions can help identify and address disparities in access to resources and opportunities within communities. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable land use practices and resource management through informed site analysis. 6. SDG 13: Climate Action – Site mapping can help assess vulnerabilities to climate change and inform resilient design strategies. By connecting to these goals, the course can contribute to sustainable planning and development practices that enhance community resilience and quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120102 | Utilitas Bangunan Gedung | Building Utilities | Building Utilities is a course that explores the systems and technologies essential for the functionality and sustainability of buildings. Topics include electrical, plumbing, heating, ventilation, air conditioning (HVAC), and fire protection systems. Students learn about the design, installation, and maintenance of these utilities, as well as their impact on building performance and energy efficiency. The course also addresses regulatory standards, safety considerations, and integration of smart technologies. Through lectures, case studies, and practical assignments, students gain a comprehensive understanding of how building utilities contribute to occupant comfort, safety, and overall building functionality. | 1.SDG 7: Affordable and Clean Energy – Focuses on integrating energy-efficient systems and renewable energy solutions in buildings, promoting access to clean energy. 2. SDG 11: Sustainable Cities and Communities – Enhances the functionality and sustainability of urban environments through effective utility design and management. 3SDG 3: Good Health and Well-Being – Addresses the importance of building systems, such as ventilation and plumbing, in promoting healthy indoor environments. 4. SDG 12: Responsible Consumption and Production – Encourages efficient resource management and sustainable practices in the design and operation of building utilities. 6. SDG 13: Climate Action – Examines the role of building utilities in reducing greenhouse gas emissions and enhancing climate resilience. 7. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovation in utility systems, contributing to sustainable infrastructure development. By connecting to these goals, the course can foster sustainable practices in building utility systems that improve energy efficiency, health, and overall quality of life in built environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120303 | BIM (Building Information Modeling) | Architectural Anthropology | BIM (Building Information Modeling) is a course that introduces students to the principles and practices of digital modeling in architecture, engineering, and construction. The course covers the use of BIM software to create, manage, and analyze detailed 3D models that integrate information about a building’s physical and functional characteristics. Students learn about the collaborative nature of BIM, emphasizing how it enhances communication among stakeholders and improves project efficiency. Topics may include data management, visualization techniques, clash detection, and the lifecycle of a building from design through construction and maintenance. Through practical exercises, students develop the skills to leverage BIM for effective design, planning, and decision-making in the built environment. | 1. SDG 11: Sustainable Cities and Communities – Explores how cultural practices influence the design and use of spaces, promoting inclusive and sustainable urban environments. 2. SDG 1: No Poverty – Investigates how architectural practices can address the needs of marginalized communities, providing culturally relevant and affordable housing solutions. 3. SDG 3: Good Health and Well-Being – Examines how built environments affect health outcomes and well-being, emphasizing the importance of culturally appropriate designs. 4. SDG 5: Gender Equality – Analyzes how spatial design can address gender issues, ensuring that built environments are accessible and equitable for all genders. 5. SDG 10: Reduced Inequalities – Focuses on how architectural practices can reduce social and economic disparities by recognizing and valuing indigenous knowledge and cultural practices. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in architecture that respect local traditions and materials, promoting environmental stewardship. 7. SDG 13: Climate Action – Investigates how traditional architectural practices can inform sustainable design and resilience to climate change. By connecting to these goals, the course can enhance understanding of the cultural dimensions of architecture and its role in promoting sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120902 | Pengetahuan Lingkungan | Environmental Knowledge | Environmental Knowledge is a course that explores the relationship between humans and the natural environment, focusing on ecological principles, sustainability, and environmental stewardship. Students examine the impacts of human activities on ecosystems, resources, and climate, while also studying various approaches to environmental management and conservation. The course emphasizes the importance of interdisciplinary perspectives, integrating concepts from ecology, sociology, economics, and policy. Through discussions, case studies, and projects, students develop a critical understanding of environmental issues and the knowledge necessary to promote sustainable practices in architecture, urban planning, and community development. | 1. SDG 4: Quality Education – Promotes education and awareness about environmental issues, fostering a well-informed public that can engage with sustainability challenges. 2. SDG 13: Climate Action – Focuses on understanding climate change, its impacts, and the importance of mitigation and adaptation strategies. 3. SDG 15: Life on Land – Encourages the study and protection of terrestrial ecosystems, promoting biodiversity and sustainable land management practices. 4.SDG 6: Clean Water and Sanitation – Addresses the importance of water management and conservation in maintaining healthy ecosystems and communities. 5. SDG 12: Responsible Consumption and Production – Emphasizes sustainable resource use and waste management, promoting practices that reduce environmental impact. 6. SDG 11: Sustainable Cities and Communities – Explores how environmental knowledge can contribute to the development of sustainable urban environments. 7. SDG 3: Good Health and Well-Being – Recognizes the connection between environmental quality and public health, advocating for clean air, water, and safe living conditions. By connecting to these goals, the course can enhance understanding of environmental issues and promote sustainable practices that benefit both people and the planet. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121002 | Arsitektur Tropis Kepulauan | Tropical Archipelago Architecture | Tropical Archipelago Architecture is a course that examines the unique architectural practices and challenges faced in tropical island environments. Students explore how climate, geography, culture, and local materials influence architectural design in archipelagos. The course covers sustainable building techniques, adaptive strategies for extreme weather, and the integration of traditional and contemporary architectural styles. Through case studies and field research, students analyze the relationship between architecture and the natural landscape, considering issues such as energy efficiency, water management, and cultural identity. The course encourages innovative solutions that respect both environmental and cultural contexts in tropical island settings. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable communities in tropical archipelagos, addressing unique challenges of island living. 2. SDG 13: Climate Action – Emphasizes the importance of designing buildings and communities that are resilient to climate change impacts, such as rising sea levels and extreme weather events. 3. SDG 3: Good Health and Well-Being – Promotes health-conscious design that considers the specific needs of populations in tropical environments, including natural ventilation and access to nature. 4. SDG 15: Life on Land – Encourages sustainable land use practices that protect biodiversity and ecosystems unique to tropical archipelagos. 5. SDG 12: Responsible Consumption and Production – Focuses on sustainable materials and construction practices that minimize environmental impact while respecting local resources. 6. SDG 4: Quality Education – Promotes the integration of local knowledge and practices into architectural education, fostering a deeper understanding of tropical contexts. 7.SDG 10: Reduced Inequalities – Addresses social equity in architectural practices, ensuring that the needs of diverse communities within archipelagos are met. By connecting to these goals, the course can promote sustainable architectural practices that enhance resilience, environmental stewardship, and quality of life in tropical island contexts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121404 | Struktur dan Konstruksi Bangunan 3 | Building Structure and Construction 3 | Building Structure and Construction 3 is an advanced course that focuses on the principles and practices of structural systems and construction methods in building design. Students delve into complex structural concepts, including the analysis of load-bearing systems, material behavior, and structural integrity. The course emphasizes practical applications, exploring advanced construction techniques, project management, and the integration of technology in construction processes. Through hands-on projects and case studies, students learn to design and evaluate structural solutions, considering factors such as safety, sustainability, and building codes. This course builds on previous knowledge, preparing students for real-world challenges in the architecture and engineering fields. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on developing resilient infrastructure and promoting sustainable industrialization through innovative building practices. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of designing structures that contribute to sustainable urban development and improve the quality of life in communities. 3. SDG 7: Affordable and Clean Energy – Integrates energy-efficient construction practices and renewable energy solutions into building design and structure. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in material selection and construction methods, promoting efficient use of resources and waste reduction. 5. SDG 13: Climate Action – Highlights the need for resilient building designs that can adapt to climate change and reduce greenhouse gas emissions. 6. SDG 3: Good Health and Well-Being – Considers how structural design and construction practices impact the health and safety of occupants, promoting well-designed, safe environments. By addressing these goals, the course can promote sustainable building practices that enhance resilience, efficiency, and overall quality of life in the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110903 | Struktur dan Konstruksi Bangunan 1 | Building Structure and Construction 1 | Building Structure and Construction 1 is an introductory course that covers the fundamental principles of structural systems and construction techniques in architecture. Students learn about the basic elements of buildings, including foundations, walls, roofs, and floors, and how they support loads and resist environmental forces. The course emphasizes material properties, construction methods, and the relationship between design and structural performance. Through lectures, drawings, and hands-on exercises, students develop a foundational understanding of how to analyze and create safe, functional structures. This course serves as a stepping stone for more advanced studies in building structures and construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on developing resilient and sustainable infrastructure through effective building design and construction practices. 2. SDG 11: Sustainable Cities and Communities – Emphasizes creating buildings that contribute to sustainable urban development and enhance the livability of communities. 3. SDG 7: Affordable and Clean Energy – Encourages the integration of energy-efficient design and renewable energy solutions in building structures. 4. SDG 12: Responsible Consumption and Production – Promotes sustainable material use and construction methods that minimize waste and reduce environmental impact. 5. SDG 13: Climate Action – Addresses the importance of designing structures that are resilient to climate change and promote sustainability. 6. SDG 3: Good Health and Well-Being – Considers the impact of building design on occupant health and safety, promoting the creation of safe and healthy environments. By connecting to these goals, the course can help foster sustainable practices in building design and construction that enhance resilience, efficiency, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110805 | Studio Perancangan Arsitektur 1 | Architectural Design Studio 1 | Architectural Design Studio 1 is a foundational course that immerses students in the process of architectural design. In this studio-based setting, students engage in hands-on projects that encourage creativity, critical thinking, and problem-solving skills. The course covers basic design principles, spatial organization, and the relationship between form and function. Students are guided through the development of their design concepts, from initial sketches to more refined models and presentations. Emphasis is placed on design process, visual communication, and the exploration of materials and techniques. This course lays the groundwork for more advanced architectural design studios and projects in future semesters. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments through thoughtful architectural design. 2. SDG 3: Good Health and Well-Being – Encourages designs that promote health and well-being, considering factors like natural light, ventilation, and access to green spaces. 3. SDG 4: Quality Education – Provides foundational knowledge and skills in architecture, promoting creativity and critical thinking in design. 4. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions and sustainable practices in architecture, contributing to resilient infrastructure development. 6. SDG 12: Responsible Consumption and Production – Emphasizes sustainable material use and design processes that minimize waste and environmental impact. 7. SDG 10: Reduced Inequalities – Encourages designs that are accessible and inclusive, addressing the needs of diverse communities. By integrating these goals, the course can promote sustainable architectural practices that enhance community resilience, quality of life, and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110702 | Teori & Sejarah Arsitektur 1 | Architectural Theory & History 1 | Architectural Theory & History 1 is a course that introduces students to the key concepts, movements, and figures in the history of architecture from ancient times to the modern era. The course covers significant architectural styles, cultural influences, and theoretical frameworks that have shaped the built environment. Students examine how historical contexts, social dynamics, and technological advancements impact architectural practices. Through lectures, readings, and discussions, students develop critical thinking skills to analyze and interpret architectural works. This foundational course prepares students for deeper explorations of architectural theory and history in subsequent studies. | 1. SDG 4: Quality Education – Provides foundational knowledge about architectural history and theory, promoting critical thinking and understanding of design principles. 2. SDG 11: Sustainable Cities and Communities – Explores historical and theoretical frameworks that inform sustainable urban development and community planning. 3. SDG 10: Reduced Inequalities – Analyzes how architecture has influenced social structures and equity, encouraging discussions about inclusivity in design. 4. SDG 12: Responsible Consumption and Production – Encourages awareness of historical practices and materials in architecture that can inform sustainable choices today. 5. SDG 9: Industry, Innovation, and Infrastructure – Investigates historical advancements in architectural techniques and materials, fostering innovation in current practices. 6. SDG 3: Good Health and Well-Being – Considers the impact of architectural design on human well-being throughout history, highlighting the importance of creating healthy environments. By addressing these goals, the course can promote a deeper understanding of architectural practices and their implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120802 | Fisika Bangunan Lanjutan | Advanced Building Physics | Advanced Building Physics is a course that explores the principles of building performance, focusing on energy efficiency, thermal comfort, and environmental sustainability. Students study the physical properties of materials, heat transfer, ventilation, and daylighting, examining how these factors influence building design and occupant well-being. The course emphasizes advanced modeling techniques and simulation tools to analyze and optimize building systems. Through case studies and practical projects, students develop skills in evaluating the performance of buildings and implementing strategies for sustainable design. This course equips students with the knowledge needed to create resilient and efficient built environments. | 1. SDG 7: Affordable and Clean Energy – Focuses on improving energy efficiency in buildings, promoting the use of renewable energy sources and reducing energy consumption. 2. SDG 11: Sustainable Cities and Communities – Enhances understanding of how building physics contributes to sustainable urban development, including climate-responsive design. 3. SDG 12: Responsible Consumption and Production – Encourages efficient resource use in building materials and construction practices, promoting sustainability in the built environment. 4. SDG 13: Climate Action – Examines the role of building physics in mitigating climate change impacts through sustainable design and construction practices. 5. SDG 3: Good Health and Well-Being – Addresses how building performance affects indoor environmental quality, promoting health and well-being for occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in building technologies and systems that improve the performance and sustainability of buildings. By integrating these goals, the course can contribute to the development of sustainable building practices that enhance energy efficiency, occupant health, and overall environmental performance. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120703 | Struktur dan Konstruksi Bangunan 2 | Building Structure and Construction 2 | Building Structure and Construction 2 is an intermediate course that builds on foundational knowledge of structural systems and construction techniques. Students explore more complex structural concepts, including lateral forces, load distribution, and advanced materials. The course emphasizes the integration of architectural design with structural integrity, focusing on real-world applications and challenges. Through lectures, case studies, and hands-on projects, students learn about construction management, detailing, and the latest technologies in building construction. This course prepares students to critically analyze and design structural solutions that meet safety, functionality, and sustainability standards in architectural projects. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the development of resilient infrastructure and innovative construction techniques that enhance building performance. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of sustainable building practices that contribute to the creation of inclusive and safe urban environments. 3. SDG 7: Affordable and Clean Energy – Encourages the integration of energy-efficient design and renewable energy solutions within building structures. 4. SDG 12: Responsible Consumption and Production – Promotes the use of sustainable materials and construction practices that minimize waste and reduce environmental impact. 5. SDG 13: Climate Action – Addresses the need for designing structures that are resilient to climate change and capable of reducing greenhouse gas emissions. 6. SDG 3: Good Health and Well-Being – Considers the impact of structural design and construction practices on occupant health and safety, promoting well-designed, safe environments. By addressing these goals, the course can help foster sustainable practices in building design and construction that enhance resilience, efficiency, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120605 | Studio Perancangan Arsitektur 2 | Architectural Design Studio 2 | Architectural Design Studio 2 is a continuation of the design studio sequence, focusing on more complex architectural problems and projects. In this course, students build on skills acquired in the first studio, emphasizing design innovation, contextual analysis, and user-centered design. Students are encouraged to explore advanced concepts such as spatial organization, materiality, and sustainability. The studio environment fosters collaboration, allowing for critiques and discussions that enhance design thinking. Through hands-on projects, students develop detailed design proposals and presentations, preparing them for further advanced studies in architectural design and practice. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments through thoughtful architectural design. 2. SDG 3: Good Health and Well-Being – Encourages designs that promote health and well-being, taking into account factors like natural light, ventilation, and access to green spaces. 3. SDG 4: Quality Education – Provides an educational platform for developing design skills and critical thinking in architecture, fostering creativity and innovation. 4. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovative design solutions that enhance building performance and contribute to sustainable infrastructure development. 5. SDG 10: Reduced Inequalities – Encourages inclusive design practices that address the needs of diverse communities, promoting accessibility and social equity. 6. SDG 12: Responsible Consumption and Production – Emphasizes sustainable material use and efficient design processes that minimize waste and environmental impact. By integrating these goals, the course can promote sustainable architectural practices that enhance community resilience, quality of life, and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120502 | Teori & Sejarah Arsitektur 2 | Architectural Theory & History 2 | Architectural Theory & History 2 is a course that delves into modern and contemporary architectural movements, examining key theories and influential architects from the 19th century to the present. Students explore the evolution of architectural thought, including movements such as Modernism, Postmodernism, and Deconstructivism, and their cultural, political, and technological contexts. The course encourages critical analysis of architectural texts and case studies, fostering a deeper understanding of how theory informs design practice. Through discussions, research projects, and presentations, students enhance their ability to engage with and critique the built environment, preparing them for more advanced explorations of architecture and theory. | 1. SDG 4: Quality Education – Provides deeper insights into architectural theories and historical contexts, fostering critical thinking and education in architecture. 2. SDG 11: Sustainable Cities and Communities – Explores the historical development of urban spaces and architectural practices that contribute to sustainable urban development. 3. SDG 10: Reduced Inequalities – Analyzes how architectural practices and theories have influenced social structures and equity, promoting discussions about inclusivity in design. 4. SDG 12: Responsible Consumption and Production – Encourages understanding historical materials and methods in architecture that inform sustainable practices today. 5. SDG 9: Industry, Innovation, and Infrastructure – Investigates advancements in architectural practices and technologies over time, encouraging innovation in contemporary design. 6. SDG 3: Good Health and Well-Being – Considers the impact of architectural design on well-being throughout history, emphasizing the importance of healthy living environments. By addressing these goals, the course can promote a comprehensive understanding of architecture’s role in society and its implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110502 | Mekanika Teknik | Engineering Mechanics | Engineering Mechanics is a foundational course that introduces students to the principles of mechanics, focusing on the behavior of physical bodies under various forces and moments. The course covers key topics such as statics, dynamics, and kinematics, emphasizing the analysis of forces acting on structures and mechanisms. Students learn to apply mathematical and physical concepts to solve engineering problems, using free-body diagrams, equilibrium equations, and motion analysis. Through problem-solving exercises and practical applications, students develop critical thinking and analytical skills essential for understanding more advanced topics in engineering and architecture. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the principles of mechanics that are essential for designing and analyzing infrastructure and industrial systems, fostering innovation in engineering practices. 2. SDG 11: Sustainable Cities and Communities – Addresses the mechanics of structures and systems that contribute to sustainable urban environments, emphasizing resilience in design. 3. SDG 7: Affordable and Clean Energy – Explores mechanical systems related to energy efficiency and the design of renewable energy technologies, promoting clean energy solutions. 4. SDG 12: Responsible Consumption and Production – Encourages the application of mechanics in developing sustainable materials and processes that minimize waste and environmental impact. 5. SDG 3: Good Health and Well-Being – Examines the design of mechanical systems in healthcare settings, focusing on safety and efficiency in medical devices and infrastructure. 6. SDG 13: Climate Action – Analyzes the role of engineering mechanics in creating solutions that mitigate climate change impacts through sustainable design practices. By connecting to these goals, the course can help students understand the importance of mechanics in developing sustainable engineering solutions that improve infrastructure, health, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110303 | Gambar Teknik dan Komunikasi Grafis | Engineering Drawing and Graphic Communication | Engineering Drawing and Graphic Communication is a course that focuses on the essential skills and techniques needed to create and interpret technical drawings and visual representations in engineering and architecture. Students learn the principles of orthographic projection, isometric drawing, and dimensioning, as well as the use of software tools for 2D and 3D modeling. The course emphasizes clear communication of design ideas through drawings, diagrams, and visual presentations. Through hands-on projects and exercises, students develop the ability to produce accurate, professional-quality engineering drawings that convey complex information effectively. This course is crucial for preparing students for real-world design and engineering challenges. | 1. SDG 4: Quality Education – Promotes technical skills in communication and visualization, essential for effective education in engineering and design fields. 2. SDG 9: Industry, Innovation, and Infrastructure – Enhances the ability to create precise drawings and designs that are crucial for developing innovative and sustainable infrastructure. 3. SDG 11: Sustainable Cities and Communities – Supports the planning and design of urban environments through clear graphic communication, contributing to sustainable urban development. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the representation of materials and processes, promoting efficient resource use in engineering designs. 5. SDG 3: Good Health and Well-Being – Focuses on the design of health-related infrastructures and systems, ensuring clarity and accuracy in communication for safety and effectiveness. 6. SDG 10: Reduced Inequalities – Promotes inclusivity in design through clear communication, ensuring that diverse needs are considered in engineering solutions. By integrating these goals, the course can enhance skills in communication and visualization that are critical for sustainable design and innovation in engineering. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110402 | Bahan Bangunan | Building material | Building Materials is a course that explores the properties, applications, and performance of various materials used in construction. Students examine traditional and modern materials, including wood, concrete, steel, masonry, and composites, focusing on their physical, mechanical, and thermal characteristics. The course emphasizes material selection based on factors such as durability, sustainability, and cost-effectiveness. Through lectures, lab work, and case studies, students learn about the behavior of materials under different conditions and their impact on building performance. This foundational knowledge is essential for informed decision-making in architectural design and construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the development and application of innovative building materials that enhance infrastructure resilience and performance. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of selecting sustainable materials to create inclusive, safe, and environmentally friendly urban environments. 3. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable, renewable, and recycled materials, promoting efficient resource management and waste reduction. 4. SDG 13: Climate Action – Addresses the role of building materials in reducing greenhouse gas emissions and promoting energy-efficient construction practices. 5. SDG 3: Good Health and Well-Being – Considers the impact of materials on indoor air quality and occupant health, promoting the use of non-toxic and sustainable materials in construction. 6. SDG 7: Affordable and Clean Energy – Explores how certain materials can enhance energy efficiency in buildings, contributing to clean energy solutions. By connecting to these goals, the course can promote sustainable practices in the selection and use of building materials, enhancing both environmental performance and social responsibility in construction. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110203 | Nirmana (Komposisi Arsitektur) | Nirmana (Architectural Composition) | Nirmana (Architectural Composition) is a course that focuses on the principles and elements of architectural design and spatial composition. The term “Nirmana,” derived from Sanskrit, emphasizes the idea of creating and shaping spaces. In this course, students explore the relationships between form, space, light, and materials, learning how these elements interact to create cohesive architectural experiences. Through a combination of theoretical study and hands-on design projects, students develop their ability to conceptualize and articulate design ideas effectively. The course encourages creativity and critical thinking, preparing students for more advanced design challenges in architecture. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating harmonious and functional architectural designs that contribute to the livability and sustainability of urban environments. 2. SDG 4: Quality Education – Promotes understanding of architectural principles and design skills, fostering education in composition and aesthetics in architecture. 3. SDG 10: Reduced Inequalities – Encourages inclusive design practices that consider diverse community needs and promote accessibility in architectural composition. 4. SDG 3: Good Health and Well-Being – Examines how architectural composition affects well-being, including factors like natural light, space organization, and environmental harmony. 5. SDG 12: Responsible Consumption and Production – Explores sustainable materials and practices in architectural composition, promoting responsible design and construction methods. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions that enhance the functionality and sustainability of built environments. By addressing these goals, the course can promote a comprehensive understanding of architectural design principles and their implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110102 | Pengantar Arsitektur | Introduction to Architecture | Introduction to Architecture is a foundational course that provides students with an overview of the field of architecture, its history, theory, and practice. The course covers key concepts, terminology, and the roles of architects in society, exploring various architectural styles and movements from ancient to contemporary times. Students engage in discussions about design principles, spatial organization, and the relationship between architecture and the environment. Through hands-on activities, site visits, and projects, students begin to develop their design thinking and critical analysis skills. This course serves as a gateway to more specialized architectural studies and encourages an appreciation for the built environment. | 1. SDG 4: Quality Education – Provides foundational knowledge about architectural principles, history, and design, fostering critical thinking and creativity in students. 2. SDG 11: Sustainable Cities and Communities – Introduces concepts of urban planning and sustainable design, emphasizing the importance of creating inclusive, safe, and resilient urban environments. 3. SDG 3: Good Health and Well-Being – Explores how architectural design affects physical and mental health, promoting environments that enhance well-being. 4. SDG 10: Reduced Inequalities – Encourages discussions about social equity in architecture, addressing the needs of diverse communities and promoting inclusive design. 5. SDG 12: Responsible Consumption and Production – Highlights the importance of sustainable materials and practices in architecture, promoting environmentally responsible design choices. 6. SDG 9: Industry, Innovation, and Infrastructure – Introduces the role of architecture in developing innovative infrastructure solutions that support sustainable development. By connecting to these goals, the course can foster a holistic understanding of architecture’s role in society and its potential to contribute to sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05111002 | Mekanika Bangunan | Building Mechanics | Building Mechanics is a course that focuses on the fundamental principles of mechanics as they apply to building structures. Students learn about the behavior of materials and structural systems under various loads, including axial, shear, and bending forces. The course covers key topics such as equilibrium, internal forces, and material strength, emphasizing the importance of these concepts in architectural design and construction. Through problem-solving exercises, case studies, and practical applications, students develop skills in analyzing structural performance and ensuring safety and stability in building projects. This foundational knowledge is crucial for understanding more advanced topics in structural engineering and architecture. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on understanding the mechanics of structures, which is essential for developing resilient and innovative infrastructure. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of designing buildings that contribute to sustainable urban environments and enhance community resilience. 3. SDG 3: Good Health and Well-Being – Addresses how structural design impacts the safety and health of building occupants, promoting the creation of safe environments. 4. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable materials and practices in building design and construction to minimize environmental impact. 5. SDG 13: Climate Action – Examines the role of building mechanics in creating structures that can withstand climate change impacts and reduce greenhouse gas emissions. 6. SDG 7: Affordable and Clean Energy – Focuses on the integration of energy-efficient design principles that enhance building performance and sustainability. By connecting to these goals, the course can help students understand the fundamental principles of mechanics and their application in creating sustainable, safe, and resilient built environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05111102 | Fisika Bangunan | Building Physics | Building Physics is a course that explores the physical principles governing the performance of buildings and their impact on occupant comfort and energy efficiency. Students learn about topics such as thermal insulation, heat transfer, acoustics, ventilation, and indoor air quality. The course emphasizes the integration of these principles into the design process to create sustainable and comfortable environments. Through simulations, case studies, and practical projects, students gain skills in evaluating and optimizing building performance. This foundational knowledge prepares students to address the challenges of designing buildings that are both energy-efficient and conducive to occupant well-being. | 1. SDG 7: Affordable and Clean Energy – Focuses on improving energy efficiency in buildings and promoting the use of renewable energy sources. 2. SDG 11: Sustainable Cities and Communities – Addresses the importance of building design that contributes to sustainable urban environments and community resilience. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the selection of building materials and design strategies that minimize waste and environmental impact. 4. SDG 13: Climate Action – Examines how building physics can mitigate climate change effects through energy-efficient designs and sustainable construction practices. 5. SDG 3: Good Health and Well-Being – Considers the impact of building environments on occupant health, including air quality, thermal comfort, and acoustics. 6. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovative building technologies and systems that enhance performance and sustainability. By integrating these goals, the course can contribute to the development of sustainable building practices that improve energy efficiency, occupant health, and overall environmental performance. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120103 | Dasar-Dasar AMDAL | AMDAL Basics | University AMDAL Basics refers to the integration of Environmental Impact Assessment (EIA) principles into academic programs, particularly in fields like environmental science, engineering, and planning. | :1. **SDG 13: Climate Action** – Evaluating and mitigating the environmental impacts of projects on climate change. 2. **SDG 15: Life on Land** – Assessing impacts on terrestrial ecosystems, biodiversity, and land use. 3. **SDG 6: Clean Water and Sanitation** – Ensuring projects protect water resources and maintain water quality. 4. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable urban planning and development practices. 5. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in project development and resource management. 6. **SDG 3: Good Health and Well-being** – Considering the health impacts of environmental changes and promoting public health. 7. **SDG 10: Reduced Inequalities** – Addressing social impacts and ensuring equitable access to resources for affected communities. These goals reflect the comprehensive nature of environmental assessments in promoting sustainability and protecting ecosystems and communities. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | A university final project, often referred to as a thesis or dissertation, is a comprehensive research endeavor that students undertake as a culmination of their academic program. | 1. **SDG 4: Quality Education** – Research that enhances educational methods, access, or curriculum development. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Projects that focus on technological advancements, infrastructure development, or innovative solutions. 3. **SDG 11: Sustainable Cities and Communities** – Studies related to urban planning, sustainable development, or community resilience. 4. **SDG 13: Climate Action** – Research that analyzes climate change impacts, mitigation strategies, or sustainable practices. 5. **SDG 3: Good Health and Well-being** – Theses that explore public health issues, healthcare systems, or mental health. 6. **SDG 12: Responsible Consumption and Production** – Projects that investigate sustainable production methods or waste management practices. 7. **SDG 10: Reduced Inequalities** – Research that addresses social justice, equity, or access to resources. Ultimately, the specific SDGs addressed will depend on the individual student’s research focus and objectives. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110503 | Ekologi Perairan | Aquatic Ecology | University Aquatic Ecology is a field of study focused on the relationships between organisms and their aquatic environments, including freshwater and marine ecosystems. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of oceans, seas, and marine resources. 2. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic ecosystems with terrestrial environments and biodiversity. 3. **SDG 6: Clean Water and Sanitation** – Addressing the importance of water quality and management in aquatic habitats. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in resource use and pollution prevention. 5. **SDG 13: Climate Action** – Investigating the impacts of climate change on aquatic ecosystems and promoting adaptation strategies. 6. **SDG 3: Good Health and Well-being** – Understanding the role of healthy aquatic ecosystems in supporting human health and livelihoods. Courses may also touch on aspects of **SDG 4 (Quality Education)** by fostering awareness and education about aquatic environments and their importance. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110103 | Iktiologi | Ichthyology | University Ichthyology is the study of fish, focusing on their biology, behavior, ecology, and evolution. | 1. **SDG 14: Life Below Water** – Focused on the study and conservation of fish species and their ecosystems, emphasizing sustainable management of marine and freshwater resources. 2. **SDG 6: Clean Water and Sanitation** – Addressing the importance of water quality and habitat health for fish populations, and how these can serve as indicators of ecosystem health. 3. **SDG 3: Good Health and Well-being** – Exploring the nutritional and economic significance of fish in human diets and health, especially in communities that rely on fish as a primary food source. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices, aquaculture, and resource management to prevent overfishing and ensure long-term viability. 5. **SDG 13: Climate Action** – Investigating the impacts of climate change on fish populations, habitats, and ecosystems, and developing strategies for adaptation. 6. **SDG 1: No Poverty** – Considering the economic role of fisheries in providing livelihoods for communities, particularly in coastal and rural areas. These goals highlight the ecological, economic, and social importance of fish and the need for sustainable management practices in ichthyology. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130903 | Produktivitas Perairan | Aquatic Productivity | University Aquatic Productivity is the study of the rate at which aquatic ecosystems produce organic matter through processes like photosynthesis and primary production. | 1. **SDG 14: Life Below Water** – Focused on understanding the productivity of marine and freshwater ecosystems, including primary production and food webs. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the relationship between water quality and aquatic productivity, and how healthy ecosystems contribute to clean water. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in resource use, particularly concerning fisheries and aquaculture based on productivity levels. 4. **SDG 3: Good Health and Well-being** – Investigating how aquatic productivity affects food security and nutrition, particularly in communities that rely on aquatic resources. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic productivity and how changes in ecosystem productivity can influence carbon cycling. 6. **SDG 15: Life on Land** – Considering the interconnectedness of aquatic and terrestrial ecosystems, particularly how productivity in aquatic environments supports biodiversity and ecosystem health. These goals highlight the importance of understanding aquatic productivity for ecosystem management and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131003 | Perubahan Iklim Global | Global Climate Change | University Global Climate Change is an interdisciplinary field that examines the causes, effects, and solutions related to climate change on a global scale. | 1. **SDG 13: Climate Action** – Directly focused on understanding climate change, its impacts, and strategies for mitigation and adaptation. 2. **SDG 7: Affordable and Clean Energy** – Exploring the role of energy production and consumption in climate change, including renewable energy solutions. 3. **SDG 11: Sustainable Cities and Communities** – Discussing the implications of climate change for urban planning, infrastructure, and community resilience. 4. **SDG 15: Life on Land** – Examining the effects of climate change on terrestrial ecosystems, biodiversity, and land use practices. 5. **SDG 14: Life Below Water** – Addressing the impacts of climate change on marine ecosystems, including ocean acidification and rising sea levels. 6. **SDG 3: Good Health and Well-being** – Investigating the health impacts of climate change, including respiratory issues, heat-related illnesses, and food security. 7. **SDG 1: No Poverty** – Considering how climate change disproportionately affects vulnerable populations and the need for equitable adaptation strategies. These goals highlight the multifaceted nature of climate change and its broad implications for sustainability and global well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131103 | Pengolahan Data Kualitas Perairan | Water Quality Data Processing | University Water Quality Data Processing focuses on the methods and technologies used to collect, analyze, and interpret data related to water quality. | 1. **SDG 6: Clean Water and Sanitation** – Directly focused on ensuring availability and sustainable management of water resources and improving water quality through data analysis. 2. **SDG 3: Good Health and Well-being** – Exploring the relationship between water quality and public health, including the impacts of contaminated water on communities. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in water use and management, informed by data on water quality and usage. 4. **SDG 13: Climate Action** – Analyzing how climate change impacts water quality, including effects on hydrology and contamination risks. 5. **SDG 15: Life on Land** – Considering the effects of land use and practices on water quality in freshwater ecosystems, and the importance of protecting these resources. 6. **SDG 11: Sustainable Cities and Communities** – Discussing urban water management and the implications of water quality data for sustainable development in urban areas. These goals highlight the critical importance of water quality monitoring and data analysis in promoting sustainable water management and public health. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131203 | Inderaja dan SIG Sumber Daya Perairan | Water Resources Senses and GIS | University Water Resources Sensors and GIS (Geographic Information Systems) focuses on the use of technology to monitor, manage, and analyze water resources. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources through effective monitoring and data collection. 2. **SDG 11: Sustainable Cities and Communities** – Emphasizing the role of GIS in urban planning and water resource management to create resilient and sustainable communities. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in water use and management, informed by spatial data and monitoring technologies. 4. **SDG 13: Climate Action** – Exploring how GIS can be used to assess the impacts of climate change on water resources and inform adaptation strategies. 5. **SDG 15: Life on Land** – Considering the interconnections between land use, water resources, and ecosystem health, using GIS to analyze and manage these relationships. 6. **SDG 3: Good Health and Well-being** – Investigating the implications of water resource management on public health, particularly regarding access to clean water. These goals highlight the importance of technology and data in managing water resources sustainably and addressing environmental challenges. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131303 | Pengelolaan Pesisir dan Laut Terpadu | Integrated Coastal and Marine Management | University Integrated Coastal and Marine Management (ICMM) focuses on the sustainable management of coastal and marine ecosystems, balancing environmental, economic, and social needs. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine resources, protecting marine ecosystems, and ensuring biodiversity. 2. **SDG 11: Sustainable Cities and Communities** – Emphasizing the need for sustainable coastal development and management practices to support resilient coastal communities. 3. **SDG 6: Clean Water and Sanitation** – Addressing water quality issues and the management of freshwater resources in coastal areas to ensure access to clean water. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in fisheries, aquaculture, and coastal resource management to reduce overfishing and environmental degradation. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on coastal and marine environments, and developing adaptation and mitigation strategies. 6. **SDG 15: Life on Land** – Considering the interactions between coastal and terrestrial ecosystems, particularly in terms of land use and habitat conservation. 7. **SDG 1: No Poverty** – Recognizing the economic importance of coastal resources for livelihoods and food security in local communities. These goals highlight the interdisciplinary nature of coastal and marine management and the need for integrated approaches to address complex environmental and socio-economic challenges. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131403 | Pengelolaan Sumber Daya Perairan Wallacea Berbasis Masyarakat | Community-Based Management of Wallacea Water Resources | University Community-Based Management of Wallacea Water Resources focuses on sustainable management practices tailored to the unique ecosystems and communities in the Wallacea region, which includes parts of Indonesia, the Philippines, and surrounding areas. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, emphasizing community involvement in water quality and access. 2. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of sustainable management practices in urban and rural water systems to enhance community resilience. 3. **SDG 1: No Poverty** – Addressing the role of water resource management in supporting livelihoods and economic development for local communities. 4. **SDG 13: Climate Action** – Examining how climate change impacts water resources and the need for community-led adaptation strategies. 5. **SDG 15: Life on Land** – Considering the interconnectedness of land and water management practices, promoting sustainable land use that supports healthy water systems. 6. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in water use and management, informed by community knowledge and participation. 7. **SDG 3: Good Health and Well-being** – Investigating the relationship between water quality, availability, and public health, particularly in communities dependent on local water sources. These goals highlight the importance of community engagement in managing water resources sustainably and the interconnected nature of water, health, and livelihoods. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02140102 | Seminar Akhir | Final Seminar | A university Final Seminar is a culminating event where students present their research findings, projects, or thesis work to faculty, peers, and sometimes external stakeholders. | 1. **SDG 4: Quality Education** – Emphasizing the importance of education and lifelong learning through the presentation and discussion of research findings. 2. **SDG 17: Partnerships for the Goals** – Highlighting collaboration among students, faculty, and possibly external stakeholders, promoting partnerships in research and knowledge sharing. 3. **SDG 13: Climate Action** – If the seminar includes topics related to environmental science, sustainability, or climate change, it contributes to awareness and action on these issues. 4. **SDG 12: Responsible Consumption and Production** – Discussing sustainable practices in various fields, including resource management, production, and consumption. 5. **SDG 3: Good Health and Well-being** – If the seminar covers health-related research, it can contribute to understanding and promoting health and well-being. 6. **SDG 1: No Poverty** – If the research addresses economic development or social issues, it may focus on strategies to alleviate poverty. The specific SDGs addressed would depend on the themes of the projects and presentations discussed during the seminar. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130203 | Konservasi Sumber Daya Hayati Perairan | Conservation of Aquatic Biological Resources | University Conservation of Aquatic Biological Resources focuses on the preservation and sustainable management of aquatic ecosystems and their biodiversity. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable management of marine and freshwater ecosystems, ensuring the protection of biodiversity. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of healthy aquatic environments for maintaining water quality and availability. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources to prevent overexploitation. 4. **SDG 3: Good Health and Well-being** – Highlighting the role of aquatic resources in food security and nutrition, particularly for communities reliant on fish and other aquatic organisms. 5. **SDG 1: No Poverty** – Recognizing the economic importance of aquatic resources for livelihoods in coastal and rural communities, promoting sustainable practices that support community well-being. 6. **SDG 15: Life on Land** – Considering the interactions between aquatic and terrestrial ecosystems, and the importance of protecting both to maintain overall biodiversity. 7. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and developing strategies for resilience and adaptation. These goals emphasize the importance of conserving aquatic biological resources for ecological health, food security, and sustainable livelihoods. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130303 | Biologi Reproduksi | Reproductive Biology | University Reproductive Biology focuses on the biological processes involved in reproduction across various organisms, including humans, animals, and plants. | 1. **SDG 3: Good Health and Well-being** – Focused on reproductive health, family planning, and understanding reproductive processes, which are crucial for promoting health and well-being. 2. **SDG 4: Quality Education** – Emphasizing the importance of education on reproductive health, biology, and the implications for personal and public health. 3. **SDG 12: Responsible Consumption and Production** – Addressing the sustainability of reproductive practices in agriculture (e.g., livestock breeding) and their environmental impacts. 4. **SDG 15: Life on Land** – If the course includes aspects of wildlife reproductive biology, it contributes to conservation efforts and understanding biodiversity. 5. **SDG 1: No Poverty** – Exploring the links between reproductive health, economic development, and poverty alleviation, particularly in relation to family planning and women’s health. 6. **SDG 10: Reduced Inequality** – Considering the disparities in access to reproductive health services and education, and addressing these inequalities. These goals highlight the significance of reproductive biology in health, education, sustainability, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130403 | Pemetaan Sumber Daya Perairan | Aquatic Resources Mapping | Aquatic Resources Mapping is a university course that focuses on the assessment, management, and conservation of aquatic ecosystems through mapping and spatial analysis techniques. The course equips students with the skills to utilize geographic information systems (GIS), remote sensing, and other mapping technologies to study and manage aquatic resources effectively. | 1. **SDG 6: Clean Water and Sanitation** – Focused on mapping and managing water resources to ensure availability and sustainable use, contributing to clean and safe water. 2. **SDG 14: Life Below Water** – Emphasizing the conservation and sustainable management of aquatic ecosystems through spatial analysis and mapping of marine and freshwater resources. 3. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of effective resource management in urban planning and development, particularly in coastal and riverine areas. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources, informed by data-driven mapping techniques. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and using mapping to identify vulnerable areas and inform adaptation strategies. 6. **SDG 1: No Poverty** – Recognizing the role of aquatic resources in supporting livelihoods, particularly for communities that depend on fisheries and freshwater resources. These goals emphasize the importance of mapping in managing aquatic resources sustainably, promoting ecological health, and supporting community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130503 | Genetika Populasi | Population Genetics | Population Genetics is a university course that explores the genetic composition of populations and how genetic variation evolves over time. It integrates principles from genetics, ecology, and evolutionary biology to understand the mechanisms that drive changes in allele frequencies within populations and the implications for evolution and biodiversity. | 1. **SDG 15: Life on Land** – Focused on understanding genetic diversity within populations, which is essential for conservation efforts and maintaining biodiversity in terrestrial ecosystems. 2. **SDG 14: Life Below Water** – If the course includes aquatic species, it contributes to the conservation and sustainable management of marine biodiversity. 3. **SDG 3: Good Health and Well-being** – Exploring the genetic basis of health, disease susceptibility, and the implications for public health, particularly in understanding genetic disorders. 4. **SDG 4: Quality Education** – Emphasizing the importance of education in genetics and its applications in various fields, including conservation biology, agriculture, and medicine. 5. **SDG 12: Responsible Consumption and Production** – Addressing the genetic management of agricultural species to promote sustainable practices in food production. 6. **SDG 10: Reduced Inequality** – Considering how genetic research can inform healthcare policies and practices, particularly in underserved populations. These goals highlight the relevance of population genetics in conservation, health, and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130603 | Ekologi Ikan | Fish Ecology | Fish Ecology is a university course that examines the interactions between fish species and their environments, focusing on their behavior, population dynamics, habitat use, and the ecological roles they play in aquatic ecosystems. The course integrates principles of ecology, biology, and environmental science to provide a comprehensive understanding of fish species and their | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, understanding fish populations and their ecological roles. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality and habitat health for fish species and their ecosystems. 3. **SDG 3: Good Health and Well-being** – Investigating the role of fish in nutrition and food security, particularly for communities that rely on fish as a primary protein source. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices and management strategies to prevent overfishing and ensure healthy fish populations. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on fish ecology, including shifts in habitats and species distributions. 6. **SDG 1: No Poverty** – Recognizing the economic importance of fisheries for livelihoods, especially in coastal and rural communities that depend on fish for income. These goals highlight the significance of understanding fish ecology for promoting sustainability, conservation, and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130703 | Biologi Molluska Kawasan Wallacea | Mollusk Biology of the Wallacea Region | Mollusk Biology of the Wallacea Region is a specialized university course that focuses on the study of mollusks (soft-bodied invertebrates such as snails, clams, and cephalopods) found in the Wallacea region, a biodiversity hotspot located between Asia and Australia. The course emphasizes the unique evolutionary adaptations, ecological roles, and conservation challenges faced by mollusk species in this region. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, particularly in the unique and diverse ecosystems of the Wallacea Region. 2. **SDG 15: Life on Land** – Exploring the interactions between mollusks and their terrestrial habitats, as well as biodiversity conservation. 3. **SDG 3: Good Health and Well-being** – Investigating the ecological roles of mollusks and their contributions to local diets, nutrition, and community health. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and management of mollusk resources, including aquaculture. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on mollusk populations and their habitats, and the implications for ecosystem health. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of mollusks in ecosystem services that support local communities, particularly in coastal areas. These goals highlight the ecological and economic significance of mollusks and the importance of their conservation in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130803 | Histologi Biota Perairan | Histology of Aquatic Biota | Histology of Aquatic Biota is a university course that focuses on the microscopic structure and organization of tissues in aquatic organisms, including fish, mollusks, crustaceans, and other marine and freshwater species. The course emphasizes the relationship between histological features and the physiological functions of these organisms in their aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on understanding the microscopic structures and functions of aquatic organisms, which is essential for the conservation and sustainable management of marine and freshwater ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the health of aquatic organisms as indicators of water quality and ecosystem health, contributing to the assessment of environmental conditions. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic biota on human health, including the study of toxins, diseases, and the nutritional value of aquatic organisms. 4. **SDG 12: Responsible Consumption and Production** – Addressing the implications of histological studies for sustainable harvesting and management practices in fisheries and aquaculture. 5. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic and terrestrial ecosystems, especially how changes in aquatic biota can impact broader ecological health. These goals highlight the importance of histological research in understanding aquatic ecosystems and their contributions to sustainability and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121103 | Pengelolaan Sumber Daya Perikanan | Fisheries Resource Management | Fisheries Resource Management is a university course that focuses on the sustainable management of fishery resources to ensure their viability for future generations while balancing ecological, economic, and social considerations. The course combines principles of ecology, biology, economics, and policy to equip students with the tools necessary for effective fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine and freshwater ecosystems, ensuring healthy fish populations and biodiversity. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices, management strategies, and the reduction of overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Highlighting the importance of fish as a vital source of nutrition and its role in food security for many communities. 4. **SDG 1: No Poverty** – Recognizing the economic significance of fisheries for livelihoods, especially in coastal and rural areas that rely on fishing for income. 5. **SDG 13: Climate Action** – Exploring the impacts of climate change on fisheries and developing adaptive management strategies to mitigate these effects. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of fisheries in urban food systems and community resilience, particularly in coastal regions. These goals underscore the need for integrated and sustainable approaches to fisheries management to support ecological health, economic stability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121203 | Dinamika Populasi dan Pendugaan Stok | Population Dynamics and Stock Estimation | Population Dynamics and Stock Estimation is a university course that focuses on the study of fish and wildlife populations, their growth, reproduction, and survival, as well as the methods used to estimate population sizes and assess the health of stocks. This course is essential for understanding how populations respond to environmental changes, human activities, and management practices. | 1. **SDG 14: Life Below Water** – Focused on understanding fish population dynamics and stock assessments to ensure the sustainable management of marine and freshwater resources. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices by using data-driven approaches to prevent overfishing and ensure responsible resource use. 3. **SDG 3: Good Health and Well-being** – Highlighting the importance of fish as a nutritional resource and its contribution to food security in communities reliant on fishing. 4. **SDG 1: No Poverty** – Addressing the economic importance of fisheries for livelihoods, particularly in coastal and rural areas, and promoting sustainable practices that support community well-being. 5. **SDG 13: Climate Action** – Examining how climate change affects fish populations and their dynamics, which is critical for developing effective management strategies. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of healthy fish stocks in supporting urban food systems and community resilience. These goals emphasize the importance of scientific research and data analysis in managing fish populations sustainably and ensuring ecological and economic stability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121303 | Rehabilitasi dan Pengembangan Sumber Daya Perairan | Rehabilitation and Development of Aquatic Resources | Rehabilitation and Development of Aquatic Resources is a university course that focuses on strategies for restoring and sustainably managing aquatic ecosystems, including freshwater and marine environments. The course emphasizes the importance of rehabilitation efforts in enhancing biodiversity, improving water quality, and supporting livelihoods dependent on aquatic resources. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable management of marine and freshwater ecosystems, promoting the rehabilitation of degraded habitats. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of healthy aquatic ecosystems for maintaining water quality and availability. 3. **SDG 15: Life on Land** – Considering the interconnections between aquatic and terrestrial ecosystems, particularly in habitat restoration efforts. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources to prevent overexploitation. 5. **SDG 3: Good Health and Well-being** – Highlighting the role of healthy aquatic resources in supporting food security and nutrition for communities dependent on these resources. 6. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and developing strategies for resilience and adaptation. 7. **SDG 1: No Poverty** – Recognizing the economic significance of aquatic resources for livelihoods, particularly in rural and coastal communities, and promoting sustainable development to enhance community well-being. These goals underscore the importance of rehabilitation and sustainable management of aquatic resources for ecological health and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121402 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | Research Methods and Scientific Writing is a university course designed to equip students with essential skills for conducting research and effectively communicating their findings in a scientific context. The course covers the entire research process, from formulating research questions to presenting results in written form. | 1. **SDG 4: Quality Education** – Emphasizing the importance of research skills and effective communication in academic and professional settings. 2. **SDG 3: Good Health and Well-being** – If the research methods focus on health-related studies, it contributes to improving health outcomes and knowledge dissemination. 3. **SDG 12: Responsible Consumption and Production** – Promoting research on sustainable practices and the importance of scientific communication in informing responsible practices. 4. **SDG 17: Partnerships for the Goals** – Encouraging collaboration and networking among researchers, institutions, and communities to address complex problems. 5. **SDG 10: Reduced Inequality** – Fostering equitable access to research resources and opportunities, and highlighting the importance of inclusive research practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting transparent research practices and the dissemination of knowledge to inform policy and governance. These goals highlight the significance of research methods and scientific writing in advancing knowledge, promoting sustainability, and contributing to social and health improvements. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121503 | Ekotoksikologi Perairan | Aquatic Ecotoxicology | Aquatic Ecotoxicology is a university course that studies the effects of toxic substances on aquatic organisms and ecosystems. It combines principles from ecology, toxicology, and environmental science to assess the impacts of pollutants on aquatic life, including fish, invertebrates, and plants. | 1. **SDG 6: Clean Water and Sanitation** – Focused on assessing and ensuring the quality of water resources, emphasizing the prevention of pollution and its impacts on aquatic ecosystems. 2. **SDG 14: Life Below Water** – Directly related to the study of pollutants and their effects on marine and freshwater organisms, promoting the conservation of aquatic biodiversity. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic pollutants on human health, especially through the consumption of contaminated water and aquatic organisms. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in industries and agriculture to reduce harmful discharges into water bodies. 5. **SDG 13: Climate Action** – Examining how climate change can interact with pollutants and affect the resilience of aquatic ecosystems. 6. **SDG 15: Life on Land** – Considering the interconnectedness of terrestrial and aquatic ecosystems, particularly regarding runoff and habitat degradation. These goals emphasize the importance of understanding and mitigating the impacts of pollutants on aquatic environments to promote ecosystem health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121602 | Hukum dan Perundangan-undangan | Law and Legislation | Law and Legislation is a university course that introduces students to the fundamental principles of law, the legislative process, and the role of law in society. The course covers various aspects of legal systems, sources of law, and the interpretation and application of legislation. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focused on promoting the rule of law, access to justice, and accountable institutions, essential for a functioning legal framework. 2. **SDG 4: Quality Education** – Emphasizing the importance of legal education and literacy in understanding rights and responsibilities within a legal system. 3. **SDG 10: Reduced Inequality** – Addressing how laws and legislation can promote equality and protect the rights of marginalized groups. 4. **SDG 5: Gender Equality** – Examining laws related to gender equality, women’s rights, and efforts to eliminate discrimination and violence against women. 5. **SDG 3: Good Health and Well-being** – Considering health-related laws, including those governing access to healthcare, public health policies, and regulations affecting health outcomes. 6. **SDG 12: Responsible Consumption and Production** – Addressing regulations related to environmental protection, sustainable practices, and corporate responsibility. These goals underscore the significance of law and legislation in promoting justice, equality, and sustainable development within society. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130103 | Pengelolaan Sumber Daya Perairan Darat | Management of Inland Water Resources | Management of Inland Water Resources is a university course that focuses on the sustainable management and conservation of inland water bodies, such as rivers, lakes, and wetlands. The course emphasizes the importance of these resources for biodiversity, water supply, recreation, and ecosystem services. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, emphasizing water quality, accessibility, and sanitation. 2. **SDG 14: Life Below Water** – Addressing the conservation and sustainable use of freshwater ecosystems, including lakes, rivers, and wetlands. 3. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of integrated water resource management in urban planning and development, particularly for water supply and flood management. 4. **SDG 1: No Poverty** – Recognizing the role of inland water resources in supporting livelihoods, particularly in rural and agricultural communities. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on water availability and quality, and developing strategies for resilience in water management. 6. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in water use and management to prevent overexploitation and pollution. These goals highlight the importance of effective management of inland water resources for ecological health, community well-being, and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120402 | Biogeografi Kawasan Wallacea | Biogeography of the Wallacea Region | University Biogeography of the Wallacea Region focuses on the study of the distribution of species and ecosystems in this unique area, which lies between Asia and Australia. | 1. **SDG 15: Life on Land** – Focused on the conservation and sustainable use of terrestrial ecosystems, exploring biodiversity patterns and the impacts of habitat loss. 2. **SDG 14: Life Below Water** – If the course includes coastal and marine biogeography, it emphasizes the importance of conserving marine biodiversity and ecosystems. 3. **SDG 13: Climate Action** – Examining the effects of climate change on species distribution, habitats, and ecosystem dynamics in the region. 4. **SDG 6: Clean Water and Sanitation** – Considering how land use and biogeographic patterns influence water quality and availability in freshwater systems. 5. **SDG 12: Responsible Consumption and Production** – Addressing sustainable land and resource management practices to protect biodiversity and ecosystems. 6. **SDG 3: Good Health and Well-being** – Highlighting the connections between biodiversity, ecosystem services, and human health, particularly in communities reliant on natural resources. These goals underscore the significance of understanding biogeography for conservation efforts, sustainable management, and addressing environmental challenges in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120503 | Ekologi Perairan Tropis | Tropical Aquatic Ecology | University Tropical Aquatic Ecology focuses on the study of aquatic ecosystems in tropical regions, including freshwater and marine environments. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, emphasizing biodiversity in tropical aquatic environments. 2. **SDG 15: Life on Land** – Exploring the interactions between aquatic and terrestrial ecosystems, particularly in tropical regions where these systems are closely linked. 3. **SDG 6: Clean Water and Sanitation** – Addressing the importance of maintaining water quality and healthy aquatic ecosystems for human and environmental health. 4. **SDG 3: Good Health and Well-being** – Investigating the role of tropical aquatic resources in nutrition and food security, particularly for communities that depend on these ecosystems. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the use of aquatic resources to prevent overexploitation and ensure ecological balance. 6. **SDG 13: Climate Action** – Examining the impacts of climate change on tropical aquatic ecosystems and developing strategies for resilience and adaptation. These goals highlight the significance of tropical aquatic ecology in understanding and managing biodiversity, promoting sustainability, and supporting community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120603 | Pengolahan Data Perikanan | Fisheries Data Processing | University Fisheries Data Processing focuses on the methods and techniques used to collect, analyze, and interpret data related to fish populations and fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the sustainable management and conservation of marine and freshwater resources, utilizing data to monitor fish populations and ecosystems. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing the importance of data in promoting sustainable fishing practices and reducing overfishing and bycatch. 3. **SDG 6: Clean Water and Sanitation** – Recognizing the role of healthy aquatic ecosystems in supporting fisheries and the importance of water quality data. 4. **SDG 1: No Poverty** – Addressing the economic significance of fisheries for livelihoods, particularly in coastal and rural communities, and promoting data-informed resource management. 5. **SDG 3: Good Health and Well-being** – Highlighting the nutritional importance of fish and the need for data to ensure sustainable supplies for food security. 6. **SDG 13: Climate Action** – Examining how climate change affects fish populations and habitats, and using data to develop adaptive management strategies. These goals underscore the importance of data processing in fisheries management for promoting sustainability, economic stability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120703 | Pencemaran Perairan | Water Pollution | University Water Pollution focuses on the causes, effects, and management of water pollution in various aquatic environments. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, addressing issues of water quality and pollution control. 2. **SDG 14: Life Below Water** – Emphasizing the impacts of water pollution on marine ecosystems and biodiversity, promoting conservation efforts. 3. **SDG 3: Good Health and Well-being** – Investigating the health implications of contaminated water, including the effects on human health and community well-being. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in industries and agriculture to reduce the introduction of pollutants into water bodies. 5. **SDG 13: Climate Action** – Examining the relationship between climate change and water quality, including how climate impacts can exacerbate pollution issues. 6. **SDG 11: Sustainable Cities and Communities** – Discussing urban water management and the importance of reducing pollution in water systems to create resilient communities. These goals highlight the critical importance of understanding and addressing water pollution to protect ecosystems and ensure public health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120802 | Biologi Iktiofauna Kawasan Wallacea | Ichthyofauna Biology of the Wallacea Region | University Ichthyofauna Biology of the Wallacea Region focuses on the study of fish species native to the biologically rich Wallacea region, which includes parts of Indonesia and the surrounding waters. | 1. **SDG 14: Life Below Water** – Focused on the study and conservation of fish species in the unique marine ecosystems of the Wallacea Region, emphasizing biodiversity and sustainable use. 2. **SDG 15: Life on Land** – Exploring the interactions between freshwater and terrestrial ecosystems, and the importance of conserving habitats that support ichthyofauna. 3. **SDG 3: Good Health and Well-being** – Investigating the role of fish as a crucial food source and their contributions to the nutrition and health of local communities. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices and resource management to ensure the long-term viability of fish populations. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on fish populations and their habitats, and developing strategies for adaptation. 6. **SDG 1: No Poverty** – Considering the economic importance of fisheries for livelihoods in coastal and rural communities, promoting sustainable practices that enhance community resilience. These goals highlight the significance of studying ichthyofauna for understanding biodiversity, ecological health, and sustainable resource management in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120903 | Biologi Perikanan | Fisheries Biology | University Fisheries Biology focuses on the study of fish species, their biology, ecology, and the management of fish populations in various aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on understanding the physiological adaptations of aquatic animals to their environments, which is crucial for conservation and sustainable management of marine and freshwater ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality on the health and physiology of aquatic organisms, and the role of these organisms as indicators of ecosystem health. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic animals on human health, including their role in nutrition and potential medical applications. 4. **SDG 12: Responsible Consumption and Production** – Addressing the sustainable practices in aquaculture and fisheries, informed by physiological knowledge to improve animal welfare and productivity. 5. **SDG 13: Climate Action** – Exploring how climate change affects the physiology of aquatic animals and their ability to adapt to changing environments. 6. **SDG 15: Life on Land** – Considering the interconnectedness of aquatic and terrestrial ecosystems, particularly how changes in aquatic physiology can impact broader ecological health. These goals highlight the relevance of physiological studies in promoting sustainability and understanding the ecological roles of aquatic animals. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121003 | Fisiologi Hewan Air | Physiology of Aquatic Animals | University Physiology of Aquatic Animals focuses on the biological processes and functions of animals living in aquatic environments, including both freshwater and marine species. | 1. **SDG 14: Life Below Water** – Focused on understanding the physiological adaptations of aquatic animals, which is essential for their conservation and management in marine and freshwater ecosystems. 2. **SDG 3: Good Health and Well-being** – Exploring the health and physiological responses of aquatic species can inform public health, especially regarding the consumption of aquatic resources. 3. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable practices in the aquaculture and fishing industries by understanding the physiological needs of aquatic species. 4. **SDG 13: Climate Action** – Examining how climate change affects the physiology of aquatic animals, including responses to temperature changes, ocean acidification, and habitat alterations. 5. **SDG 1: No Poverty** – Recognizing the economic significance of healthy aquatic species for livelihoods in fishing and aquaculture, which can impact poverty reduction efforts. 6. **SDG 15: Life on Land** – Considering the interconnections between aquatic and terrestrial ecosystems, especially in terms of water quality and ecosystem health. These goals emphasize the importance of physiological research in promoting sustainable management of aquatic resources and ensuring the health of aquatic ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110102 | Pengantar Ilmu Kelautan dan Perikanan | Introduction to Marine Science and Fisheries | University Introduction to Marine Science and Fisheries provides foundational knowledge about marine ecosystems and the principles of fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, understanding marine ecosystems, and the dynamics of fish populations. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices and resource management to prevent overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Examining the role of marine resources in food security and nutrition, particularly for communities dependent on fish. 4. **SDG 1: No Poverty** – Considering the economic importance of fisheries for livelihoods in coastal and rural communities. 5. **SDG 13: Climate Action** – Discussing the impacts of climate change on marine ecosystems, fisheries, and strategies for adaptation and resilience. 6. **SDG 6: Clean Water and Sanitation** – Addressing the importance of maintaining healthy marine environments for water quality and ecosystem health. These goals highlight the interconnectedness of marine science and fisheries management with ecological sustainability and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110203 | Planktonologi | Planktonology | University Planktonology focuses on the study of plankton, the diverse group of microorganisms and small organisms that drift in aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on the study of plankton as key components of marine and freshwater ecosystems, crucial for biodiversity and food webs. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of plankton in water quality and ecosystem health, and their role as indicators of environmental change. 3. **SDG 3: Good Health and Well-being** – Investigating the role of plankton in food chains, including their importance in fisheries and the broader implications for human nutrition. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in marine resource management, particularly related to the impacts of fishing on plankton populations. 5. **SDG 13: Climate Action** – Examining the effects of climate change on plankton dynamics and their role in carbon cycling and sequestration. 6. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic and terrestrial ecosystems, particularly how changes in plankton communities can affect land-based ecosystems. These goals highlight the ecological significance of plankton and their contributions to overall environmental health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110303 | Ilmu Tumbuhan Air dan Makroalga | Science of Aquatic Plants and Macroalgae | University Science of Aquatic Plants and Macroalgae focuses on the study of plant and algal life in freshwater and marine environments | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, particularly regarding aquatic plants and macroalgae. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the role of aquatic plants in maintaining water quality and ecosystem health. 3. **SDG 15: Life on Land** – Exploring the interactions between aquatic and terrestrial ecosystems, including the importance of wetlands and coastal vegetation. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable harvesting practices and the use of macroalgae in food, pharmaceuticals, and biofuels. 5. **SDG 3: Good Health and Well-being** – Investigating the nutritional and medicinal benefits of aquatic plants and macroalgae. 6. **SDG 13: Climate Action** – Examining the role of aquatic plants and macroalgae in carbon sequestration and climate change mitigation. These goals highlight the ecological significance and the potential benefits of aquatic plants and macroalgae in sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110402 | Pengantar Pengelolaan Perikanan | Introduction to Fisheries Management | University Introduction to Fisheries Management provides foundational knowledge about the principles and practices involved in the sustainable management of fishery resources. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine and freshwater resources, emphasizing responsible fisheries practices. 2. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices, resource management, and minimizing overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Considering the role of fisheries in food security and nutrition for communities reliant on fish as a primary protein source. 4. **SDG 1: No Poverty** – Examining the economic importance of fisheries for livelihoods, especially in coastal and rural communities. 5. **SDG 13: Climate Action** – Discussing the impacts of climate change on fish populations and ecosystems, and strategies for adaptation in fisheries management. 6. **SDG 15: Life on Land** – Exploring the interactions between aquatic ecosystems and terrestrial environments, particularly in coastal management. These goals underscore the importance of sustainable fisheries management in maintaining ecological balance and supporting human communities. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110603 | Invertebrata Akuatik | Aquatic Invertebrates | University Aquatic Invertebrates focuses on the study of invertebrate animals that inhabit freshwater and marine ecosystems | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of aquatic ecosystems, particularly marine and freshwater invertebrates. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality and the role of invertebrates as indicators of ecosystem health. 3. **SDG 15: Life on Land** – Exploring the connections between aquatic invertebrates and terrestrial ecosystems, including biodiversity conservation. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and management of aquatic resources. 5. **SDG 3: Good Health and Well-being** – Investigating the ecological roles of invertebrates and their contributions to food webs and human health. 6. **SDG 13: Climate Action** – Examining how climate change affects aquatic ecosystems and the resilience of invertebrate populations. These goals highlight the ecological significance of aquatic invertebrates and their role in maintaining healthy ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120203 | Biologi Krustasea Kawasan Wallacea | Biology of Crustaceans in the Wallacea Region | University Biology of Crustaceans in the Wallacea Region focuses on the study of crustacean species native to this biologically rich area, which includes islands such as Sulawesi and the surrounding waters. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, particularly in the unique ecosystems of the Wallacea Region. 2. **SDG 15: Life on Land** – Exploring the interactions between crustacean species and their terrestrial habitats, including biodiversity conservation. 3. **SDG 3: Good Health and Well-being** – Investigating the role of crustaceans in local diets and ecosystems, which can impact community health. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and consumption of crustacean resources. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on crustacean populations and their habitats. Courses may also highlight the importance of biodiversity and ecosystem services, reinforcing the need for conservation efforts in this biologically rich and diverse region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120303 | Limnologi | Limnology | University Limnology focuses on the study of freshwater ecosystems, including lakes, rivers, ponds, and wetlands. | 1. **SDG 6: Clean Water and Sanitation** – Focused on the study of freshwater ecosystems, water quality, and sustainable water management. 2. **SDG 14: Life Below Water** – While primarily focused on freshwater systems, limnology often addresses the interconnections with aquatic ecosystems, including rivers and lakes. 3. **SDG 15: Life on Land** – Exploring the interactions between freshwater systems and terrestrial environments, including watershed management and biodiversity. 4. **SDG 3: Good Health and Well-being** – Understanding how freshwater ecosystems contribute to public health and community well-being |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110102 | Pengenalan dan Penghayatan Profesi Dokter Hewan | Introduction and Appreciation of the Veterinary Profession | The university course Introduction and Appreciation of the Veterinary Profession provides students with an overview of the veterinary field, focusing on the roles and responsibilities of veterinarians in maintaining animal health and welfare. The course introduces key aspects of veterinary practice, including animal care, diagnosis, treatment, and prevention of diseases across various species, with an emphasis on companion animals, livestock, and wildlife. | SDG 3: Good Health and Well-being Veterinary professionals play a critical role in promoting both animal and human health. They help prevent the spread of zoonotic diseases (those that can be transmitted from animals to humans), manage public health through animal control programs, and ensure the health of livestock, which contributes to food security and nutrition. Veterinary professionals also contribute to the development of animal vaccines and treatments, which enhances the well-being of animals and, indirectly, humans. 2. SDG 12: Responsible Consumption and Production Veterinarians help ensure sustainable livestock farming practices by advising on animal welfare, disease prevention, and ethical treatment. By promoting responsible practices in farming, they help ensure food systems are more sustainable. Veterinarians also play a role in reducing waste in the meat and dairy industries and encouraging sustainable agricultural practices that are environmentally friendly. 3. SDG 15: Life on Land Veterinary science is essential in maintaining biodiversity and protecting wildlife. Veterinarians work to ensure that wildlife populations are healthy, manage endangered species, and help prevent the extinction of certain species. They also contribute to land conservation and sustainable land use practices that prevent habitat loss and support ecosystem health. 4. SDG 2: Zero Hunger Veterinarians are crucial in ensuring food security by promoting the health and productivity of livestock. Healthy animals contribute to a more stable food supply, which helps reduce hunger and poverty in many parts of the world. They also work in ensuring that animal products (e.g., milk, eggs, meat) are safe for human consumption. 5. SDG 6: Clean Water and Sanitation Veterinarians may help ensure that animals have access to clean water and proper sanitation, which is critical for disease prevention and maintaining health. Their role in advising on water quality and waste management is important in rural and agricultural communities. 6. SDG 8: Decent Work and Economic Growth The veterinary profession contributes to the economy by supporting industries such as agriculture, food production, and tourism (such as safaris and wildlife reserves). It also offers various career opportunities in research, education, and policy-making, providing decent work and contributing to economic growth in rural areas. 7. SDG 1: No Poverty By supporting the health and productivity of animals, veterinarians indirectly contribute to poverty reduction, especially in communities where livestock is a major economic resource. A healthy livestock population can increase income opportunities for farmers and contribute to better nutrition. 8. SDG 4: Quality Education Veterinary education itself promotes SDG 4. Courses on veterinary science raise awareness of the importance of animal health and the veterinary profession, which contributes to building a more knowledgeable society and a skilled workforce in the field of animal care. Veterinary professionals play an integral part in achieving sustainable development, both in terms of protecting the environment and advancing human well-being. The course on the Introduction and Appreciation of the Veterinary Profession may touch upon these goals, either directly or indirectly, depending on its curriculum and focus areas. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03115103 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The university course Final Project (Thesis) is a capstone experience that allows students to conduct independent, in-depth research on a topic related to their field of study. The course provides guidance and support as students design, plan, and execute a research project, culminating in the completion of a thesis or dissertation. | 1. SDG 1: No Poverty If the thesis focuses on poverty alleviation, economic empowerment, or sustainable livelihoods, it could contribute to the goal of ending poverty in all its forms. Research into microfinance, social entrepreneurship, or rural development often links to this SDG. 2. SDG 2: Zero Hunger A thesis on agricultural innovation, food security, sustainable farming practices, or improving access to nutritious food would directly align with this SDG. Studies on food waste reduction, aquaculture, or improving food distribution systems are relevant to SDG 2. 3. SDG 3: Good Health and Well-being Research on public health, disease prevention, healthcare access, mental health, or health systems would tie in with this goal. A thesis focusing on addressing global health issues, such as tackling non-communicable diseases or improving sanitation, would directly contribute to this SDG. 4. SDG 4: Quality Education If the thesis is related to education policy, improving access to education, e-learning, or quality in education, it would contribute to this goal. Research on equitable access to education, particularly for marginalized groups, or the development of educational technologies, is relevant here. 5. SDG 5: Gender Equality A thesis addressing gender inequality, women’s empowerment, or gender-based violence would connect to this SDG. Topics could include women’s rights, gender parity in education or the workplace, or the impact of gender on socioeconomic outcomes. 6. SDG 6: Clean Water and Sanitation Research on water scarcity, sanitation systems, water purification technologies, or water management in rural areas would relate to this goal. A thesis focused on solutions to water pollution or access to clean water in underserved communities would contribute to this SDG. 7. SDG 7: Affordable and Clean Energy A thesis on renewable energy technologies (e.g., solar, wind, bioenergy), energy efficiency, or sustainable energy systems would align with this goal. Research that explores the transition to clean energy or energy access in developing countries also fits here. 8. SDG 8: Decent Work and Economic Growth Research on inclusive economic growth, labor rights, entrepreneurship, or the gig economy can contribute to SDG 8. A thesis that addresses job creation, income inequality, or improving working conditions would fit within this goal. 9. SDG 9: Industry, Innovation, and Infrastructure A thesis on technological innovation, sustainable infrastructure, or the development of resilient industries could contribute to this SDG. Topics could include advancements in sustainable transportation, smart cities, or the role of digital innovation in economic development. 10. SDG 10: Reduced Inequality Research that addresses income inequality, access to education, healthcare, or social justice would connect with this SDG. A thesis focusing on social inclusion, the empowerment of marginalized groups, or equitable economic policies would contribute here. 11. SDG 11: Sustainable Cities and Communities A thesis on urban planning, sustainable housing, smart city development, or improving public transportation systems could focus on this SDG. Topics that address disaster resilience or reducing the environmental impact of urban areas are also relevant. 12. SDG 12: Responsible Consumption and Production Research on sustainable consumption, circular economy practices, reducing waste, or sustainable supply chains would directly relate to this goal. A thesis exploring ways to reduce the environmental footprint of industries or encouraging more responsible consumption patterns would contribute to this SDG. 13. SDG 13: Climate Action If the thesis focuses on climate change mitigation, carbon reduction technologies, or environmental policy to address climate impacts, it would tie into this SDG. Research on the effects of climate change on biodiversity, agriculture, or coastal communities is also relevant. 14. SDG 14: Life Below Water A thesis on marine conservation, ocean pollution, fisheries sustainability, or coral reef preservation would relate to this goal. Research into the impact of human activity on marine ecosystems and biodiversity would contribute to SDG 14. 15. SDG 15: Life on Land Research that addresses deforestation, biodiversity loss, wildlife conservation, or land degradation would directly support this SDG. A thesis on ecosystem restoration, conservation strategies, or the impact of agriculture on terrestrial ecosystems fits here. 16. SDG 16: Peace, Justice, and Strong Institutions If the thesis focuses on human rights, peacebuilding, conflict resolution, or the role of governance in strengthening institutions, it would contribute to this goal. Research on corruption, political stability, or legal frameworks to ensure access to justice could also be relevant. 17. SDG 17: Partnerships for the Goals A thesis that emphasizes international collaboration, partnerships between governments, NGOs, and private sectors, or the role of global organizations in promoting sustainable development would be connected to SDG 17. Research on how to strengthen multilateral cooperation for achieving the SDGs would fit here. Conclusion: In essence, the SDGs that a final thesis covers will depend entirely on the research question, discipline, and focus of the student. The potential to contribute to sustainable development is broad across various fields such as public health, engineering, environmental science, economics, education, and social sciences. It’s possible for a thesis to contribute to multiple SDGs if it intersects various themes (e.g., health, education, and gender equality). |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C02140104 | Kuliah Kerja Nyata | Community Service Program | The university course Community Service Program offers students the opportunity to engage in service learning by participating in community-based projects that address local needs and contribute to social development. This course combines academic knowledge with practical experience, encouraging students to apply their skills and expertise in real-world settings while fostering a sense of social responsibility and civic engagement. | 1. SDG 1: No Poverty Community service programs often involve working with underserved populations, supporting poverty alleviation efforts. Activities might include providing food, shelter, or skills training to low-income communities, helping to reduce poverty and improve livelihoods. 2. SDG 2: Zero Hunger Programs that address food insecurity, whether by providing meals to those in need or participating in food banks or community gardens, can directly contribute to this goal. Students might also engage in initiatives focused on improving access to nutritious food in vulnerable areas. 3. SDG 3: Good Health and Well-being Community service initiatives such as providing healthcare education, supporting mental health services, conducting wellness checks, or aiding in health campaigns directly support this goal. Programs focused on improving public health, offering free medical care, or supporting hospitals or clinics could also be included. 4. SDG 4: Quality Education Many community service programs involve tutoring, mentoring, or helping improve access to education for marginalized or underprivileged groups. Providing educational support, particularly to children or adults who face barriers to learning, aligns with SDG 4. 5. SDG 5: Gender Equality Community service initiatives that promote gender equality, such as providing resources for women, supporting victims of gender-based violence, or advocating for equal rights and opportunities, contribute to SDG 5. Programs that empower women through education, leadership, or economic development also fit within this goal. 6. SDG 6: Clean Water and Sanitation Projects that focus on improving access to clean water, sanitation facilities, or hygiene education can contribute to SDG 6. This might include working in communities that face water scarcity or providing resources to improve local sanitation infrastructure. 7. SDG 10: Reduced Inequality Community service projects that focus on reducing inequalities based on income, race, ethnicity, gender, or disability can have a direct impact on SDG 10. This might include advocacy work, providing social services, or offering educational opportunities to marginalized or disadvantaged groups. 8. SDG 11: Sustainable Cities and Communities Many community service programs involve urban development and making cities more inclusive, safe, and sustainable. Students might work on projects related to sustainable housing, improving public transport systems, or revitalizing local areas. In addition, organizing community events, beautifying spaces, or promoting green spaces can contribute to SDG 11. 9. SDG 13: Climate Action Projects focused on environmental conservation, sustainability, or climate change awareness align with SDG 13. Community service activities such as tree planting, organizing clean-up drives, or educating the public about climate change and sustainability can contribute to this goal. 10. SDG 16: Peace, Justice, and Strong Institutions Volunteering in programs that focus on conflict resolution, community justice, promoting civic engagement, or strengthening legal frameworks for vulnerable groups contributes to this SDG. Supporting peace-building initiatives or advocating for social justice within local communities is also relevant. 11. SDG 17: Partnerships for the Goals Community service often involves partnerships with local governments, non-profits, and other organizations to address social issues. Programs that foster collaboration between various stakeholders—such as universities, local communities, businesses, and international organizations—are aligned with SDG 17, promoting the importance of partnerships for sustainable development. Summary of SDGs Most Likely Covered: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 10: Reduced Inequality SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals Key Takeaway: A Community Service Program provides numerous opportunities to engage with a wide array of SDGs, depending on the specific focus of the program. The activities involved—whether addressing poverty, health, education, gender equality, or environmental sustainability—offer students the chance to make tangible contributions toward global goals while fostering their own growth as active, socially responsible citizens. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114402 | Epidemiologi dan Ekonomi Veteriner | Veterinary Epidemiology and Economics | The university course Veterinary Epidemiology and Economics focuses on the study of the distribution, determinants, and control of animal diseases, as well as the economic impact of these diseases on both animal populations and human society. The course integrates concepts from epidemiology, the study of disease patterns, and veterinary economics, which assesses the costs and benefits associated with animal health interventions. | 1. SDG 3: Good Health and Well-being Veterinary epidemiology focuses on the spread and control of diseases among animal populations, including zoonotic diseases (those that can be transmitted from animals to humans). By studying epidemiology, the course aims to prevent outbreaks and control disease, ultimately safeguarding both animal and human health. Additionally, the course may cover how animal health is directly linked to human health (for instance, through food security and zoonotic diseases), contributing to overall well-being. 2. SDG 6: Clean Water and Sanitation Veterinary epidemiology often addresses the role of water quality in the spread of diseases among animals, especially in rural and agricultural areas. Courses may discuss how proper sanitation and water management are essential for preventing disease transmission, not only in animals but also in humans. 3. SDG 12: Responsible Consumption and Production Veterinary economics studies how the economic aspects of livestock production, including the costs and benefits of disease prevention, influence the sustainability of animal agriculture. This is important for promoting sustainable livestock practices that reduce waste, ensure animal welfare, and minimize environmental impact. Understanding how diseases affect production systems and economic returns can also help farmers adopt more sustainable practices. 4. SDG 8: Decent Work and Economic Growth The economics component of the course will likely explore the economic impact of animal diseases on agriculture, food industries, and rural economies. By understanding the economic aspects of disease control, students can help ensure that animal industries remain productive and sustainable, contributing to economic growth and decent work opportunities, especially in rural or developing areas where livestock farming is vital for livelihoods. 5. SDG 15: Life on Land The study of veterinary epidemiology is crucial for managing and protecting biodiversity. Diseases that affect wildlife can lead to species decline or extinction. Understanding epidemiology helps in managing wildlife health, preventing zoonotic disease spillovers, and promoting conservation efforts. Additionally, livestock diseases can affect ecosystems and lead to overgrazing or land degradation if not managed properly. 6. SDG 2: Zero Hunger Veterinary economics and epidemiology are deeply intertwined with food security. Healthy livestock are essential for ensuring a stable and sufficient supply of animal-based food products (like milk, meat, and eggs). Control of animal diseases, through epidemiological studies, ensures the stability and productivity of the agricultural sector, which directly impacts food security in many parts of the world. 7. SDG 10: Reduced Inequality Livestock production is a significant livelihood for many marginalized populations, particularly in rural areas of developing countries. By focusing on disease prevention and economic efficiency, veterinary epidemiology can help reduce inequality by improving livestock productivity, thereby supporting the economic stability of rural farmers and promoting more equitable access to resources. 8. SDG 13: Climate Action Animal agriculture, including the management of diseases in livestock, plays a role in climate change. Understanding the economic aspects of veterinary epidemiology can encourage more sustainable practices that reduce the carbon footprint of livestock farming. The course may also address how certain animal diseases are influenced by climate change, requiring adaptive strategies to protect both animal health and the environment. 9. SDG 16: Peace, Justice, and Strong Institutions Veterinary epidemiology involves public health measures and the strengthening of institutions for disease surveillance, control, and management. In countries with weak veterinary systems, disease outbreaks can lead to social unrest, economic collapse, and increased poverty. By strengthening veterinary systems and providing data-driven, economically sustainable solutions, the course can contribute to building more resilient institutions for health and safety. Summary of SDGs Likely Covered: SDG 3: Good Health and Well-being (focus on preventing zoonotic diseases, promoting animal health) SDG 6: Clean Water and Sanitation (role of sanitation in preventing disease transmission) SDG 12: Responsible Consumption and Production (promoting sustainable livestock and production practices) SDG 8: Decent Work and Economic Growth (economic impact of disease management on livestock industries) SDG 15: Life on Land (wildlife conservation, disease management in natural ecosystems) SDG 2: Zero Hunger (ensuring food security through healthy and productive livestock systems) SDG 10: Reduced Inequality (supporting rural economies and marginalized communities through disease control) SDG 13: Climate Action (examining the link between animal disease and climate change) SDG 16: Peace, Justice, and Strong Institutions (strengthening veterinary institutions for public health) Conclusion: A course on Veterinary Epidemiology and Economics addresses multiple SDGs, particularly those related to health, economic growth, sustainable agriculture, and environmental protection. By focusing on both the biological and economic aspects of disease prevention, the course has the potential to contribute to sustainable and equitable development, ensuring the health of both animals and humans while promoting food security, environmental sustainability, and economic well-being. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114502 | Kewirausahaan Veteriner | Veterinary Entrepreneurship | The university course Veterinary Entrepreneurship is designed to equip students with the knowledge and skills necessary to successfully launch and manage a veterinary business or practice. The course covers the key aspects of entrepreneurship, including business planning, marketing, financial management, and operations within the veterinary industry. | 1. SDG 3: Good Health and Well-being Veterinary entrepreneurship often involves creating new products, services, or technologies that improve the health and well-being of animals. Innovations in veterinary care, including better diagnostics, treatments, or preventive measures, directly contribute to animal and public health. Entrepreneurs in the veterinary field might also work on preventing zoonotic diseases (those transmitted between animals and humans), which supports the broader goal of ensuring good health for both animals and humans. 2. SDG 8: Decent Work and Economic Growth Veterinary entrepreneurship directly promotes economic growth by creating new businesses, jobs, and opportunities in the veterinary sector. Whether it’s starting a veterinary clinic, launching a new animal health product, or developing services like pet care, these ventures can generate employment and stimulate local economies. It also supports the goal of decent work, as veterinary entrepreneurs typically create job opportunities in both the urban and rural sectors, improving livelihood opportunities in communities. 3. SDG 12: Responsible Consumption and Production Veterinary entrepreneurs can contribute to sustainable production practices by developing solutions that improve the efficiency and sustainability of livestock farming, pet care, or animal product manufacturing. For example, innovations in animal feed, disease prevention, and waste management can reduce environmental impact and improve the overall sustainability of the agricultural and veterinary sectors. Entrepreneurship in areas like animal health products (vaccines, therapeutics, etc.) can help ensure responsible consumption and production by promoting safer, more sustainable veterinary practices. 4. SDG 9: Industry, Innovation, and Infrastructure Veterinary entrepreneurship is inherently tied to innovation and technological development. Entrepreneurs in the field may create innovative solutions to address challenges in animal health, such as new diagnostic tools, medical devices, or veterinary services that enhance care delivery. The development of veterinary infrastructure, such as mobile clinics, animal health technology platforms, or veterinary telemedicine, can transform how veterinary services are delivered, especially in underserved or rural areas. 5. SDG 2: Zero Hunger Veterinary entrepreneurs contribute to food security and sustainable agriculture by developing products and services that support livestock health. Healthy animals are critical to ensuring a stable and productive food supply, whether in terms of dairy, meat, or other animal products. Entrepreneurship in areas like livestock disease prevention, animal nutrition, and breeding technologies directly influences food security and the efficiency of food production systems. Veterinary solutions that increase the productivity and health of livestock can lead to more stable food systems, which are crucial in achieving Zero Hunger. 6. SDG 10: Reduced Inequality By promoting inclusive entrepreneurship, veterinary entrepreneurship can provide access to veterinary services in underserved or marginalized communities, reducing inequalities in animal health care. Entrepreneurs who focus on affordable and accessible solutions, particularly in rural or low-income regions, contribute to reducing health disparities. This goal can also be advanced by providing equal opportunities for women and marginalized groups in veterinary-related business ventures, thereby fostering inclusive economic growth in the veterinary field. 7. SDG 11: Sustainable Cities and Communities Veterinary entrepreneurship can help create more sustainable and healthy communities by introducing solutions for urban animal management (e.g., pet care, animal shelters, spaying/neutering programs) and improving public health through better animal control and disease prevention. Innovations in urban veterinary services, such as mobile clinics for pets or community veterinary services, can contribute to the well-being of urban populations by ensuring healthier companion animals and managing urban wildlife or stray populations. 8. SDG 13: Climate Action Veterinary entrepreneurs can contribute to climate action by developing technologies or practices that reduce the environmental footprint of animal agriculture. This includes innovations in sustainable livestock management, carbon reduction strategies, or alternative proteins (e.g., lab-grown meat or plant-based products) that can reduce greenhouse gas emissions associated with traditional animal farming. Entrepreneurship can also help mitigate the impact of climate change on animal health, for example, by developing new approaches to disease prevention in livestock affected by climate change-related factors (e.g., heat stress, changing disease vectors). 9. SDG 17: Partnerships for the Goals Veterinary entrepreneurs often work in partnership with other sectors, such as agriculture, public health, research institutions, NGOs, and governments, to create impactful solutions. These cross-sector collaborations help bring veterinary innovations to scale, especially in addressing issues like animal health, zoonotic disease prevention, or sustainable farming practices. Building networks and partnerships within the veterinary and entrepreneurial ecosystem can help accelerate progress toward achieving the SDGs, with collaborations fostering innovation and resource-sharing for social impact. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114602 | Demonstrasi Klinik | Clinical Demonstration | The university course Clinical Demonstration provides students with hands-on, practical experience in a clinical setting, allowing them to apply their theoretical knowledge to real-world veterinary practice. The course focuses on demonstrating key clinical skills under the supervision of experienced professionals, such as veterinarians or clinical instructors, in a variety of contexts, including diagnostic procedures, treatment protocols, and patient care. | 1. SDG 3: Good Health and Well-being The primary goal of clinical demonstration is to improve the health and well-being of animals, which directly impacts public health (especially through the prevention and treatment of zoonotic diseases). By enhancing students’ clinical skills, the course contributes to better veterinary care, which can prevent the spread of diseases that affect both animals and humans. It also prepares students to provide high-quality healthcare to animals, ensuring better welfare and health outcomes for animals, which in turn supports human health by reducing risks posed by animal-related diseases. 2. SDG 4: Quality Education Clinical demonstration courses are an essential component of veterinary education, providing students with practical, hands-on learning experiences. This directly aligns with SDG 4, as it helps improve the quality of education for future veterinarians. These courses contribute to developing a skilled workforce capable of addressing complex health and welfare challenges in animals. The practical experience gained through clinical demonstrations helps students apply theoretical knowledge in real-world situations, improving their competencies and making them better prepared for professional practice. 3. SDG 6: Clean Water and Sanitation In clinical settings, veterinarians often address issues related to sanitation, hygiene, and water quality, which are critical for preventing the spread of diseases. In this context, students may be involved in managing disease outbreaks related to water and sanitation, advising on practices that ensure clean water and proper sanitation for animals. By practicing proper hygiene protocols in veterinary clinics, students contribute to the broader goal of improving water quality and sanitation, which in turn supports public health. 4. SDG 15: Life on Land Clinical demonstration courses often involve wildlife or livestock health, which directly connects to SDG 15, aimed at protecting life on land. Through these clinical rotations, students may work on cases involving endangered species, wildlife conservation, or disease prevention in animal populations, all of which help maintain biodiversity and protect ecosystems. Veterinary care in wildlife or farm settings supports land conservation efforts and contributes to the sustainable management of animal populations, ensuring that human activities don’t lead to the depletion or extinction of species. 5. SDG 12: Responsible Consumption and Production In a veterinary clinical setting, students may learn about the ethical treatment of animals, the responsible use of animal products (like meat, milk, or eggs), and how to manage diseases to ensure sustainable food production. This contributes to SDG 12 by promoting practices that minimize waste, improve the efficiency of livestock production, and ensure animal welfare. Through the demonstration of clinical practices, students can also learn about sustainable farming practices and how to advise producers on how to maintain the health of their animals while minimizing environmental impacts. 6. SDG 10: Reduced Inequality Clinical demonstrations may also involve working with underserved communities, particularly in rural areas or regions with limited access to veterinary care. In such settings, students might participate in outreach programs that provide veterinary care to marginalized populations, helping reduce inequalities in access to animal health services. By addressing health disparities in animal care, these programs indirectly contribute to reducing inequality, as healthy animals ensure better livelihoods and food security for marginalized communities. 7. SDG 17: Partnerships for the Goals Clinical demonstration courses often involve collaborations between veterinary institutions, animal hospitals, NGOs, and community health organizations. These partnerships help provide a holistic approach to animal health, and students learn the value of collaboration and collective action in achieving shared goals. By working with various stakeholders, students can understand how partnerships contribute to improving animal welfare, managing diseases, and promoting sustainable practices in veterinary care. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114702 | Farmasi | Pharmacy | The university course Pharmacy focuses on the study of the science and practice of preparing, dispensing, and managing medications to ensure their safe and effective use. Students in this course learn about pharmacology, pharmacokinetics, pharmaceutics, and medication therapy management, gaining a deep understanding of how drugs interact with the body, how they are metabolized, and how to optimize their use in treating various health conditions. | 1. SDG 3: Good Health and Well-being Pharmacy plays a central role in ensuring access to safe, effective, quality medicines and vaccines. A pharmacy course focuses on understanding drug interactions, treatment options, and therapeutic interventions, directly contributing to improving public health and well-being. Pharmacists are also integral in preventing diseases, managing chronic conditions (e.g., diabetes, hypertension), and improving medication adherence. Through their expertise, they ensure that the right medications are given to the right patients, minimizing health risks and optimizing outcomes. 2. SDG 6: Clean Water and Sanitation Pharmacy courses often cover the environmental impact of pharmaceuticals, including the proper disposal of medications to avoid water contamination. There is growing attention to the sustainable use of pharmaceuticals, as certain drugs can accumulate in water systems, affecting ecosystems and human health. Courses may also explore waterborne diseases and how drugs can be used to treat or prevent illnesses related to poor sanitation. 3. SDG 9: Industry, Innovation, and Infrastructure Pharmaceutical innovation is a significant aspect of the pharmacy field. A pharmacy course can address drug development, biotechnology, and pharmaceutical research, contributing to this SDG by fostering innovative solutions for healthcare challenges. The course might also focus on improving healthcare infrastructure by discussing pharmaceutical manufacturing, distribution networks, and the integration of modern pharmacy services into healthcare systems. 4. SDG 10: Reduced Inequality Pharmacy education can play a role in reducing inequalities in access to healthcare, particularly medications. Pharmacists often work on improving access to essential medicines for underserved or marginalized populations. Students may learn about issues like affordable medicine, international healthcare disparities, and global health initiatives that aim to make drugs more accessible to low-income communities. This includes the role of pharmacists in public health programs (e.g., vaccination programs, malaria treatments) that target disadvantaged groups. 5. SDG 12: Responsible Consumption and Production Pharmacy courses often cover drug stewardship, emphasizing the responsible use of medications to reduce waste, prevent over-prescribing, and minimize drug-resistant infections. This can include discussions on antibiotic stewardship and promoting sustainable production and consumption patterns in healthcare. The course may also touch on sustainable pharmaceutical practices, including minimizing pharmaceutical waste, promoting recycling, and considering the environmental impact of drug production and disposal. 6. SDG 13: Climate Action Pharmacy education increasingly addresses the environmental impact of pharmaceuticals, such as the carbon footprint of drug production and the environmental risks posed by pharmaceutical waste. Students might learn about green chemistry and sustainable pharmaceutical manufacturing practices. Pharmacists are also involved in public health initiatives that focus on mitigating climate-related health risks (e.g., heatwaves, vector-borne diseases) by recommending appropriate treatments and preventive measures. 7. SDG 17: Partnerships for the Goals Pharmacy professionals often collaborate with other healthcare providers, governments, NGOs, and the private sector to achieve better health outcomes. A pharmacy course may emphasize interdisciplinary collaboration, with pharmacists working alongside doctors, nurses, and researchers to promote better healthcare systems. Partnerships with global health organizations or initiatives such as GAVI (Global Alliance for Vaccines and Immunization), WHO (World Health Organization), and UNICEF are common in pharmacy, as pharmacists play a key role in distributing vaccines, medications, and other essential health services. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114802 | Dietetika Klinis | Clinical Dietetics | The university course Clinical Dietetics focuses on the role of diet and nutrition in the prevention, management, and treatment of various health conditions. Students learn how to assess, plan, and implement personalized nutrition interventions for patients with specific medical needs, such as diabetes, cardiovascular diseases, gastrointestinal disorders, and obesity. | 1. SDG 2: Zero Hunger Clinical dietetics plays a vital role in improving food security and combating malnutrition. Dietitians are trained to address issues such as undernutrition, overnutrition, and micronutrient deficiencies, which are critical to achieving this goal. Clinical dietitians help design and implement nutrition interventions for populations at risk of hunger or malnutrition, including vulnerable groups such as children, the elderly, and those living in food-insecure regions. 2. SDG 3: Good Health and Well-being A core aspect of clinical dietetics is the management of chronic diseases through diet. Conditions such as diabetes, cardiovascular diseases, obesity, and gastrointestinal disorders can be significantly improved through proper nutritional interventions. Dietitians provide nutrition therapy to patients with chronic diseases, contributing to better health outcomes and enhanced well-being by improving dietary habits and promoting healthier lifestyles. Additionally, dietitians educate patients about the importance of a balanced diet in disease prevention, which contributes to the broader goal of improving public health. 3. SDG 4: Quality Education Clinical dietetics is deeply connected to education at both the academic and community levels. The course itself provides high-quality education in the science of nutrition and diet therapy. Dietitians also engage in educational outreach programs to teach individuals and communities about proper nutrition, healthy eating, and preventive healthcare. This directly contributes to the goal of providing equitable, accessible, and quality education. 4. SDG 12: Responsible Consumption and Production Dietetics is closely tied to sustainable food consumption. Clinical dietitians often advise patients on healthy, sustainable food choices that minimize environmental impact (e.g., plant-based diets, reducing food waste, choosing sustainably sourced foods). Through dietary counseling and nutrition education, dietitians can promote more sustainable food practices that reduce the environmental footprint of food production while ensuring that nutritional needs are met. 5. SDG 10: Reduced Inequality Clinical dietetics also plays a role in addressing inequalities in access to nutrition and healthcare. Dietitians often work with underserved populations, such as low-income communities, minorities, or those in rural areas, to ensure they have access to affordable, nutritious food. Additionally, dietitians work to bridge gaps in healthcare access by promoting awareness of dietary interventions that are accessible to all socioeconomic groups, thus contributing to reducing health disparities. 6. SDG 6: Clean Water and Sanitation Access to clean water is essential for maintaining proper nutrition and health. Clinical dietetics involves advising on hydration, safe food handling, and promoting water as part of a balanced diet. Dietitians may also be involved in public health programs addressing waterborne diseases, helping communities to ensure access to safe water and nutrition. 7. SDG 13: Climate Action Clinical dietitians can contribute to climate action by promoting dietary patterns that are environmentally friendly, such as reducing meat consumption, supporting plant-based diets, and encouraging sustainable agriculture. By educating patients and communities on the environmental impact of food choices, dietitians can help reduce carbon footprints associated with food production and consumption. 8. SDG 17: Partnerships for the Goals Dietitians often collaborate with other healthcare professionals, policymakers, researchers, and community organizations to improve public health and nutritional outcomes. Partnerships are essential for integrated healthcare systems that address the multifaceted nature of nutrition, health, and disease management. Through partnerships with international organizations, local governments, NGOs, and the private sector, dietitians can contribute to achieving SDGs on a larger scale, especially in terms of health and sustainable food systems. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114902 | Komunikasi Medik | Medical Communication | The university course Medical Communication focuses on the development of effective communication skills in the healthcare context. Students learn how to communicate complex medical information clearly and compassionately to diverse audiences, including patients, families, healthcare teams, and the public. The course emphasizes both verbal and non-verbal communication techniques, as well as the use of medical terminology in an accessible and understandable manner. | 1. SDG 3: Good Health and Well-being Medical communication is integral to improving patient outcomes and ensuring effective healthcare delivery. Clear and compassionate communication between healthcare providers and patients can enhance patient understanding of their health conditions and treatments, thereby improving health literacy, adherence to medical advice, and overall well-being. Effective communication is also critical in preventing medical errors, ensuring patient safety, and improving the patient-provider relationship, which can lead to better health outcomes. 2. SDG 4: Quality Education A Medical Communication course provides students with the skills necessary to communicate complex medical information in ways that are understandable to diverse audiences. This contributes to quality education in healthcare by enhancing the ability of future medical professionals to educate patients and the public about health issues, preventive measures, and treatments. Students also learn to use communication technologies effectively, which is important in the modern healthcare system for telemedicine, online health resources, and patient education. 3. SDG 10: Reduced Inequality Medical communication can help reduce health disparities by ensuring that information is conveyed clearly to all groups, including those who are underserved or marginalized. Effective communication ensures that all patients, regardless of their socioeconomic background, education level, or language, can understand their health needs and access appropriate care. By teaching communication skills that are culturally sensitive and inclusive, medical professionals can bridge gaps in healthcare access and service delivery for vulnerable populations, reducing health inequalities. 4. SDG 5: Gender Equality In healthcare settings, gender-sensitive communication is essential for ensuring that both men and women receive appropriate care, are treated with respect, and are empowered to participate in their own health decisions. A Medical Communication course may focus on gender-sensitive approaches to patient care, addressing the specific needs of women and men in medical contexts. This includes empowering women’s voices in medical decisions, ensuring sexual and reproductive health education, and addressing health disparities that may be influenced by gender. 5. SDG 16: Peace, Justice, and Strong Institutions Strong communication skills in the medical field contribute to transparent healthcare systems, improving public trust in healthcare institutions. This is essential for promoting peace and justice in healthcare settings, where patients feel heard, respected, and understood. Medical communication also involves advocacy for patient rights and ensuring that patients are fully informed about their treatment options, which strengthens the role of healthcare institutions in delivering justice and fairness. 6. SDG 17: Partnerships for the Goals Medical communication encourages collaboration between healthcare professionals, institutions, and patients. Effective communication within multidisciplinary teams ensures that all members of the healthcare system—from doctors and nurses to pharmacists and public health experts—can work together efficiently. Additionally, the use of digital health communication tools (e.g., telemedicine platforms, health apps) fosters global partnerships and networks that enable shared learning, innovation, and knowledge transfer in healthcare, contributing to global health initiatives. 7. SDG 2: Zero Hunger While this may not be the primary focus of a Medical Communication course, effective communication can contribute to nutrition education, especially in healthcare settings. By teaching patients about proper nutrition and how to manage diet-related health conditions, medical professionals can help prevent or treat malnutrition, especially in vulnerable populations. Public health campaigns that address issues like malnutrition, food security, and healthy eating often require strong communication to ensure the message reaches the right audiences and prompts behavior change. 8. SDG 13: Climate Action Communication is key in raising awareness about climate change and its impact on public health. Healthcare professionals who are skilled in medical communication can inform the public about the health risks associated with climate change, such as the spread of diseases, air quality issues, and heat-related illnesses. Medical professionals can also advocate for sustainable healthcare practices and encourage patients to adopt behaviors that mitigate the effects of climate change, such as reducing waste, conserving energy, or using more eco-friendly products. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03115001 | Seminar | Seminar | The university course Seminar is an interactive and discussion-based class designed to foster in-depth exploration of specific topics within a particular field of study. Unlike traditional lecture-based courses, seminars typically involve smaller groups of students who engage in critical discussions, presentations, and collaborative learning. | SDG 1: No Poverty – Examining ways to reduce poverty through education, policy, or development initiatives. SDG 3: Good Health and Well-Being – Covering topics such as global health, mental health, and healthcare access. SDG 4: Quality Education – Exploring ways to improve education systems globally. SDG 5: Gender Equality – Addressing gender disparities, women’s empowerment, and social justice. SDG 6: Clean Water and Sanitation – Focusing on water management, sanitation issues, and sustainable practices. SDG 7: Affordable and Clean Energy – Discussions about renewable energy, energy access, and sustainability. SDG 10: Reduced Inequalities – Dealing with social, economic, and political inequality on a global scale. SDG 11: Sustainable Cities and Communities – Topics like urban planning, sustainable infrastructure, and smart cities. SDG 13: Climate Action – Exploring solutions to combat climate change, reduce carbon footprints, and promote sustainability. SDG 16: Peace, Justice, and Strong Institutions – Focusing on global governance, rule of law, and human rights. If you are referring to a specific university or course, the syllabus will offer more insight into the exact SDGs covered. Would you like to know how to find this information for a specific course or program? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113703 | Patologi Sistemik Lanjutan | Advanced Systemic Pathology | The university course Advanced Systemic Pathology focuses on the in-depth study of diseases affecting various organ systems in the body. Building on foundational pathology knowledge, this course examines the pathophysiology, molecular mechanisms, and clinical manifestations of diseases that affect the cardiovascular, respiratory, gastrointestinal, renal, endocrine, and other major organ systems. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant goal for a course in systemic pathology, as the course would cover the underlying mechanisms of diseases, their diagnosis, and potential treatment, which all contribute to improving global health outcomes. Specific topics might include research on non-communicable diseases, cancer, cardiovascular diseases, and the broader impact of diseases on populations. 2. SDG 4: Quality Education – As an advanced course, it contributes to higher education and the development of skilled healthcare professionals who are better equipped to handle complex disease challenges. This goal supports the idea of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. 3. SDG 9: Industry, Innovation, and Infrastructure – Systemic pathology research often involves cutting-edge medical technology, laboratory techniques, and innovations in disease diagnosis and treatment. A course like this may explore the role of medical research and innovation in improving healthcare infrastructure. 4. SDG 10: Reduced Inequalities – The course might touch on healthcare disparities, access to diagnostics, and treatments for systemic diseases, particularly in underprivileged communities. Understanding pathology can help in developing strategies to reduce health inequalities between different population groups. 5. SDG 17: Partnerships for the Goals – Advanced research in pathology often involves collaboration between institutions, governments, and industries globally. Courses may emphasize the importance of these partnerships in advancing medical knowledge and addressing health challenges worldwide. While the primary focus would be on SDG 3, depending on the course structure, other SDGs may also be touched upon indirectly through discussions on healthcare access, research, innovation, and education. Would you like to explore specific topics in the course that align with these goals? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113803 | Ilmu Bedah Veteriner Lanjutan | Advanced Veterinary Surgery | The university course Advanced Veterinary Surgery is designed for students pursuing careers in veterinary medicine who wish to deepen their knowledge and skills in surgical techniques for treating complex medical conditions in animals. The course covers advanced concepts in surgical anatomy, surgical principles, and operative procedures across various animal species, with a focus on small animals (such as dogs and cats) and large animals (such as horses and livestock). | 1. SDG 3: Good Health and Well-Being – This goal is highly relevant because veterinary surgery contributes to both animal and public health. Veterinary surgeons help control zoonotic diseases (diseases that can spread from animals to humans), ensure the health of livestock (which impacts food security), and care for companion animals, which improves the overall well-being of humans. 2. SDG 2: Zero Hunger – Veterinarians play a key role in food safety and security, especially in the care of livestock and other animals raised for food production. Advanced veterinary surgery helps maintain the health of these animals, ensuring productive and healthy livestock, which contributes to reducing hunger. 3. SDG 4: Quality Education – This course contributes to higher education by training veterinary professionals in advanced surgical techniques. It helps foster a skilled workforce capable of addressing complex veterinary challenges, improving animal health, and promoting lifelong learning in the field. 4. SDG 9: Industry, Innovation, and Infrastructure – Advanced veterinary surgery often involves innovative technologies, surgical tools, and techniques. Research and development in veterinary medicine also contribute to innovations that enhance animal health and care infrastructure, which supports progress in this goal. 5. SDG 12: Responsible Consumption and Production – Veterinary surgeons contribute to sustainable agricultural practices by ensuring the health and welfare of farm animals. Healthy animals lead to more efficient production systems, reducing waste and improving the sustainability of food production. 6. SDG 15: Life on Land – Veterinary surgeons are essential for maintaining the health and biodiversity of animals, both domestic and wild. This includes wildlife conservation efforts, where surgical interventions might be necessary to treat injured or endangered species, supporting the preservation of ecosystems and life on land. 7. SDG 17: Partnerships for the Goals – Advanced veterinary medicine often involves collaboration between universities, research institutions, governments, and industries. These partnerships contribute to the global exchange of knowledge and practices, which align with this goal. The primary focus of the course would be on SDG 3 (Health and Well-Being) through the lens of animal health, but it also touches on goals related to sustainable agriculture, education, innovation, and biodiversity conservation. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113903 | Ilmu Penyakit Dalam Lanjutan | Advanced Internal Medicine | The university course Advanced Internal Medicine is designed to provide veterinary students with an in-depth understanding of the diagnosis, treatment, and management of complex, non-surgical medical conditions in animals. The course covers a wide range of internal medicine specialties, including cardiology, respiratory diseases, gastroenterology, endocrinology, neurology, hematology, and infectious diseases. | 1. SDG 3: Good Health and Well-Being – This is the primary SDG covered in an advanced internal medicine course. The course contributes to improved healthcare by training physicians to diagnose and manage non-communicable diseases (such as cardiovascular diseases, diabetes, and respiratory illnesses) and infectious diseases. It promotes better health outcomes, advances in clinical care, and the overall well-being of individuals. 2. SDG 4: Quality Education – As an advanced medical course, it is part of the goal to provide high-quality education and training for healthcare professionals. This contributes to building a skilled medical workforce capable of addressing complex health challenges and promoting lifelong learning and specialization in the medical field. 3. SDG 10: Reduced Inequalities – Internal medicine often focuses on addressing disparities in healthcare access and outcomes. In the course, students may study how to provide equitable care to underserved or vulnerable populations, thus contributing to reducing health inequalities within and among countries. 4. SDG 9: Industry, Innovation, and Infrastructure – Advanced internal medicine involves cutting-edge medical technologies, research, and innovation in diagnostics, treatments, and healthcare infrastructure. The course may cover the role of technology and medical advancements in improving healthcare delivery and systems. 5. SDG 17: Partnerships for the Goals – Research, innovation, and clinical practice in internal medicine often require collaboration between healthcare institutions, research organizations, governments, and industries. Advanced internal medicine courses emphasize the importance of these partnerships in advancing medical knowledge and improving healthcare globally. While SDG 3 is the core focus of the course, aspects of healthcare education, research, innovation, and addressing inequalities contribute to several other goals as well. Would you like more information on how specific topics in internal medicine connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114002 | Patologi Unggas | Poultry Pathology | The university course Poultry Pathology focuses on the study of diseases affecting poultry species, including chickens, turkeys, ducks, and other domesticated birds. Students will explore the etiology, pathophysiology, diagnosis, and management of common and emerging diseases in poultry, with an emphasis on both infectious and non-infectious conditions. | 1.SDG 2: Zero Hunger – Poultry pathology is highly relevant to ensuring food security by improving the health and productivity of poultry, a key source of protein worldwide. Understanding and managing poultry diseases helps increase the availability of safe, healthy food, which contributes to reducing hunger and malnutrition. 2. SDG 3: Good Health and Well-Being – Poultry pathology contributes to this goal by preventing and controlling zoonotic diseases (diseases that can spread from animals to humans), such as avian influenza. Healthy poultry populations also lead to safer food products, benefiting public health. 3. SDG 12: Responsible Consumption and Production – This goal focuses on sustainable agricultural practices. In poultry pathology, managing disease helps prevent overuse of antibiotics, supports healthier poultry populations, and leads to more efficient, sustainable food production systems. Reducing food loss due to disease also contributes to responsible production. 4. SDG 15: Life on Land – Poultry health is part of maintaining biodiversity and managing animal populations responsibly. A course in poultry pathology might explore the role of poultry farming in relation to the environment, animal welfare, and the ecosystems they impact. 5. SDG 4: Quality Education – Advanced training in poultry pathology helps develop veterinary professionals and researchers capable of addressing global challenges in animal health and food production. This contributes to building a skilled workforce and promoting lifelong learning in the field of veterinary science and agriculture. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary research in poultry pathology can lead to innovations in disease diagnostics, treatment, and biosecurity measures. These innovations support more efficient agricultural infrastructure and contribute to advancements in the poultry industry. 7. SDG 17: Partnerships for the Goals – Managing poultry diseases often involves collaboration between veterinarians, farmers, researchers, governments, and international organizations. Such partnerships are crucial for improving poultry health on a global scale, particularly in regions dependent on poultry for food security. SDGs 2 (Zero Hunger) and 3 (Good Health and Well-Being) are central to the course, but it also intersects with goals related to education, sustainability, and innovation. Would you like more details on specific diseases or topics covered in a poultry pathology course and how they connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114103 | Patologi Klinik Veteriner | Veterinary Clinical Pathology | The university course Veterinary Clinical Pathology focuses on the study and application of laboratory techniques used to diagnose and monitor diseases in animals through the analysis of biological samples. Students learn to interpret laboratory data such as blood tests, urinalysis, cytology, histopathology, and biochemical profiles to identify underlying medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – Veterinary clinical pathology contributes to diagnosing, preventing, and treating diseases in animals, which directly impacts animal health and, in turn, public health (especially by preventing zoonotic diseases). 2. SDG 2: Zero Hunger – The course supports food security by ensuring the health and productivity of livestock, which are vital for sustainable food production. Healthy animals lead to a more reliable and safe food supply, particularly in agriculture and poultry farming. 3. SDG 12: Responsible Consumption and Production – Veterinary clinical pathology helps promote sustainable practices in animal farming by ensuring efficient disease management, reducing the need for excessive use of antibiotics, and supporting responsible livestock production. 4. SDG 15: Life on Land – Healthy domestic and wild animals are crucial to maintaining biodiversity. Veterinary pathology aids in the detection and control of diseases that could harm wildlife or lead to imbalances in ecosystems. 5. SDG 4: Quality Education – The course is central to building a highly educated workforce in veterinary medicine, ensuring that veterinarians and researchers are equipped with the skills and knowledge to diagnose and manage animal diseases effectively. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary clinical pathology is tied to innovation in diagnostic technologies and laboratory practices. These advancements contribute to more efficient animal health care infrastructure, benefitting both veterinary and agricultural industries. 7. SDG 17: Partnerships for the Goals – The course often involves collaboration between veterinary schools, research institutions, government agencies, and the agricultural industry. These partnerships are key to advancing animal health and contributing to broader global health initiatives. This course has a broad impact, particularly on goals related to health, food security, sustainability, and education. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114202 | Zoonosis | Zoonosis | The university course Zoonosis focuses on the study of diseases that are transmitted between animals and humans. Students will explore the etiology, transmission pathways, diagnosis, prevention, and control of zoonotic diseases, which are a significant concern for both veterinary and public health sectors. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as zoonotic diseases (such as rabies, avian influenza, and COVID-19) pose significant threats to human health. The course would focus on the detection, prevention, and control of zoonoses, thereby contributing to improved public health and reducing the burden of infectious diseases. 2. SDG 2: Zero Hunger – Zoonoses can impact livestock and food production, leading to food insecurity. By controlling zoonotic diseases in farm animals, the course helps secure safe and sustainable food production, contributing to the fight against hunger. 3. SDG 6: Clean Water and Sanitation – Some zoonotic diseases are waterborne and related to poor sanitation and hygiene, particularly in agricultural areas. The course might explore the role of water quality and sanitation in preventing the spread of zoonotic diseases. 4. SDG 12: Responsible Consumption and Production – The course might address the responsible use of livestock and wildlife to reduce the risk of zoonotic disease transmission. Sustainable animal farming practices and responsible wildlife management are key to preventing outbreaks that can disrupt food systems and economies. 5. SDG 15: Life on Land – Managing zoonotic diseases is essential for protecting biodiversity and preventing the transmission of diseases from wildlife to humans. The course could explore how ecosystem changes and wildlife health affect zoonotic disease risks. 6. SDG 17: Partnerships for the Goals – Controlling zoonoses often requires a collaborative approach, involving veterinarians, public health professionals, researchers, and governments. The course would emphasize the importance of global partnerships and cooperation in addressing zoonotic disease threats through initiatives like the “One Health” approach, which integrates human, animal, and environmental health. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, water and sanitation, sustainable production, biodiversity, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114302 | Ragulasi dan Etika Veteriner | Veterinary Regulation and Ethics | The university course Veterinary Regulation and Ethics focuses on the legal, ethical, and professional standards that govern veterinary practice. Students will explore the principles of veterinary ethics, including animal welfare, client communication, and professional responsibility, and how these principles are applied in day-to-day veterinary practice. | 1. SDG 3: Good Health and Well-Being – Veterinary regulation ensures that veterinary practices maintain high standards of animal health and welfare, which also impacts human health (especially in the prevention of zoonotic diseases). Ethical veterinary practice helps protect public health and improve healthcare outcomes for both animals and humans. 2. SDG 12: Responsible Consumption and Production – Ethical considerations in veterinary regulation often cover sustainable and humane treatment of animals, including those used for food production. The course might address animal welfare laws that ensure responsible consumption and production, minimizing harm to animals and improving sustainability in agriculture and food systems. 3. SDG 15: Life on Land – Veterinary ethics and regulation play a key role in the protection of wildlife, biodiversity, and ecosystems. Ethical frameworks guide the treatment of wildlife and the conservation of endangered species, helping to preserve biodiversity and prevent harmful human impact on life on land. 4. SDG 16: Peace, Justice, and Strong Institutions – Veterinary regulation involves the creation and enforcement of laws that promote justice and fairness in veterinary practices, including animal welfare laws and regulations concerning the ethical treatment of animals. The course supports the development of strong institutions to regulate veterinary practice, animal welfare, and public health issues. 5. SDG 4: Quality Education – This course contributes to the education of veterinarians in legal and ethical standards, helping them to understand the responsibilities of their profession. It also promotes lifelong learning in regulatory frmeworks and ethics, ensuring a well-informed and responsible veterinary workforce. 6. SDG 17: Partnerships for the Goals – Veterinary regulation often involves collaboration between governments, professional organizations, international bodies, and educational institutions. The course emphasizes the role of partnerships in developing and enforcing veterinary laws and ethical guidelines on a global scale. The course primarily focuses on SDG 3 (Good Health and Well-Being) and SDG 16 (Peace, Justice, and Strong Institutions), but also covers aspects of sustainability, ethical consumption, education, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113003 | Ilmu Bedah Veteriner Khusus | Specialized Veterinary Surgery | The university course Specialized Veterinary Surgery is designed for veterinary students or professionals seeking advanced knowledge and skills in surgical techniques for complex medical conditions in animals. This course focuses on specialized surgical procedures and treatments beyond routine surgeries, addressing the needs of complicated cases and specialty areas within veterinary surgery. | 1. SDG 3: Good Health and Well-Being – Specialized veterinary surgery plays a crucial role in maintaining and improving animal health, which is directly linked to public health. By treating injuries, diseases, and performing life-saving surgeries on animals (including livestock, pets, and wildlife), veterinary surgeons contribute to the well-being of both animals and humans, particularly in preventing zoonotic diseases. 2. SDG 2: Zero Hunger – Advanced surgical techniques help maintain the health of livestock and other food-producing animals, ensuring sustainable food production. Healthy livestock contribute to food security, particularly in agricultural communities that rely on animal farming. 3. SDG 12: Responsible Consumption and Production – Specialized veterinary surgery supports the responsible and humane treatment of animals in agriculture, food production, and pet care. Ethical surgical practices contribute to reducing unnecessary animal suffering and improve the sustainability of animal production systems. 4. SDG 15: Life on Land – The course may cover surgical techniques that aid in wildlife conservation efforts, such as treating injuries in endangered species or helping manage wildlife populations. By contributing to the well-being of wildlife and biodiversity, specialized veterinary surgery helps protect ecosystems and supports conservation initiatives. 5. SDG 4: Quality Education – This advanced course provides specialized training for veterinary professionals, helping them acquire the skills necessary for complex surgical procedures. It contributes to building a highly educated workforce capable of improving animal health and welfare. 6. SDG 9: Industry, Innovation, and Infrastructure – Specialized veterinary surgery often involves the use of cutting-edge medical technologies and innovations, such as minimally invasive surgery, advanced imaging, and new surgical tools. The course fosters the development and application of these innovations, enhancing veterinary care infrastructure. 7. SDG 17: Partnerships for the Goals – The field of specialized veterinary surgery often involves collaboration between veterinary schools, research institutions, and industry to advance surgical techniques and improve animal health. This aligns with the goal of fostering partnerships to enhance knowledge sharing and capacity building in veterinary medicine. The course primarily contributes to SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), but it also plays a role in promoting responsible consumption, wildlife conservation, education, innovation, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113103 | Ilmu Penyakit Dalam | Internal Medicine | The university course Internal Medicine in veterinary studies focuses on the diagnosis, treatment, and management of medical conditions affecting the internal organs of animals. It provides students with a comprehensive understanding of disease mechanisms, pathophysiology, and the clinical presentation of common and complex medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as internal medicine is concerned with improving health outcomes for patients through the management of chronic and acute diseases. The course addresses various health conditions, preventive care, and the overall well-being of individuals. 2. SDG 4: Quality Education – The course provides advanced education and training for medical students and professionals, contributing to a well-educated workforce. It emphasizes the importance of continuous learning in the field of internal medicine, ensuring that healthcare providers are knowledgeable about the latest medical practices and treatments. 3. SDG 10: Reduced Inequalities – Internal medicine often involves addressing health disparities among different populations. The course may cover issues related to access to healthcare, social determinants of health, and strategies to reduce inequalities in health outcomes. 4. SDG 9: Industry, Innovation, and Infrastructure – Internal medicine is closely linked to advancements in medical technologies, research, and healthcare infrastructure. The course may discuss innovations in diagnostics, treatments, and the overall organization of healthcare systems, which contribute to improving patient care. 5. SDG 17: Partnerships for the Goals – Effective internal medicine often requires collaboration among healthcare professionals, research institutions, and public health organizations. The course may emphasize the importance of partnerships in advancing medical knowledge, improving healthcare delivery, and addressing public health challenges. 6. SDG 2: Zero Hunger – Although not a primary focus, internal medicine can address malnutrition and its related health issues, particularly in populations with food insecurity. Understanding the link between nutrition and health can be part of the curriculum. While the primary focus of an internal medicine course is on SDG 3 (Good Health and Well-Being), it also intersects with goals related to education, reducing inequalities, innovation, and partnerships. Would you like more details on specific topics within the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113202 | Penyakit Virus | Viral Diseases | The university course Viral Diseases focuses on the study of viral infections that affect animals, including the mechanisms by which viruses cause diseases, the clinical manifestations, diagnostic methods, and treatment strategies. Students will learn about the etiology, transmission routes, pathogenesis, and immune responses associated with viral infections. | 1. SDG 3: Good Health and Well-Being – This is the most relevant SDG, as the course directly deals with viral diseases that impact human health, such as HIV/AIDS, influenza, hepatitis, and emerging viruses like SARS-CoV-2. The course covers prevention, diagnosis, treatment, and public health strategies, contributing to better health outcomes. 2. SDG 2: Zero Hunger – Viral diseases can also affect crops and livestock, leading to food insecurity. Understanding how viruses impact agricultural systems helps develop strategies for disease management and prevention, ensuring a stable food supply and food security. 3. SDG 6: Clean Water and Sanitation – Some viral diseases are transmitted through contaminated water or inadequate sanitation. The course may address the role of clean water and sanitation in preventing viral infections, contributing to public health initiatives. 4. SDG 9: Industry, Innovation, and Infrastructure – The study of viral diseases often involves research and innovation in diagnostics, treatments, and vaccines. The course may cover advancements in virology, biotechnology, and public health infrastructure to improve disease prevention and response. 5. SDG 17: Partnerships for the Goals – Combating viral diseases often requires collaboration between governments, healthcare organizations, researchers, and communities. The course emphasizes the importance of partnerships in addressing global health challenges related to viral infections, including vaccine distribution and outbreak response. 6. SDG 4: Quality Education – This course contributes to the education and training of healthcare professionals, researchers, and students in virology, epidemiology, and public health, fostering a knowledgeable workforce capable of addressing viral disease challenges. 7. SDG 15: Life on Land – Some viral diseases affect wildlife and contribute to biodiversity loss. The course might explore the impact of viral infections on animal populations and ecosystems, emphasizing the importance of wildlife health in the context of biodiversity conservation. While SDG 3 (Good Health and Well-Being) is the primary focus of a course on viral diseases, it also intersects with several other goals related to food security, water quality, innovation, partnerships, and education. Would you like more specific examples of viral diseases discussed in the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113303 | Obstetri dan Ginekologi Veteriner | Veterinary Obstetrics and Gynecology | The university course Veterinary Obstetrics and Gynecology focuses on the study and clinical management of reproductive health and diseases in animals. This course covers a broad range of topics related to female reproductive physiology, pregnancy, parturition, and postpartum care, with an emphasis on both preventive and therapeutic approaches to common reproductive conditions. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to veterinary obstetrics and gynecology, as it focuses on ensuring the health and welfare of female animals and their offspring. Proper management of reproductive health can prevent complications during pregnancy and childbirth, contributing to better animal health outcomes. 2. SDG 2: Zero Hunger – Effective reproductive management in livestock is crucial for food security. By ensuring healthy breeding practices and optimal reproductive health, the course supports sustainable food production and the availability of high-quality animal protein, which is essential for combating hunger. 3. SDG 12: Responsible Consumption and Production – Veterinary obstetrics and gynecology promotes humane and ethical treatment of breeding animals, emphasizing responsible practices in animal agriculture. This goal supports sustainable production methods that minimize animal suffering and promote animal welfare. 4. SDG 15: Life on Land – The course may address the management of wildlife reproductive health, particularly in conservation efforts. Understanding reproductive health in wildlife species contributes to biodiversity preservation and the management of endangered species. 5. SDG 4: Quality Education – This course provides advanced training for veterinary professionals, ensuring they have the knowledge and skills necessary to manage reproductive health effectively. It contributes to building a skilled workforce in veterinary medicine. 6. SDG 17: Partnerships for the Goals – Veterinary obstetrics and gynecology often involves collaboration among veterinarians, farmers, researchers, and government agencies to improve reproductive practices and animal welfare. Partnerships can enhance knowledge sharing and improve practices in veterinary medicine. The course primarily focuses on SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), but it also relates to responsible consumption, biodiversity conservation, education, and global partnerships. Would you like more details on specific topics covered in the course that connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113402 | Higiene Pangan asal Hewan | Food Hygiene of Animal Origin | The university course Food Hygiene of Animal Origin focuses on the principles and practices involved in ensuring the safety, quality, and hygiene of animal-derived food products, including meat, dairy, eggs, and fish. Students will explore the various stages of food production, from farm to table, and the critical control points at each stage to prevent contamination and ensure food safety. | 1. SDG 3: Good Health and Well-Being – Ensuring food hygiene is critical for preventing foodborne illnesses and protecting public health. The course covers safe handling, processing, and storage of food products from animal origins to minimize health risks. 2. SDG 2: Zero Hunger – By focusing on food safety and hygiene, the course contributes to ensuring the availability of safe and nutritious food for populations worldwide. Safe food production practices are essential for addressing hunger and malnutrition. 3. SDG 12: Responsible Consumption and Production – This goal is directly related to the principles of food hygiene. The course promotes sustainable practices in the production, processing, and consumption of animal-derived foods, helping to reduce waste and improve food quality. 4. SDG 6: Clean Water and Sanitation – The course may address the importance of clean water and sanitation in food production and processing, emphasizing how these factors contribute to food hygiene and safety. 5. SDG 9: Industry, Innovation, and Infrastructure – The food industry relies on innovative practices and infrastructure to ensure food safety and hygiene. The course may cover advancements in food technology, safety regulations, and quality control measures in the food industry. 6. SDG 15: Life on Land – The course may also discuss the relationship between food production practices, animal health, and environmental sustainability. Proper hygiene practices can minimize the impact of livestock farming on land and ecosystems. 7. SDG 17: Partnerships for the Goals – Food hygiene often requires collaboration among veterinarians, food scientists, public health officials, and regulatory agencies. The course emphasizes the importance of partnerships in developing effective food safety regulations and practices. While SDG 3 (Good Health and Well-Being) is a primary focus, the course also intersects with goals related to food security, sustainable production, water quality, innovation, and global partnerships. Would you like more specific examples of topics or case studies discussed in the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113502 | Toksikologi Veteriner | Veterinary Toxicology | The university course Veterinary Toxicology focuses on the study of harmful substances and their effects on animals, including toxicants, poisons, and environmental hazards that can affect animal health. Students learn about the pathophysiology, diagnosis, and treatment of poisoning cases in both companion animals and livestock, as well as the prevention and management of toxic exposures. | 1. SDG 3: Good Health and Well-Being – Veterinary toxicology directly contributes to the health and welfare of animals by addressing the impact of toxic substances. The course involves understanding how to diagnose and treat poisoning, which is essential for ensuring the well-being of animals and preventing zoonotic diseases. 2. SDG 2: Zero Hunger – Toxicological issues can affect livestock and food production. By educating veterinarians on how to manage toxic exposures in food-producing animals, the course supports food safety and security, contributing to sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – This goal is connected to the responsible use of chemicals and substances in agriculture and veterinary medicine. The course addresses the importance of minimizing toxic exposure and promoting safe practices in the use of pesticides, fertilizers, and pharmaceuticals in food production. 4. SDG 15: Life on Land – Veterinary toxicology plays a role in wildlife health, particularly in understanding how environmental toxins affect wildlife populations and ecosystems. The course may cover topics related to conservation, the effects of pollution, and strategies for mitigating toxic impacts on biodiversity. 5. SDG 6: Clean Water and Sanitation – The course may also address the importance of preventing toxic substances from contaminating water sources, which can affect both animal and human health. Understanding the pathways of toxins in the environment is essential for ensuring clean water for all living organisms. 6. SDG 4: Quality Education – This course contributes to the education and training of veterinary professionals in the field of toxicology, equipping them with the knowledge and skills necessary to identify and manage toxicological emergencies. 7. SDG 17: Partnerships for the Goals – Addressing issues of toxicology often requires collaboration among veterinary professionals, researchers, environmental scientists, and regulatory agencies. The course may emphasize the importance of partnerships in developing effective strategies for toxin management and prevention. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, sustainable practices, environmental health, education, and global partnerships. If you’d like, I can provide more specific examples of topics or case studies discussed in the course that relate to these SDGs. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113603 | Diagnostik Klinik Veteriner | Veterinary Clinical Diagnostics | The university course Veterinary Clinical Diagnostics focuses on the techniques and methodologies used to diagnose diseases and medical conditions in animals. Students will learn how to integrate clinical examination, laboratory tests, and diagnostic imaging to assess animal health, identify illnesses, and guide treatment decisions. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as the course aims to enhance the health and welfare of animals through accurate diagnostics. Early and precise diagnosis can lead to effective treatment and improved health outcomes for both companion and livestock animals, which ultimately benefits public health. 2. SDG 2: Zero Hunger – Veterinary clinical diagnostics is crucial for livestock management and ensuring the health of food-producing animals. Healthy livestock contribute to food security, and effective diagnostic practices help prevent the spread of diseases that could compromise food supplies. 3. SDG 12: Responsible Consumption and Production – The course emphasizes the importance of sustainable practices in veterinary diagnostics, promoting responsible use of resources and technologies in the diagnosis and management of animal health. This includes minimizing the use of antibiotics and ensuring humane treatment in diagnostic procedures. 4. SDG 15: Life on Land – The health of wildlife populations can also be addressed through veterinary diagnostics. Understanding diseases in wild animal populations is crucial for biodiversity conservation and ecosystem health. The course may cover diagnostic techniques applicable to wildlife diseases. 5. SDG 4: Quality Education – This course provides advanced education and training for veterinary professionals in diagnostic techniques and technologies, ensuring that they are well-equipped to diagnose and treat various animal health issues. It contributes to building a knowledgeable and skilled workforce in veterinary medicine. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary clinical diagnostics often involves the use of innovative technologies and methodologies. The course may discuss advancements in diagnostic tools, such as imaging technologies, molecular diagnostics, and laboratory testing, which enhance veterinary care infrastructure. 7. SDG 17: Partnerships for the Goals – Effective veterinary diagnostics often involves collaboration among veterinarians, researchers, and public health officials. The course may emphasize the importance of partnerships in advancing diagnostic practices and improving animal health and welfare. While the primary focus of a veterinary clinical diagnostics course is on SDG 3 (Good Health and Well-Being), it also intersects with goals related to food security, responsible production, biodiversity, education, innovation, and global partnerships. If you’re interested, I can provide more specific examples of topics or case studies covered in the course that relate to these SDGs. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112303 | Ilmu dan Teknologi Reproduksi Veteriner | Veterinary Reproductive Science and Technology | The Veterinary Reproductive Science and Technology course focuses on the principles and practices related to animal reproduction and reproductive health. Designed for veterinary students and professionals, this course covers both the physiological and technological aspects of reproduction in various species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to ensuring the reproductive health and welfare of animals. The course focuses on managing reproductive issues, preventing diseases related to reproduction, and promoting overall animal health, which is vital for both domestic and wildlife species. 2. SDG 2: Zero Hunger – Veterinary reproductive science plays a crucial role in livestock production and food security. By applying reproductive technologies such as artificial insemination and embryo transfer, the course supports efficient breeding practices that can increase the productivity of food-producing animals, helping to ensure a stable food supply. 3. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in animal breeding and reproduction, promoting responsible management of animal resources. This includes the ethical treatment of breeding animals and minimizing the environmental impact of livestock production. 4. SDG 15: Life on Land – The course may cover aspects related to wildlife reproduction and conservation. Understanding reproductive health in wild species is essential for biodiversity conservation and management of endangered species. 5. SDG 4: Quality Education – This course provides advanced training in reproductive technologies and reproductive health management, ensuring that veterinary professionals are well-equipped with the knowledge and skills needed to enhance animal reproduction and welfare. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary reproductive science involves innovative technologies and practices, such as reproductive genetics and advanced breeding techniques. The course may discuss the application of these technologies in improving reproductive outcomes in various animal species. 7. SDG 17: Partnerships for the Goals – Effective veterinary reproductive science often involves collaboration among veterinarians, researchers, livestock producers, and conservationists. The course may emphasize the importance of partnerships in advancing reproductive technologies and improving animal health and welfare. While the primary focus of a course on veterinary reproductive science and technology is on SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), it also intersects with goals related to sustainable practices, biodiversity conservation, education, innovation, and global partnerships. If you would like more specific examples of topics or technologies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112403 | Farmakologi Veteriner Lanjutan | Advanced Veterinary Pharmacology | The Advanced Veterinary Pharmacology course delves into the principles and applications of pharmacology as it relates to veterinary medicine. This course is designed for veterinary students and professionals, focusing on the mechanisms of action, therapeutic uses, pharmacokinetics, and pharmacodynamics of drugs used in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as the course is essential for promoting animal health through the appropriate use of pharmacological treatments. Understanding how drugs work, their effects, and potential side effects is crucial for effective treatment and improving animal welfare. 2. SDG 2: Zero Hunger – Advanced veterinary pharmacology is critical for managing the health of food-producing animals. By ensuring effective disease management and treatment in livestock, the course contributes to sustainable food production and food security, which are essential for addressing hunger. 3. SDG 12: Responsible Consumption and Production – The course emphasizes the importance of responsible use of medications in veterinary practice, including minimizing the use of antibiotics to reduce the risk of resistance. Promoting safe and sustainable practices in drug use is crucial for responsible animal husbandry. 4. SDG 6: Clean Water and Sanitation – Proper pharmacological practices contribute to preventing contamination of water sources with pharmaceutical residues, which can affect both animal and human health. The course may address the importance of safe medication practices in veterinary medicine to protect water quality. 5. SDG 9: Industry, Innovation, and Infrastructure – Advanced veterinary pharmacology often involves the application of new technologies and innovations in drug development, delivery systems, and therapeutic strategies. The course may cover advancements in pharmacological research that enhance veterinary care and drug efficacy. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in pharmacology, ensuring they are well-equipped to make informed decisions regarding medication use, dosage, and treatment protocols. This contributes to a knowledgeable workforce in veterinary medicine. 7. SDG 17: Partnerships for the Goals – Collaboration among veterinarians, researchers, pharmaceutical companies, and regulatory agencies is essential for advancing pharmacological practices. The course may emphasize the importance of partnerships in developing safe and effective veterinary medications. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, responsible production, water quality, innovation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112502 | Penyakit Bakteri dan Jamur | Bacterial and Fungal Diseases | The Bacterial and Fungal Diseases course provides an in-depth exploration of the pathogenic mechanisms, clinical manifestations, diagnosis, and treatment of diseases caused by bacteria and fungi in animals. This course is designed for veterinary students and professionals, focusing on understanding infectious diseases that affect animal health and their implications for public health. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the prevention, diagnosis, and treatment of bacterial and fungal infections in humans and animals. Understanding these diseases is essential for improving health outcomes, preventing outbreaks, and managing antibiotic resistance. 2. SDG 2: Zero Hunger – Bacterial and fungal diseases can significantly impact agricultural productivity, leading to food insecurity. The course addresses how these pathogens affect crops and livestock, emphasizing the importance of disease management in ensuring food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover the importance of sustainable agricultural practices, including the responsible use of antibiotics and fungicides to prevent resistance and protect environmental health. Promoting integrated pest management and safe agricultural practices is essential for sustainability. 4. SDG 6: Clean Water and Sanitation – Bacterial infections are often associated with contaminated water sources. The course may address how water quality impacts the spread of bacterial diseases, emphasizing the importance of clean water and sanitation in preventing infections. 5. SDG 9: Industry, Innovation, and Infrastructure – Advances in diagnostics, treatment, and prevention of bacterial and fungal diseases involve innovative technologies and research. The course may discuss developments in microbiology, biotechnology, and public health infrastructure aimed at managing these diseases. 6. SDG 15: Life on Land – Fungal and bacterial diseases can affect wildlife and ecosystems. Understanding the impact of these diseases on biodiversity and the health of ecosystems is crucial for conservation efforts and maintaining ecological balance. 7. SDG 4: Quality Education – The course provides essential education and training for students in microbiology, pathology, and public health, ensuring they are equipped with the knowledge to tackle bacterial and fungal diseases effectively. 8. SDG 17: Partnerships for the Goals – Addressing bacterial and fungal diseases often requires collaboration among veterinarians, healthcare professionals, researchers, and agricultural specialists. The course may emphasize the importance of partnerships in advancing research, prevention, and treatment strategies. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, responsible production, water quality, innovation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112602 | Radiologi Veteriner | Veterinary Radiology | The Veterinary Radiology course focuses on the principles and techniques of diagnostic imaging in veterinary medicine. This course is designed for veterinary students and professionals, emphasizing the importance of radiological methods for diagnosing and managing health conditions in animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health and welfare of animals. Veterinary radiology plays a critical role in diagnosing and managing health issues, ensuring effective treatment and improving animal welfare through accurate imaging techniques. 2. SDG 2: Zero Hunger – Veterinary radiology contributes to the health management of food-producing animals. By diagnosing diseases and conditions in livestock, the course supports the maintenance of healthy populations, which is essential for food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may emphasize the responsible use of diagnostic imaging technologies in veterinary practice. It addresses the need for safe practices and minimizing waste associated with imaging procedures, promoting sustainability in veterinary care. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the importance of clean water and sanitation in the context of animal health, particularly as some imaging studies may be used to diagnose conditions related to environmental health. 5. SDG 9: Industry, Innovation, and Infrastructure – Veterinary radiology involves the use of advanced imaging technologies and innovations. The course may discuss the development and application of new imaging modalities and techniques that enhance diagnostic capabilities in veterinary medicine. 6. SDG 4: Quality Education – This course provides critical education and training for veterinary professionals in the field of radiology. It equips students with the knowledge and skills necessary to utilize imaging technologies effectively in clinical practice. 7. SDG 15: Life on Land – Veterinary radiology also applies to wildlife medicine, where imaging techniques are used to assess and diagnose health issues in wild animal populations. Understanding these techniques is crucial for wildlife conservation and management efforts. 8. SDG 17: Partnerships for the Goals – Effective veterinary radiology often requires collaboration among veterinarians, radiologists, researchers, and public health officials. The course may highlight the importance of partnerships in advancing diagnostic imaging and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary radiology course, it also intersects with goals related to food security, responsible production, innovation, education, and global partnerships. If you’d like more details about specific topics or technologies covered in the course that relate to these SDGs, just let me know! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112703 | Ektoparasitologi Veteriner | Veterinary Ectoparasitology | The Veterinary Ectoparasitology course focuses on the study of external parasites that affect animals, including their biology, life cycles, and the diseases they can cause. This course is designed for veterinary students and professionals, providing essential knowledge for diagnosing, treating, and managing ectoparasitic infestations in various animal species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health of animals. Understanding and managing ectoparasites is essential for preventing diseases that can affect both animal and human health. Effective control of these parasites contributes to the overall well-being of animals. 2. SDG 2: Zero Hunger – Ectoparasites can significantly impact the productivity and health of food-producing animals, leading to economic losses and food insecurity. The course emphasizes the importance of managing ectoparasites in livestock to ensure food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable practices in the management of ectoparasites, including the responsible use of antiparasitic drugs and integrated pest management strategies. This goal promotes the reduction of chemical use and the development of environmentally friendly control methods. 4. SDG 6: Clean Water and Sanitation – Ectoparasites can affect the overall hygiene and sanitation of animal environments. The course may discuss the relationship between parasite management, clean living conditions for animals, and the importance of sanitation in preventing infestations. 5. SDG 15: Life on Land – The course may also address the impact of ectoparasites on wildlife populations and ecosystems. Understanding ectoparasitism in wild animals is crucial for biodiversity conservation and managing the health of ecosystems. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in ectoparasitology, ensuring they are equipped with the knowledge and skills necessary to identify and manage ectoparasitic infestations effectively. 7. SDG 17: Partnerships for the Goals – Managing ectoparasites often requires collaboration among veterinarians, researchers, farmers, and public health officials. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary ectoparasitology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112802 | Metodologi Ilmiah | Scientific Methodology | The Scientific Methodology course focuses on the principles and practices of scientific research, emphasizing critical thinking, systematic investigation, and the application of the scientific method across various fields. This course is designed for students in science-related disciplines, including veterinary medicine, biology, and environmental science, providing essential skills for conducting research and evaluating scientific literature. | 1. SDG 4: Quality Education – The course promotes critical thinking, problem-solving, and analytical skills, which are essential for quality education. By teaching students how to conduct research and evaluate scientific literature, the course contributes to a knowledgeable and skilled workforce. 2. SDG 9: Industry, Innovation, and Infrastructure – Scientific methodology fosters innovation by encouraging research and development. The skills learned in this course can be applied to various industries, promoting technological advancements and sustainable practices. 3. SDG 3: Good Health and Well-Being – Research in health sciences relies heavily on robust scientific methodology. Understanding how to design studies, analyze data, and interpret results is crucial for advancing medical research and public health initiatives. 4. SDG 12: Responsible Consumption and Production – Scientific methodology plays a key role in developing sustainable practices and solutions. Research that adheres to scientific principles can help identify effective strategies for reducing waste, managing resources, and promoting sustainability. 5. SDG 13: Climate Action – Research on climate change and its impacts requires a solid understanding of scientific methodology. The course prepares students to conduct studies related to environmental science, climate change mitigation, and adaptation strategies. 6. SDG 15: Life on Land – The methodologies learned in this course can be applied to ecological and environmental research, contributing to the understanding and conservation of terrestrial ecosystems and biodiversity. 7. SDG 17: Partnerships for the Goals – Scientific research often involves collaboration among researchers, institutions, and communities. The course may emphasize the importance of interdisciplinary approaches and partnerships in addressing complex scientific challenges. 8. SDG 1: No Poverty – Research methodologies can contribute to understanding and addressing poverty-related issues by evaluating the effectiveness of interventions and programs aimed at poverty reduction. While SDG 4 (Quality Education) is the primary focus of a scientific methodology course, it also intersects with goals related to innovation, health, sustainability, climate action, biodiversity, partnerships, and poverty alleviation. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112903 | Patologi Sistemik Dasar | Basic Systemic Pathology | The Basic Systemic Pathology course provides an introduction to the pathological processes affecting various organ systems in animals. This course is designed for veterinary students and focuses on understanding the mechanisms of disease, the resulting structural and functional changes in tissues, and the implications for animal health. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the understanding and management of diseases in animals. By studying systemic pathology, students gain knowledge about disease processes, which is crucial for improving animal health and welfare. Effective diagnosis and treatment contribute to overall well-being. 2. SDG 2: Zero Hunger – Systemic pathology is vital for the health of food-producing animals. Understanding diseases that affect livestock helps ensure food security by maintaining healthy populations that can produce food sustainably. Effective disease management in livestock contributes to agricultural productivity. 3. SDG 12: Responsible Consumption and Production – The course may cover the impact of diseases on production systems and emphasize the importance of sustainable practices in animal husbandry. Understanding the pathology of diseases can lead to improved management practices that reduce the need for antibiotics and other treatments. 4. SDG 6: Clean Water and Sanitation – Many diseases can be influenced by environmental factors, including water quality. The course may address how systemic pathology relates to zoonotic diseases and the importance of sanitation in preventing disease transmission. 5. SDG 15: Life on Land – The course may also include aspects of wildlife pathology, focusing on how diseases impact wildlife populations and ecosystems. Understanding these diseases is crucial for biodiversity conservation and managing the health of natural habitats. 6. SDG 4: Quality Education – Basic systemic pathology is foundational for veterinary education. The course provides essential training for students, ensuring they acquire the necessary knowledge and skills to diagnose and manage diseases in clinical practice. 7. SDG 17: Partnerships for the Goals – Addressing complex health issues often requires collaboration among veterinarians, researchers, public health officials, and agricultural experts. The course may emphasize the importance of interdisciplinary partnerships in advancing veterinary medicine and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic systemic pathology course, it also intersects with goals related to food security, responsible production, water quality, biodiversity conservation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111602 | Kesrawan dan Kesmavet | Animal Welfare and Veterinary Health | The Animal Welfare and Veterinary Health course focuses on the ethical, legal, and practical aspects of ensuring the well-being of animals in various settings, including veterinary practice, agriculture, and research. This course is designed for veterinary students and professionals, emphasizing the importance of animal welfare principles in promoting health and humane treatment of animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to the health and welfare of animals. The course emphasizes the importance of veterinary health practices in promoting the well-being of animals, preventing disease, and ensuring humane treatment. 2. SDG 12: Responsible Consumption and Production – Understanding animal welfare is critical for promoting sustainable animal husbandry practices. The course addresses how responsible management and care for animals can lead to better production practices and reduce the environmental impact of livestock farming. 3. SDG 2: Zero Hunger – Animal welfare is essential for the productivity of food-producing animals. The course may cover how proper welfare practices enhance the health and productivity of livestock, contributing to food security and sustainable agricultural practices. 4. SDG 6: Clean Water and Sanitation – Proper animal welfare practices include providing clean water and appropriate living conditions. The course may address how these factors influence the health and welfare of animals and the importance of sanitation in preventing disease. 5. SDG 15: Life on Land – The course may include topics on wildlife welfare and conservation, focusing on the health of wildlife populations and their habitats. Understanding animal welfare principles is crucial for biodiversity conservation and the management of natural ecosystems. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals and animal caretakers, ensuring they understand the principles of animal welfare and the importance of veterinary health in promoting well-being. 7. SDG 17: Partnerships for the Goals – Promoting animal welfare often requires collaboration among veterinarians, animal welfare organizations, policymakers, and communities. The course may emphasize the importance of partnerships in advancing animal welfare initiatives and improving veterinary practices. 8. SDG 1: No Poverty – Sustainable animal management practices that prioritize welfare can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a course on animal welfare and veterinary health, it also intersects with goals related to food security, responsible production, water quality, biodiversity conservation, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111703 | Biostatistika | Biostatistics | The Biostatistics course focuses on the application of statistical methods to biological, health, and veterinary research. This course is designed for students in veterinary medicine, public health, biology, and related fields, providing essential skills for analyzing and interpreting data in scientific studies. | 1. SDG 3: Good Health and Well-Being – Biostatistics is crucial for designing studies, analyzing health data, and interpreting results. This goal is directly related to improving health outcomes through evidence-based practices, including public health initiatives, clinical research, and health policy development. 2. SDG 4: Quality Education – The course provides essential training in statistical methods, critical thinking, and data analysis, contributing to quality education in health-related fields. Students gain the skills necessary to conduct research and contribute to scientific knowledge. 3. SDG 2: Zero Hunger – Biostatistical methods can be applied to agricultural studies and food security research, helping to analyze data related to food production, nutrition, and agricultural practices that impact hunger and food availability. 4. SDG 12: Responsible Consumption and Production – Biostatistics plays a role in evaluating the impact of consumption patterns and production practices on health outcomes. Analyzing data related to sustainability in agriculture and food production can support responsible practices. 5. SDG 9: Industry, Innovation, and Infrastructure – The course may cover statistical methodologies that support innovation in health research and the development of new technologies and treatments. This includes data analysis for clinical trials and epidemiological studies. 6. SDG 6: Clean Water and Sanitation – Biostatistics is vital for analyzing data related to water quality, sanitation practices, and their impact on public health. Research in these areas helps inform policies and interventions to improve health outcomes. 7. SDG 15: Life on Land – Biostatistical methods can be applied to studies of biodiversity, conservation, and the health of ecosystems. Understanding the impact of environmental factors on health requires rigorous data analysis. 8. SDG 17: Partnerships for the Goals – Collaboration among researchers, healthcare professionals, and policymakers is essential for advancing health research and public health initiatives. The course may emphasize the importance of partnerships in collecting and analyzing data for informed decision-making. While SDG 3 (Good Health and Well-Being) is the primary focus of a biostatistics course, it also intersects with goals related to education, food security, sustainability, innovation, water quality, biodiversity, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111802 | Imunologi | Immunology | The Immunology course provides a comprehensive understanding of the immune system and its role in protecting animals from infections and diseases. This course is designed for veterinary students and professionals, focusing on the principles of immunology as they relate to veterinary medicine, animal health, and disease management. | 1. SDG 3: Good Health and Well-Being – Immunology is directly related to health outcomes, as it studies how the immune system protects against infections and diseases. Understanding immunological responses is crucial for developing vaccines, therapies, and public health strategies to improve health and combat diseases. 2. SDG 2: Zero Hunger – Immunology can play a role in understanding how malnutrition affects immune function, making it relevant to food security and nutrition. Studying the immune system’s response to various nutritional deficiencies helps inform strategies to improve health outcomes in vulnerable populations. 3. SDG 4: Quality Education – The course provides essential education on the principles of immunology, fostering critical thinking and research skills. This foundation is vital for students pursuing careers in healthcare, research, and public health. 4. SDG 12: Responsible Consumption and Production – Immunology research often explores the impacts of environmental factors on immune health. Understanding how pollutants and chemicals affect the immune system is important for developing responsible production practices and ensuring public health. 5. SDG 6: Clean Water and Sanitation – The immune system is influenced by exposure to pathogens in the environment. Immunology studies can inform public health strategies to improve sanitation and water quality, which are crucial for preventing infections and maintaining immune health. 6. SDG 15: Life on Land – Immunology can also be relevant to wildlife health and conservation. Understanding the immune responses of wild animals to diseases can aid in biodiversity conservation efforts and the management of wildlife populations. 7. SDG 9: Industry, Innovation, and Infrastructure – Immunological research drives innovation in vaccine development, diagnostics, and therapies. The course may cover advancements in immunology that contribute to the health industry and public health infrastructure. 8. SDG 17: Partnerships for the Goals – Collaborative efforts among researchers, healthcare professionals, and public health officials are essential for advancing immunological research and addressing global health challenges. The course may emphasize the importance of partnerships in tackling infectious diseases and improving health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of an immunology course, it also intersects with goals related to education, food security, sustainability, water quality, biodiversity, innovation, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111902 | Endoparasitologi Veteriner | Veterinary Endoparasitology | The Veterinary Endoparasitology course focuses on the study of internal parasites that affect animals, including their biology, life cycles, host interactions, and the diseases they cause. This course is designed for veterinary students and professionals, providing essential knowledge for diagnosing, treating, and preventing parasitic infections in various animal species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health of animals. Understanding and managing endoparasites is essential for preventing diseases that can affect both animal and human health. Effective control of these parasites contributes to the overall well-being of animals. 2. SDG 2: Zero Hunger – Endoparasites can significantly impact the productivity and health of food-producing animals. The course emphasizes the importance of managing these parasites in livestock to ensure food security and sustainable agricultural practices. Healthy livestock contribute to stable food supplies. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable practices in the management of endoparasites, including the responsible use of anthelmintics and integrated parasite management strategies. This goal promotes the reduction of chemical use and the development of environmentally friendly control methods. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the relationship between environmental hygiene, sanitation, and the prevention of endoparasite infestations. Proper sanitation practices can help reduce the transmission of parasites in animal populations. 5. SDG 15: Life on Land – The course may also address the impact of endoparasites on wildlife populations and ecosystems. Understanding these parasites is crucial for biodiversity conservation and managing the health of wildlife species. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in endoparasitology, ensuring they are equipped with the knowledge and skills necessary to identify and manage parasitic infestations effectively. 7. SDG 17: Partnerships for the Goals – Effective management of endoparasites often requires collaboration among veterinarians, researchers, farmers, and public health officials. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. 8. SDG 1: No Poverty – Sustainable animal management practices that prioritize the health of livestock can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary endoparasitology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112002 | Mata Kuliah Pilihan | Elective Courses | Elective courses in veterinary medicine allow students to explore specialized areas of interest, enhancing their education and skills beyond the core curriculum. Here are some common elective courses offered in veterinary programs: | 1. SDG 4: Quality Education – Many elective courses focus on enhancing skills and knowledge in specific areas, contributing to overall educational quality and lifelong learning opportunities. 2. SDG 3: Good Health and Well-Being – Electives related to health sciences, psychology, nutrition, or physical education contribute to understanding and promoting physical and mental health. 3. SDG 5: Gender Equality – Elective courses focused on gender studies, women’s rights, and social justice help raise awareness about gender issues and promote equality. 4. SDG 12: Responsible Consumption and Production – Courses in sustainability, environmental science, or consumer behavior can educate students on responsible production practices and sustainable consumption. 5. SDG 13: Climate Action – Electives that cover environmental science, climate change, or renewable energy inform students about climate-related issues and encourage action. 6. SDG 10: Reduced Inequality – Courses that focus on social issues, public policy, or community development can help address inequality and promote social justice. 7. SDG 9: Industry, Innovation, and Infrastructure – Electives in engineering, technology, and entrepreneurship can foster innovation and support infrastructure development. 8. SDG 15: Life on Land – Electives in ecology, wildlife conservation, or environmental management promote understanding and conservation of biodiversity and ecosystems. 9. SDG 17: Partnerships for the Goals – Many electives encourage collaboration and teamwork, fostering partnerships among students from diverse backgrounds and disciplines. 10. SDG 1: No Poverty – Electives that focus on economics, development studies, or social work can provide insights into poverty alleviation strategies and community development. 11. SDG 8: Decent Work and Economic Growth – Courses that focus on career development, entrepreneurship, and business can promote economic growth and decent work opportunities. 12. SDG 6: Clean Water and Sanitation – Electives in environmental studies or public health may address issues related to water quality and sanitation practices. The relevance of specific SDGs will vary based on the nature of the elective courses offered at a university. If you have specific elective courses in mind, I can provide a more detailed analysis of how they relate to the UN Sustainable Development Goals! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112103 | Patologi Veteriner Umum | General Veterinary PathologyGeneral Veterinary Pathology | The General Veterinary Pathology course provides an overview of the mechanisms and processes underlying diseases in animals. This course is essential for veterinary students, focusing on the study of disease etiology, pathogenesis, morphological changes, and the physiological and clinical manifestations of various health conditions. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to understanding and improving animal health. By studying veterinary pathology, students learn about disease mechanisms, diagnosis, and management, which are essential for promoting the health and well-being of animals. 2. SDG 2: Zero Hunger – Understanding pathology is crucial for managing diseases in food-producing animals. The course emphasizes the importance of maintaining the health of livestock to ensure food security and sustainable agricultural practices. Healthy animals contribute to stable food supplies. 3. SDG 12: Responsible Consumption and Production – General veterinary pathology can address sustainable practices in the management of animal health and disease. The course may cover the responsible use of medications and treatments, contributing to environmental sustainability and reducing antibiotic resistance. 4. SDG 6: Clean Water and Sanitation – Proper sanitation and hygiene practices are crucial in preventing disease transmission. The course may discuss the relationship between water quality, sanitation, and the health of animals, highlighting the importance of these factors in disease prevention. 5. SDG 15: Life on Land – The course may address the impact of diseases on wildlife populations and ecosystems. Understanding veterinary pathology is important for wildlife conservation and the management of natural habitats, ensuring biodiversity and ecosystem health. 6. SDG 4: Quality Education – General veterinary pathology provides essential education and training for veterinary professionals. The course equips students with critical knowledge and skills needed for diagnosing and managing diseases in clinical practice. 7. SDG 17: Partnerships for the Goals – Effective management of animal health often requires collaboration among veterinarians, researchers, policymakers, and agricultural stakeholders. The course may emphasize the importance of partnerships in addressing health challenges and improving animal welfare. 8. SDG 1: No Poverty – Sustainable animal health practices can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a general veterinary pathology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112203 | Ilmu Bedah Veteriner Dasar | Basic Veterinary Surgery | The Basic Veterinary Surgery course provides foundational knowledge and skills related to surgical techniques and principles in veterinary medicine. This course is designed for veterinary students and early-career professionals, emphasizing the importance of surgery in diagnosing and treating various medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to veterinary surgery, as surgical procedures are often necessary for diagnosing and treating injuries, diseases, and conditions in animals. The course emphasizes the importance of surgical intervention in improving the health and well-being of animals. 2. SDG 2: Zero Hunger – Basic veterinary surgery plays a vital role in maintaining the health of food-producing animals. By ensuring that livestock can receive necessary surgical treatments, the course contributes to food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may address ethical considerations in veterinary surgery, including the responsible use of surgical interventions and anesthesia. Understanding the principles of humane treatment and animal welfare is essential in promoting sustainable practices. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the importance of hygiene and sanitation in surgical settings. Proper sterilization and sanitation practices are crucial for preventing infections and ensuring successful surgical outcomes. 5. SDG 15: Life on Land – The course may also cover surgical practices related to wildlife rehabilitation and conservation. Understanding how to perform surgical procedures on wild animals can support biodiversity conservation efforts. 6. SDG 4: Quality Education – Basic veterinary surgery is a foundational aspect of veterinary education. The course provides essential training in surgical techniques, critical thinking, and problem-solving skills, ensuring students are well-prepared for their future careers. 7. SDG 17: Partnerships for the Goals – Effective veterinary surgical practices often require collaboration among veterinarians, veterinary technicians, and animal care staff. The course may emphasize the importance of teamwork and communication in providing high-quality surgical care. 8. SDG 1: No Poverty – By improving the health and productivity of animals through surgical interventions, the course supports economic stability for farmers and communities. Healthy animals contribute to food security and livelihoods, helping to alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary surgery course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110903 | Embriologi dan Genetika | Embryology and Genetics | The Embryology and Genetics course focuses on the principles of developmental biology and heredity as they relate to veterinary medicine. This course is designed for veterinary students and professionals, providing essential knowledge about the processes of development from fertilization to birth, as well as the genetic mechanisms that influence animal traits and diseases. | 1. SDG 3: Good Health and Well-Being – Understanding embryology and genetics is crucial for comprehending human and animal development, congenital disorders, and genetic diseases. This knowledge is vital for improving health outcomes through early diagnosis and treatment of genetic conditions. 2. SDG 4: Quality Education – The course provides essential education in the principles of embryology and genetics, fostering critical thinking and research skills. This foundation is vital for students pursuing careers in healthcare, research, and education. 3. SDG 2: Zero Hunger – Genetic research plays a significant role in improving agricultural practices and food security. The course may cover topics related to genetic engineering and biotechnology, which can enhance crop yields, improve livestock genetics, and contribute to sustainable food production. 4. SDG 15: Life on Land – The study of genetics is essential for biodiversity conservation and the management of wildlife populations. Understanding genetic diversity and the role of genetics in species adaptation can aid in conservation efforts and ecosystem management. 5. SDG 12: Responsible Consumption and Production – Knowledge of genetics can inform sustainable agricultural practices, including the responsible use of genetically modified organisms (GMOs) and breeding techniques that minimize environmental impact. 6. SDG 9: Industry, Innovation, and Infrastructure – Advances in genetics and biotechnology contribute to innovation in medicine, agriculture, and industry. The course may explore cutting-edge research and technologies that improve health outcomes and enhance agricultural productivity. 7. SDG 10: Reduced Inequality – Genetic research can help identify genetic factors associated with diseases prevalent in marginalized populations, informing targeted interventions and reducing health disparities. 8. SDG 17: Partnerships for the Goals – Collaboration among researchers, healthcare professionals, and agricultural scientists is crucial for advancing knowledge in embryology and genetics. The course may emphasize the importance of partnerships in research and application. While SDG 3 (Good Health and Well-Being) is the primary focus of an embryology and genetics course, it also intersects with goals related to education, food security, biodiversity, sustainability, innovation, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111003 | Bakteriologi dan Mikologi Veteriner | Veterinary Bacteriology and Mycology | The Veterinary Bacteriology and Mycology course focuses on the study of bacteria and fungi that impact animal health, emphasizing their roles in disease, diagnosis, and treatment. This course is designed for veterinary students and professionals, providing essential knowledge about microbial pathogens, their characteristics, and the principles of infection control in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to understanding and improving animal health. The course emphasizes the importance of diagnosing and treating bacterial and fungal infections, which is essential for promoting the health and well-being of animals. 2. SDG 2: Zero Hunger – Infectious diseases in livestock can significantly impact food production and security. Understanding bacteriology and mycology helps in managing diseases that affect food-producing animals, thereby contributing to sustainable agricultural practices and food security. 3. SDG 12: Responsible Consumption and Production – The course may address the responsible use of antibiotics and antifungal agents in veterinary medicine, focusing on minimizing the development of antimicrobial resistance and promoting sustainable practices in animal husbandry. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may discuss the relationship between environmental hygiene and the prevention of infectious diseases caused by bacteria and fungi. Proper sanitation practices are crucial for controlling outbreaks and ensuring animal health. 5. SDG 15: Life on Land – The course may also cover the impact of bacterial and fungal diseases on wildlife populations and ecosystems. Understanding these microorganisms is essential for biodiversity conservation and managing the health of wild animal populations. 6. SDG 4: Quality Education – Veterinary bacteriology and mycology provide essential education and training for veterinary professionals, ensuring they are equipped with the knowledge and skills necessary to diagnose and manage infectious diseases effectively. 7. SDG 17: Partnerships for the Goals – Effective management of infectious diseases often requires collaboration among veterinarians, researchers, public health officials, and agricultural stakeholders. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. 8. SDG 1: No Poverty – By improving the health and productivity of animals through effective management of bacterial and fungal infections, the course supports economic stability for farmers and communities. Healthy animals contribute to food security and livelihoods, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary bacteriology and mycology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111103 | Fisiologi Veteriner Dasar | Basic Veterinary Physiology | The Basic Veterinary Physiology course introduces students to the fundamental physiological processes and mechanisms that govern the function of animal bodies. This foundational course is designed for veterinary students and provides essential knowledge about how various systems in animals operate, interact, and maintain homeostasis. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to understanding animal health. A solid grasp of physiology is essential for diagnosing, treating, and preventing diseases in animals, thus promoting their overall health and welfare. 2. SDG 2: Zero Hunger – Understanding physiology is crucial for improving the health and productivity of food-producing animals. The course emphasizes the importance of animal health in ensuring food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover topics related to sustainable practices in animal husbandry, including how physiological principles can inform responsible management of animal resources and minimize waste. 4. SDG 6: Clean Water and Sanitation – Proper understanding of animal physiology can help veterinarians address issues related to hydration, nutrition, and overall health, emphasizing the importance of clean water and sanitation for animal well-being. 5. SDG 15: Life on Land – The course may also touch upon the physiological aspects of wildlife and conservation efforts. Understanding the physiology of wild species is essential for their management and conservation in their natural habitats. 6. SDG 4: Quality Education – Basic veterinary physiology provides essential education and training for veterinary professionals. It equips students with critical knowledge and skills necessary for their future careers in veterinary medicine. 7. SDG 17: Partnerships for the Goals – Veterinary physiology often involves collaboration among veterinarians, researchers, and other professionals to improve animal health outcomes. The course may emphasize the importance of teamwork and communication in addressing health challenges. 8. SDG 1: No Poverty – By promoting the health and productivity of animals, the course supports economic stability for farmers and communities. Healthy livestock contribute to food security and livelihoods, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary physiology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111202 | Farmakologi Veteriner Dasar | Basic Veterinary Pharmacology | The Basic Veterinary Pharmacology course provides an introduction to the principles of pharmacology as they apply to veterinary medicine. This foundational course is designed for veterinary students and professionals, focusing on the study of drugs, their effects on animal physiology, and their therapeutic applications in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to veterinary pharmacology, as the course focuses on understanding medications used to treat diseases in animals, thus promoting their health and well-being. 2. SDG 2: Zero Hunger – Effective pharmacological management of food-producing animals is vital for maintaining their health and productivity. This contributes to food security and sustainable agricultural practices by ensuring that livestock are healthy and can produce food efficiently. 3. SDG 12: Responsible Consumption and Production – The course addresses the importance of responsible medication use, including minimizing the development of antibiotic resistance and ensuring safe drug administration practices. Understanding pharmacology helps veterinarians make informed decisions that promote sustainability. 4. SDG 6: Clean Water and Sanitation – While less direct, pharmacology plays a role in understanding the implications of drug residues in water and food sources. The course may cover the importance of safe medication practices to prevent contamination and protect animal and human health. 5. SDG 4: Quality Education – Basic veterinary pharmacology provides essential education and training for veterinary professionals. The course equips students with critical knowledge and skills needed to use medications safely and effectively in clinical practice. 6. SDG 17: Partnerships for the Goals – Effective veterinary pharmacology often requires collaboration among veterinarians, pharmacologists, and regulatory agencies. The course may emphasize the importance of partnerships in developing safe medication practices and ensuring public health. 7. SDG 1: No Poverty – Healthy animals are essential for sustainable livelihoods in agriculture. By promoting the health and productivity of livestock through effective pharmacological interventions, the course supports economic stability for farmers and communities, helping to alleviate poverty. 8. SDG 10: Reduced Inequality – Access to effective veterinary care and medications can help address health disparities in rural and underserved communities, promoting more equitable access to animal health resources. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary pharmacology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111303 | Fisiologi Veteriner Lanjutan | Advanced Veterinary Physiology | The Advanced Veterinary Physiology course delves into the complex physiological processes that govern the function of animal bodies, emphasizing the mechanisms that regulate homeostasis, metabolism, and organ system interactions. This course is designed for veterinary students and professionals seeking a deeper understanding of physiological principles and their clinical applications in veterinary medicine. | 1. SDG 3: Good Health and Well-Being – The course focuses on advanced physiological concepts that are crucial for understanding animal health and disease. This knowledge is essential for diagnosing, treating, and preventing health issues in animals, thereby promoting their overall well-being. 2. SDG 2: Zero Hunger – A solid understanding of advanced physiology helps improve the health and productivity of food-producing animals. This contributes to sustainable agricultural practices and food security by ensuring that livestock are healthy and able to produce efficiently. 3. SDG 12: Responsible Consumption and Production – The course may address how advanced physiological knowledge can inform responsible practices in animal management, including nutrition and environmental impacts, thereby promoting sustainability in animal husbandry. 4. SDG 6: Clean Water and Sanitation – Understanding the physiological needs of animals emphasizes the importance of clean water and proper sanitation for maintaining health. The course may cover the implications of water quality on animal physiology and overall health. 5. SDG 15: Life on Land – The course may include topics related to wildlife physiology and the adaptation of various species to their environments. Understanding the physiology of wild animals is essential for conservation efforts and managing their habitats. 6. SDG 4: Quality Education – Advanced veterinary physiology provides critical education for veterinary professionals, enhancing their understanding of complex physiological processes and equipping them with the skills needed for clinical practice and research. 7. SDG 17: Partnerships for the Goals – The interdisciplinary nature of veterinary physiology often requires collaboration among veterinarians, researchers, and health professionals. The course may emphasize the importance of teamwork and partnerships in advancing knowledge and improving animal health outcomes. 8. SDG 1: No Poverty – By promoting the health and productivity of animals through advanced physiological understanding, the course supports economic stability for farmers and communities. Healthy livestock contribute to food security and livelihoods, which can help alleviate poverty. 7. SDG 10: Reduced Inequality – Access to veterinary education and advanced understanding of animal physiology can help address disparities in animal health care, particularly in underserved regions. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary physiology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111403 | Anatomi Topografi | Topographic Anatomy | The Topographic Anatomy course focuses on the spatial relationships and organization of anatomical structures within the body, emphasizing their positions in relation to one another and their clinical significance. This course is essential for students in the health sciences, particularly those in veterinary or human medicine, as it aids in understanding anatomy in the context of clinical practice and surgical procedures. | 1. SDG 3: Good Health and Well-Being – Understanding topographic anatomy is crucial for diagnosing and treating medical and surgical conditions in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals. 2. SDG 4: Quality Education – Topographic anatomy provides essential education for veterinary students, equipping them with critical knowledge and skills necessary for their future careers in clinical practice, surgery, and diagnostics. 3. SDG 2: Zero Hunger – A thorough understanding of anatomy is essential for veterinary professionals who work with food-producing animals. Knowledge of topographic anatomy helps in performing procedures that ensure the health and productivity of livestock, contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may address how anatomical knowledge informs responsible practices in animal husbandry, including humane treatment and effective management of livestock, thereby promoting sustainability. 5. SDG 6: Clean Water and Sanitation – While less direct, understanding the anatomy of animals can contribute to better management of their health and sanitation needs. This is vital for preventing diseases and ensuring the overall health of animal populations. 6. SDG 15: Life on Land – Topographic anatomy can also be applied to wildlife studies, aiding in the understanding of the anatomy of wild species. This knowledge is important for conservation efforts and wildlife management. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through better surgical and diagnostic practices informed by a solid understanding of anatomy, the course can support economic stability for farmers and communities dependent on livestock. While SDG 3 (Good Health and Well-Being) is the primary focus of a topographic anatomy course, it also intersects with goals related to education, food security, responsible production, environmental health, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111502 | Virologi Veteriner | Veterinary Virology | The Veterinary Virology course focuses on the study of viruses that affect animals, emphasizing their structure, classification, pathogenesis, and the immune responses they elicit in hosts. This course is designed for veterinary students and professionals, providing essential knowledge about viral diseases and their impact on animal health and production. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary virology is essential for diagnosing, treating, and preventing viral infections in animals. This knowledge promotes the health and well-being of animals and helps prevent zoonotic diseases that can affect humans. 2. SDG 2: Zero Hunger – Viral infections in food-producing animals can significantly impact food security. Understanding and controlling these infections contribute to the health and productivity of livestock, thereby supporting sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may address the importance of responsible practices in managing viral diseases, including the judicious use of vaccines and antiviral medications to prevent outbreaks and minimize the impact on animal production. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the relationship between environmental factors and the spread of viral diseases. Understanding how viruses are transmitted can inform sanitation practices that help control outbreaks. 5. SDG 15: Life on Land – The course may also cover the impact of viral diseases on wildlife populations and ecosystems. Understanding the virology of wildlife can aid in conservation efforts and managing zoonotic diseases. 6. SDG 4: Quality Education – Veterinary virology provides critical education and training for veterinary professionals, ensuring they are equipped with the knowledge and skills necessary to manage viral diseases effectively. 7. SDG 17: Partnerships for the Goals – Effective management of viral diseases often requires collaboration among veterinarians, public health officials, researchers, and agricultural stakeholders. The course may emphasize the importance of partnerships in controlling outbreaks and improving animal health. 8. SDG 1: No Poverty – By maintaining the health and productivity of livestock through effective management of viral diseases, the course supports economic stability for farmers and communities, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary care and vaccination programs can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from veterinary services. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary virology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110202 | Ilmu Tilik Hewan | Zoology | The Zoology course provides a comprehensive study of animal biology, covering the diversity, structure, function, behavior, and ecology of animals. This course is designed for students interested in the biological sciences and offers a foundational understanding of the principles and concepts that govern animal life. | 1. SDG 15: Life on Land – Zoology plays a crucial role in understanding biodiversity and the conservation of terrestrial ecosystems. The course often includes topics related to species conservation, habitat management, and the impacts of human activities on wildlife. 2. SDG 3: Good Health and Well-Being – Understanding animal biology and physiology contributes to veterinary medicine and public health. The course may cover the importance of animal health in understanding zoonotic diseases that can affect humans. 3. SDG 4: Quality Education – Zoology provides essential education for students pursuing careers in biology, ecology, veterinary medicine, and conservation. This knowledge is vital for fostering a well-informed society that values biodiversity and environmental stewardship. 4. SDG 13: Climate Action – The course may address the impacts of climate change on animal populations and ecosystems, emphasizing the need for conservation efforts to mitigate these effects and promote biodiversity resilience. 5. SDG 12: Responsible Consumption and Production – Understanding animal biology can inform sustainable practices in agriculture, wildlife management, and conservation efforts, promoting responsible use of natural resources. 6. SDG 6: Clean Water and Sanitation – Zoology may cover the importance of clean water ecosystems and their inhabitants, emphasizing the role of aquatic animals in maintaining healthy ecosystems and the impacts of pollution on biodiversity. 7. SDG 2: Zero Hunger – Knowledge of animal behavior and physiology can inform sustainable livestock management practices, contributing to food security and responsible agricultural practices. 8. SDG 17: Partnerships for the Goals – Zoology often involves collaboration among researchers, conservationists, and policymakers. The course may emphasize the importance of partnerships in addressing conservation challenges and promoting sustainable practices. 9. SDG 10: Reduced Inequality – Efforts to conserve biodiversity can help protect the livelihoods of marginalized communities that depend on natural resources, promoting social equity and environmental justice. While SDG 15 (Life on Land) is a primary focus of a zoology course, it also intersects with other goals related to health, education, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110302 | Biokimia Veteriner | Veterinary Biochemistry | The Veterinary Biochemistry course explores the biochemical processes and molecular mechanisms underlying animal health and disease. This course is designed for veterinary students and professionals, providing them with a solid understanding of the chemical processes that occur within living organisms, particularly in relation to veterinary medicine. | 1. SDG 3: Good Health and Well-Being – Veterinary biochemistry is directly related to understanding animal health and disease. Knowledge of biochemical processes is essential for diagnosing and treating various health conditions, thus promoting the well-being of animals. 2. SDG 2: Zero Hunger – A solid understanding of biochemistry is vital for improving the health and productivity of food-producing animals. This knowledge contributes to sustainable agricultural practices and food security by ensuring livestock are healthy and productive. 3. SDG 12: Responsible Consumption and Production – The course may cover the biochemical basis of nutrition and metabolism in animals, informing sustainable practices in animal husbandry and responsible use of resources in livestock production. 4. SDG 4: Quality Education – Veterinary biochemistry provides essential education and training for veterinary professionals, equipping them with the knowledge and skills necessary for clinical practice and research. 5. SDG 6: Clean Water and Sanitation – Understanding biochemical processes in animals can inform best practices for maintaining hydration and nutrition, which are crucial for overall health. The course may also address the implications of water quality on animal health. 6. SDG 15: Life on Land – The course may touch upon the biochemical aspects of wildlife health and conservation, helping to understand the metabolic needs of different species and their adaptation to various environments. 7. SDG 17: Partnerships for the Goals – Veterinary biochemistry often involves collaboration among veterinarians, researchers, and public health officials. The course may emphasize the importance of interdisciplinary partnerships in addressing health challenges and improving animal health outcomes. 8. SDG 1: No Poverty – By promoting the health and productivity of livestock through effective nutritional and biochemical management, the course supports economic stability for farmers and communities, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary care, including biochemistry knowledge, can help address health disparities in rural and underserved communities, ensuring that all communities benefit from advancements in animal health. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary biochemistry course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110403 | Anatomi veteriner Dasar | Basic Veterinary Anatomy | The Basic Veterinary Anatomy course provides an introductory overview of the anatomical structures and organization of domestic animals, focusing on the relationships between different systems and their functional significance. This foundational course is designed for veterinary students and professionals, equipping them with essential knowledge about the body systems of various animal species. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary anatomy is crucial for diagnosing, treating, and preventing diseases in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals. 2. SDG 4: Quality Education – Basic veterinary anatomy provides essential education for students pursuing careers in veterinary medicine. This knowledge is vital for developing critical skills necessary for clinical practice and research. 3. SDG 2: Zero Hunger – A thorough understanding of anatomy is important for veterinary professionals who work with food-producing animals. Knowledge of basic veterinary anatomy helps in performing procedures that ensure the health and productivity of livestock, contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may address how anatomical knowledge informs responsible practices in animal husbandry, including humane treatment and effective management of livestock, thereby promoting sustainability. 5. SDG 6: Clean Water and Sanitation – While less direct, understanding the anatomy of animals can contribute to better management of their health and sanitation needs, which is vital for preventing diseases and ensuring the overall health of animal populations. 6. SDG 15: Life on Land – Basic veterinary anatomy may also include studies of wildlife species, aiding in the understanding of their biology and conservation needs. This knowledge is important for wildlife management and conservation efforts. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through better surgical and diagnostic practices informed by a solid understanding of anatomy, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and knowledge of anatomy can help address disparities in animal health care, particularly in underserved regions. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary anatomy course, it also intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110502 | Histologi Veteriner Dasar | Basic Veterinary Histology | The Basic Veterinary Histology course introduces students to the microscopic structure and organization of animal tissues and organs, focusing on the fundamental concepts and techniques used in histology. This foundational course is designed for veterinary students and professionals, providing essential knowledge about the cellular architecture of various tissues and how this relates to overall animal health. | 1. SDG 3: Good Health and Well-Being – Understanding histology is crucial for diagnosing and treating diseases in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals and contributing to veterinary pathology. 2. SDG 4: Quality Education – Basic veterinary histology provides essential education for students pursuing careers in veterinary medicine. It equips them with critical skills necessary for understanding tissue structure and function, which is vital for clinical practice and research. 3. SDG 2: Zero Hunger – A solid understanding of histology is important for veterinary professionals who work with food-producing animals. Knowledge of tissue health can help in diagnosing conditions that affect livestock productivity, thereby contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may cover how histological knowledge informs responsible practices in animal management and health care, promoting sustainable practices in livestock production and welfare. 5. SDG 15: Life on Land – Basic veterinary histology may include studies of wildlife tissues, aiding in understanding their biology and health. This knowledge is important for conservation efforts and wildlife management. 6. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and public health officials in applying histological knowledge to improve animal health outcomes and environmental conservation. 7. SDG 6: Clean Water and Sanitation – While less direct, the study of histology may highlight the impacts of environmental factors on tissue health, contributing to understanding the importance of clean water and sanitation for animal populations. 8. SDG 1: No Poverty – By improving animal health through better diagnostic practices informed by histological knowledge, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and histology knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary histology course, it also intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110602 | Nutrisi Veteriner | Veterinary Nutrition | The Veterinary Nutrition course focuses on the principles of animal nutrition and the role of diet in maintaining health, preventing disease, and supporting the overall well-being of various animal species, including pets, livestock, and exotic animals. This course is designed for veterinary students and professionals, providing them with the knowledge necessary to assess and formulate appropriate diets for different animals. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary nutrition is crucial for promoting animal health. Proper nutrition is essential for preventing diseases, supporting recovery, and maintaining overall well-being in animals. 2. SDG 2: Zero Hunger – A solid understanding of nutrition is vital for optimizing the health and productivity of food-producing animals. By ensuring proper nutrition, veterinary nutrition contributes to food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable feeding practices, emphasizing the importance of responsible resource use in animal nutrition to promote environmental sustainability and reduce waste. 4. SDG 4: Quality Education – Veterinary nutrition provides essential education for students pursuing careers in veterinary medicine, equipping them with the knowledge and skills necessary for effective dietary management in clinical practice. 5. SDG 6: Clean Water and Sanitation – The course may address the relationship between nutrition, hydration, and overall health, emphasizing the importance of clean water as part of a balanced diet for animals. 6. SDG 15: Life on Land – Veterinary nutrition may include studies related to wildlife and their dietary needs, which can inform conservation efforts and habitat management strategies to support healthy ecosystems. 7. SDG 17: Partnerships for the Goals – Effective management of animal nutrition often requires collaboration among veterinarians, animal nutritionists, and farmers. The course may emphasize the importance of partnerships in promoting best practices in animal husbandry and nutrition. 8. SDG 1: No Poverty – By improving animal health and productivity through proper nutrition, the course can support economic stability for farmers and communities that depend on livestock, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary nutrition knowledge and resources can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary nutrition course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110703 | Anatomi Veteriner Lanjutan | Advanced Veterinary Anatomy | The Advanced Veterinary Anatomy course provides an in-depth exploration of the anatomical structures of domestic animals, emphasizing the relationships between different systems and their functional significance. This course is designed for veterinary students and professionals seeking to deepen their understanding of complex anatomical concepts and enhance their skills in clinical application. | 1. SDG 3: Good Health and Well-Being – A comprehensive understanding of advanced veterinary anatomy is essential for diagnosing and treating diseases, performing surgical procedures, and ensuring the overall health of animals. 2. SDG 4: Quality Education – Advanced veterinary anatomy provides critical education and training for veterinary students, equipping them with the knowledge and skills necessary for clinical practice, surgical interventions, and research. 3. SDG 2: Zero Hunger – Knowledge of advanced anatomy is vital for veterinary professionals working with food-producing animals. Understanding anatomical structures aids in optimizing health and productivity, contributing to food security and sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production – The course may address how advanced anatomical knowledge informs responsible practices in animal management and health care, promoting sustainable livestock production and humane treatment of animals. 5. SDG 6: Clean Water and Sanitation – While less direct, advanced anatomical knowledge can contribute to understanding how anatomical structures affect hydration and nutrition needs, which are vital for maintaining animal health. 6. SDG 15: Life on Land – The course may include studies of wildlife anatomy, contributing to the understanding of biodiversity and conservation efforts. This knowledge can aid in wildlife management and rehabilitation. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying advanced anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through advanced diagnostic and surgical techniques informed by anatomical knowledge, the course can support economic stability for farmers and communities that rely on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and advanced anatomical knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring equitable access to veterinary services. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary anatomy course, it also intersects with goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110803 | Histologi Veteriner Lanjutan | Advanced Veterinary Histology | The Advanced Veterinary Histology course provides an in-depth study of the microscopic structure of animal tissues and organs, focusing on the relationship between histological organization and physiological function. This course is designed for veterinary students and professionals seeking to enhance their understanding of tissue morphology and its implications for health and disease in animals. | 1. SDG 3: Good Health and Well-Being – Advanced veterinary histology is essential for diagnosing and understanding diseases in animals. This knowledge is crucial for developing effective treatment plans and promoting overall animal health. 2. SDG 4: Quality Education – This course provides essential education for veterinary students, equipping them with advanced skills in tissue analysis, interpretation of histological findings, and understanding disease processes. 3. SDG 2: Zero Hunger – Knowledge of histological changes in food-producing animals is vital for ensuring their health and productivity. Understanding these processes contributes to food security and sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production – The course may emphasize the importance of responsible practices in animal husbandry, as understanding tissue health can inform better management and care practices. 5. SDG 15: Life on Land – Advanced veterinary histology may include studies of wildlife tissues, contributing to knowledge about wildlife health, conservation, and the impact of environmental changes on various species. 6. SDG 6: Clean Water and Sanitation – While less direct, the study of histological impacts of environmental factors on tissues can highlight the importance of clean water and sanitation for maintaining animal health. 7. SDG 17: Partnerships for the Goals – The course may stress the importance of collaboration among veterinary pathologists, researchers, and conservationists to improve animal health outcomes and advance knowledge in veterinary science. 8. SDG 1: No Poverty – By improving animal health through better diagnostic practices informed by histology, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to advanced veterinary education and histology knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary histology course, it intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110105 | Ilmu Biomedik Dasar | Basic Biomedical Science | A course in Basic Biomedical Sciences typically covers foundational concepts in biology, chemistry, and physiology as they relate to human health and disease. Students explore topics such as cell biology, genetics, microbiology, and biochemistry. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131404 | Kepemimpinan & Manajemen Keperawatan | Nursing Leadership & Management | The Nursing Leadership & Management course focuses on developing leadership skills and management techniques essential for effective nursing practice. Students learn about organizational structures, team dynamics, and strategies for improving patient care and outcomes | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131504 | Keperawatan Gerontik | Gerontic Nursing | The Gerontic Nursing course focuses on the specialized care of older adults, addressing their unique physical, emotional, and social needs. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131602 | Bahasa Jepang Keperawatan | Nursing Japanese | The Nursing Japanese course is designed for nursing students who want to enhance their language skills in a healthcare context. It focuses on key vocabulary, phrases, and communication techniques relevant to nursing practice in Japan or with Japanese-speaking patients. Students learn to navigate medical terminology, understand cultural nuances, and engage in effective patient interactions. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01140106 | Skripsi | Thesis | The Thesis course is a capstone project that allows students to conduct independent research on a specific topic related to their field of study. Students develop a research question, conduct a literature review, and gather data through various methodologies. The course emphasizes critical thinking, analytical skills, and scholarly writing. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131402 | Etika Profesi | Professional Ethics | The Professional Ethics course examines the principles and standards that guide ethical behavior in various professions. Students explore theoretical frameworks and real-world dilemmas related to ethics, responsibility, and decision-making. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130702 | Keperawatan Bencana | Disaster Nursing | The Disaster Nursing course focuses on preparing nurses to respond effectively to emergencies and disasters, such as natural disasters, pandemics, or mass casualty incidents. Students learn about the roles and responsibilities of nurses in disaster scenarios, including triage, crisis management, and resource allocation. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130802 | Bahasa Inggris Keperawatan | Nursing English | The Nursing English course is designed to improve language skills specifically tailored for nursing practice. It focuses on essential vocabulary, phrases, and communication techniques relevant to patient care, medical documentation, and collaboration with healthcare teams. Students engage in practical exercises that include role-playing patient interactions, understanding medical terminology, and developing effective communication strategies in English. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130904 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with a comprehensive understanding of the principles and techniques used in conducting research. It covers various research designs, including qualitative and quantitative methods, data collection techniques, and analysis strategies. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131002 | Biostatistik | Biostatistics | Biostatistics is a university course that focuses on the application of statistical methods to biological, health, and medical sciences. It equips students with the tools to collect, analyze, interpret, and present data related to public health, clinical research, and biology. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131103 | Keperawatan Kritis | Critical Nursing | Critical Nursing is a university course that focuses on advanced nursing care for patients in critical or life-threatening conditions. It prepares students to manage complex health situations in intensive care units (ICUs), emergency departments, and other high-acuity settings. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131203 | Keperawatan Agregat Komunitas | Community Aggregate Nursing | University Community Aggregate Nursing focuses on the health care of populations and communities rather than individuals. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131302 | Keperawatan Menjelang Ajal dan Paliatif | Dying and Palliative Nursing | University Dying and Palliative Nursing focuses on providing compassionate care for individuals with life-limiting illnesses and supporting their families. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121502 | Sistem Informasi Keperawatan | Nursing Information System | University Nursing Information System focuses on the integration of technology and information management within the nursing profession to enhance patient care and clinical operations. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130103 | Keperawatan Penyakit Tropis & Penyakit Menular | Tropical & Infectious Disease Nursing | University Tropical & Infectious Disease Nursing focuses on the prevention, assessment, and management of infectious diseases, particularly those prevalent in tropical regions | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130205 | Keperawatan Dewasa Sistem Muskuloskeletal, Integumen, Persepsi Sensori & Persarafan | Adult Nursing Musculoskeletal System, Integument, Sensory Perception & Nervous | University Adult Nursing with a focus on the Musculoskeletal System, Integument, Sensory Perception, and Nervous System explores the care and management of adult patients with conditions affecting these body systems. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of the course is on promoting health, preventing diseases, and managing chronic conditions affecting the musculoskeletal, integumentary, sensory, and nervous systems. This aligns directly with **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By providing education on anatomy, physiology, and nursing interventions for these body systems, the course contributes to **SDG 4**. It ensures that nursing students receive comprehensive training to deliver high-quality care, promoting lifelong learning in the healthcare field. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities and the importance of providing equitable care for individuals with musculoskeletal disorders, skin conditions, and neurological issues. This focus supports **SDG 10**, which seeks to reduce inequalities in health outcomes among different populations. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective nursing care in these areas can improve patients’ quality of life, enabling them to return to work and participate fully in their communities. This aligns with **SDG 8**, which promotes decent work and economic growth by ensuring that individuals have the necessary health support to maintain employment. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for individuals with disabilities or chronic conditions related to the musculoskeletal and nervous systems. By focusing on accessible healthcare and community resources, it supports **SDG 11**, which aims to make cities inclusive and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – The management of complex health conditions often requires collaboration among healthcare professionals, patients, families, and community organizations. The course may emphasize interdisciplinary teamwork and partnerships, aligning with **SDG 17** to strengthen collaborative efforts for better health outcomes. ### 7. **Gender Equality (SDG 5)** – Certain musculoskeletal and neurological conditions may disproportionately affect specific genders. The course may address these differences, contributing to **SDG 5** by promoting gender-sensitive healthcare practices and recognizing the unique health needs of different genders. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Nursing care promotes peace and well-being in communities by addressing health needs and ensuring access to care. By focusing on ethical practice and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable healthcare access. ### Summary: An **Adult Nursing** course covering the **Musculoskeletal System**, **Integument**, **Sensory Perception**, and **Nervous System** is aligned with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 5**: Gender Equality – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of holistic nursing care in managing health issues related to these body systems, promoting health equity, and enhancing the overall quality of life for individuals. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130302 | Keperawatan Anak Sakit Kronis & Terminal | Nursing for Chronic & Terminally Ill Children | The Adult Nursing: Musculoskeletal System, Integument, Sensory Perception & Nervous course focuses on the nursing care of adult patients with conditions affecting the musculoskeletal, integumentary (skin), sensory perception, and nervous systems. | ### 1. **Good Health and Well-being (SDG 3)** – The course is directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all, especially children. It emphasizes the importance of providing comprehensive and compassionate care for children with chronic and terminal illnesses, ensuring they receive the best possible quality of life. ### 2. **Quality Education (SDG 4)** – Educating nursing students on the complexities of caring for chronically and terminally ill children contributes to **SDG 4**. It ensures that future healthcare providers are well-prepared to deliver specialized care and support, fostering a culture of learning and professional development in pediatric nursing. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the disparities in healthcare access and quality for children with chronic illnesses. By focusing on vulnerable populations, it supports **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure that all children receive appropriate care regardless of their socio-economic status or background. ### 4. **Gender Equality (SDG 5)** – **Nursing for Chronic & Terminally Ill Children** may cover the unique health needs of children based on gender and how these needs can impact their care and treatment. By addressing these differences, the course supports **SDG 5**, which promotes gender equality and empowers all individuals. ### 5. **Decent Work and Economic Growth (SDG 8)** – Caring for children with chronic and terminal illnesses can significantly impact their families’ ability to work and contribute to the economy. By providing effective nursing care, the course indirectly supports **SDG 8**, which promotes decent work and economic growth by addressing health needs that affect family stability and productivity. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of community resources and support systems for children with chronic illnesses, contributing to **SDG 11**. It highlights the need for sustainable healthcare solutions that can be integrated into community settings, ensuring that children and families have access to necessary services. ### 7. **Partnerships for the Goals (SDG 17)** – Effective care for chronic and terminally ill children often requires collaboration among healthcare providers, families, and community organizations. The course may promote understanding of these partnerships, aligning with **SDG 17**, which emphasizes the importance of collaboration and partnerships in achieving health goals. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing compassionate care for chronically and terminally ill children can contribute to social stability and well-being within communities. By focusing on ethical practices and advocacy for children’s health rights, the course supports **SDG 16**, which promotes strong institutions and equitable access to healthcare. ### Summary: A **Nursing for Chronic & Terminally Ill Children** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of compassionate, equitable, and effective nursing care for children with chronic and terminal illnesses, promoting their well-being and enhancing the quality of life for both patients and their families. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130403 | Keperawatan Kesehatan Jiwa & Psikososial | Mental Health & Psychosocial Nursing | University Mental Health & Psychosocial Nursing focuses on the assessment, diagnosis, and management of individuals with mental health disorders and psychosocial challenges | ### 1. **Good Health and Well-being (SDG 3)** – The course is directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all. It emphasizes the importance of mental health as a critical component of overall health, addressing the prevention and management of mental disorders and promoting psychosocial well-being. ### 2. **Quality Education (SDG 4)** – Educating nursing students about mental health and psychosocial care contributes to **SDG 4**, which focuses on quality education. It ensures that future healthcare providers are equipped with the knowledge and skills necessary to support individuals experiencing mental health challenges. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the disparities in access to mental health services, focusing on vulnerable populations who may experience increased mental health issues due to social determinants of health. This aligns with **SDG 10**, which aims to reduce inequalities and ensure equitable access to healthcare for all. ### 4. **Gender Equality (SDG 5)** – Mental health issues can affect individuals differently based on gender, and certain populations may face unique challenges. The course may explore these differences, promoting gender-sensitive approaches to mental health care, thus supporting **SDG 5**. ### 5. **Decent Work and Economic Growth (SDG 8)** – Mental health is essential for maintaining productivity and economic stability. By preparing nurses to support individuals in managing their mental health, the course contributes to **SDG 8**, which promotes decent work and economic growth by fostering healthier work environments and communities. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may address the role of mental health services within community settings, emphasizing the importance of supportive environments for individuals with mental health challenges. This contributes to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing mental health issues often requires collaboration among healthcare providers, community organizations, and policymakers. The course may emphasize the importance of partnerships in developing effective mental health programs and services, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting mental health can contribute to social stability and justice within communities. By focusing on advocacy, ethical practices, and the protection of individuals’ rights, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to health services. ### Summary: A **Mental Health & Psychosocial Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive, compassionate care in mental health nursing, promoting overall well-being, addressing health disparities, and enhancing the quality of life for individuals and communities affected by mental health challenges. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130503 | Keperawatan Psikiatri | Psychiatric Nursing | University Psychiatric Nursing focuses on the specialized care of individuals with mental health disorders. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It emphasizes the importance of mental health as a crucial component of overall health, focusing on prevention, assessment, treatment, and rehabilitation of individuals with psychiatric conditions. ### 2. **Quality Education (SDG 4)** – By educating nursing students about mental health disorders and their management, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education. It equips future healthcare professionals with the knowledge and skills needed to provide effective psychiatric care. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses disparities in access to mental health care and aims to equip nurses with the skills to support marginalized and vulnerable populations. This aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable healthcare access for all. ### 4. **Gender Equality (SDG 5)** – Psychiatric issues can manifest differently across genders, and certain populations may face unique challenges related to mental health. The course may explore these gender differences and promote gender-sensitive approaches in psychiatric care, thus supporting **SDG 5**. ### 5. **Decent Work and Economic Growth (SDG 8)** – Mental health significantly impacts individuals’ ability to work and participate in the economy. By preparing nurses to effectively support individuals in managing their mental health, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier work environments. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may discuss the importance of community-based mental health services and supportive environments for individuals with psychiatric conditions. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable by addressing mental health needs. ### 7. **Partnerships for the Goals (SDG 17)** – Effective psychiatric care often requires collaboration among healthcare providers, families, community organizations, and policymakers. The course may emphasize the importance of partnerships in developing comprehensive mental health care systems, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting mental health and well-being contributes to social stability and justice in communities. The course supports **SDG 16** by focusing on ethical practices, advocacy, and the protection of individuals’ rights within psychiatric settings. ### Summary: A **Psychiatric Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of compassionate, evidence-based psychiatric care, promoting overall mental well-being and enhancing the quality of life for individuals and communities affected by mental health disorders. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130604 | Keperawatan Gawat Darurat | Emergency Nursing | University Emergency Nursing focuses on the specialized care provided to patients experiencing acute medical conditions or traumatic injuries in emergency settings. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of emergency nursing is on providing immediate and effective healthcare in emergency situations, directly supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all. This includes managing acute illnesses, injuries, and trauma, as well as providing life-saving interventions. ### 2. **Quality Education (SDG 4)** – Educating nursing students about emergency care practices and protocols contributes to **SDG 4**, ensuring inclusive and equitable quality education. It prepares future nurses with the necessary skills and knowledge to deliver effective care in emergency settings. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the need for equitable access to emergency care, particularly for marginalized and underserved populations. By focusing on these issues, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure that all individuals receive timely emergency care regardless of their background. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective emergency nursing can improve patient outcomes and reduce the long-term costs associated with untreated medical emergencies. By preparing nurses to provide efficient emergency care, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of emergency preparedness and response within community settings, contributing to **SDG 11**. It highlights the need for sustainable healthcare systems that can effectively respond to emergencies and disasters. ### 6. **Climate Action (SDG 13)** – Emergency nurses often respond to disasters exacerbated by climate change (e.g., natural disasters, pandemics). The course may address the role of emergency care in disaster response and recovery, aligning with **SDG 13**, which emphasizes the need for climate action and resilience in healthcare systems. ### 7. **Partnerships for the Goals (SDG 17)** – Emergency care often requires collaboration among healthcare professionals, emergency services, government agencies, and community organizations. The course may highlight the importance of partnerships in developing effective emergency response systems, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing effective emergency care contributes to community stability and justice. The course supports **SDG 16** by focusing on ethical practices in emergency care and advocating for patients’ rights during crises. ### Summary: An **Emergency Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of rapid and effective nursing care in emergency situations, promoting health equity and improving outcomes for individuals and communities facing acute medical challenges. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120805 | Keperawatan Dewasa Sistem Kardiovaskuler, Respiratori dan Hematologi | Adult Nursing Cardiovascular, Respiratory and Hematology Systems | The Adult Nursing: Cardiovascular, Respiratory, and Hematology Systems course focuses on the nursing care of adult patients with conditions affecting the heart, lungs, and blood. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of this course is on promoting health and managing diseases related to the cardiovascular, respiratory, and hematological systems. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages, including the prevention and management of chronic conditions like heart disease, asthma, and anemia. ### 2. **Quality Education (SDG 4)** – By educating nursing students on the anatomy, physiology, assessment, and management of these systems, the course contributes to **SDG 4**. It ensures that future nurses are well-equipped with the knowledge and skills necessary to provide high-quality care to adult patients. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to care for individuals with cardiovascular, respiratory, and hematological conditions. By focusing on underserved populations, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable access to healthcare services. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective management of chronic conditions in these systems can improve patients’ quality of life and their ability to work, contributing to **SDG 8**. By preparing nurses to support individuals in managing their health, the course promotes economic stability and growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating healthy environments that support cardiovascular and respiratory health, such as reducing air pollution and promoting active lifestyles. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Addressing complex health issues often requires collaboration among healthcare providers, patients, families, and community organizations. The course may emphasize the importance of interdisciplinary teamwork and partnerships, aligning with **SDG 17** to strengthen collaborative efforts for better health outcomes. ### 7. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable healthcare for individuals with cardiovascular, respiratory, and hematological conditions contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: An **Adult Nursing** course focusing on the **Cardiovascular, Respiratory, and Hematology Systems** aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive nursing care in managing conditions affecting these vital systems, promoting overall health, addressing health disparities, and enhancing the quality of life for adult patients. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120904 | Keperawatan Maternitas | Maternity Nursing | Maternity Nursing is a university course that focuses on the care of women during pregnancy, childbirth, and the postpartum period, as well as the care of newborns. The course covers the physiological and psychological aspects of the maternity experience, from conception through delivery and beyond. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of maternity nursing is to promote maternal and neonatal health, making it directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all. This includes preventing maternal and infant mortality, managing complications during pregnancy and childbirth, and providing postnatal care. ### 2. **Quality Education (SDG 4)** – By educating nursing students about maternal and newborn care, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education. It prepares future nurses with the essential skills and knowledge needed to provide high-quality care in maternity settings. ### 3. **Gender Equality (SDG 5)** – Maternity nursing directly addresses issues related to women’s health and rights. The course promotes gender-sensitive practices and recognizes the importance of women’s empowerment during the perinatal period, aligning with **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 4. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to maternity care for marginalized and underserved populations. By focusing on providing equitable care to all women, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services. ### 5. **Decent Work and Economic Growth (SDG 8)** – Promoting maternal health can lead to healthier families and communities, which supports economic stability. By preparing nurses to provide effective maternity care, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier populations. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for mothers and infants, such as access to healthcare services, nutrition, and safe living conditions, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective maternity care often requires collaboration among healthcare providers, community organizations, and families. The course may emphasize the importance of interdisciplinary teamwork and partnerships in promoting maternal and newborn health, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable and respectful maternity care contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Maternity Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive care during the perinatal period, promoting the health and well-being of mothers and infants, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121005 | Keperawatan Dewasa Sistem Endokrin, Pencernaan, Perkemihan dan Imunologi | Adult Nursing Endocrine, Digestive, Urinary and Immunology Systems | The Adult Nursing: Endocrine, Digestive, Urinary, and Immunology Systems course focuses on the nursing care of adult patients with conditions affecting the endocrine, digestive, urinary, and immune systems. | ### 1. **Good Health and Well-being (SDG 3)** – The course emphasizes the prevention, diagnosis, and management of diseases related to the endocrine (e.g., diabetes), digestive (e.g., gastrointestinal disorders), urinary (e.g., kidney disease), and immunology (e.g., autoimmune diseases) systems. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By providing nursing students with the knowledge and skills needed to care for patients with conditions in these systems, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to care for individuals with endocrine, digestive, urinary, and immunological conditions. By focusing on providing equitable healthcare, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all populations. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective management of chronic conditions related to these systems can improve patients’ quality of life and their ability to participate in the workforce, contributing to **SDG 8**. By preparing nurses to support patients in managing their health, the course promotes economic stability and growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for health, such as promoting nutrition and sanitation for digestive and urinary health. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Addressing complex health issues often requires collaboration among healthcare providers, patients, families, and community organizations. The course emphasizes the importance of interdisciplinary teamwork and partnerships in healthcare delivery, aligning with **SDG 17**. ### 7. **Climate Action (SDG 13)** – Environmental factors can impact health outcomes in the endocrine and immunological systems (e.g., pollutants affecting endocrine health). The course may address these environmental influences, supporting **SDG 13**, which emphasizes the need for climate action and resilience in healthcare systems. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable healthcare for individuals with endocrine, digestive, urinary, and immunological conditions contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: An **Adult Nursing** course focusing on the **Endocrine, Digestive, Urinary, and Immunology Systems** aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive nursing care in managing conditions affecting these vital systems, promoting overall health, addressing health disparities, and enhancing the quality of life for adult patients. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121102 | Konsep Keperawatan Komunitas | Community Nursing Concept | The Community Nursing Concept course focuses on the principles and practices of nursing within a community setting, aiming to improve the health and well-being of populations outside of traditional hospital environments. It emphasizes preventive care, health promotion, and disease management within the community. | ### 1. **Good Health and Well-being (SDG 3)** – The course promotes health and well-being at the community level, addressing health issues, preventive measures, and health education. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By educating nursing students about community health nursing practices and principles, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education, preparing future nurses to provide competent care in community settings. ### 3. **Reduced Inequalities (SDG 10)** – Community nursing often addresses health disparities and access to healthcare services for marginalized populations. The course aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable access to necessary services. ### 4. **Gender Equality (SDG 5)** – Community nursing addresses specific health needs related to gender and supports women’s health initiatives, contributing to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – Effective community nursing can enhance the health and productivity of community members, supporting economic growth. By preparing nurses to address health issues that impact work and economic stability, the course contributes to **SDG 8**. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course emphasizes creating healthy communities through health education, promotion of healthy lifestyles, and addressing social determinants of health, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Community nursing often involves collaboration among healthcare providers, community organizations, and families. The course emphasizes the importance of partnerships in addressing community health needs, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – By promoting equitable healthcare access and advocating for vulnerable populations, community nursing supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare services. ### Summary: A **Community Nursing Concepts** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of community health nursing in promoting overall health, addressing health disparities, and enhancing the quality of life for individuals and families within the community. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121204 | Keperawatan Anak Sehat dan Sakit Akut | Nursing of Healthy and Acutely Ill Children | The Nursing of Healthy and Acutely Ill Children course focuses on the nursing care of pediatric patients, from newborns to adolescents, both in health promotion and in managing acute illnesses. It prepares students to assess, treat, and care for children across different developmental stages while addressing the unique needs of pediatric patients and their families. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of the course is on promoting the health and well-being of children, including preventive care, management of acute conditions, and understanding pediatric health issues. This directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all, particularly for children. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with the knowledge and skills needed to care for children, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for future healthcare professionals. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to pediatric care for marginalized and underserved populations. By focusing on equitable healthcare practices, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all children. ### 4. **Gender Equality (SDG 5)** – The course may cover specific health issues affecting different genders in children and adolescents, promoting gender-sensitive practices in pediatric care. This aligns with **SDG 5**, which aims to achieve gender equality and empower all women and girls, as well as boys. ### 5. **Decent Work and Economic Growth (SDG 8)** – Healthy children are more likely to grow into productive adults. By focusing on preventive care and the management of acute illnesses, the course contributes to **SDG 8**, which promotes decent work and economic growth through healthier populations. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating safe and supportive environments for children’s health, including access to healthcare, nutrition, and physical activity. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective pediatric care often requires collaboration among healthcare providers, families, and community organizations. The course may highlight the importance of partnerships in delivering comprehensive care for children, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting equitable access to pediatric healthcare and advocating for children’s rights contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Nursing of Healthy and Acutely Ill Children** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive pediatric nursing care, promoting the health and well-being of children, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121304 | Keperawatan Keluarga | Family Nursing | Reproductive Health Nursing is a university course that focuses on the nursing care related to reproductive health issues across the lifespan, including family planning, sexual health, pregnancy, childbirth, and menopause | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all. Family nursing emphasizes the importance of family involvement in health promotion, disease prevention, and chronic disease management, contributing to overall community health. ### 2. **Quality Education (SDG 4)** – By providing nursing students with knowledge and skills to engage with families in health care settings, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education and promotes lifelong learning opportunities in nursing practice. ### 3. **Reduced Inequalities (SDG 10)** – Family nursing often addresses health disparities within family structures, focusing on vulnerable populations and ensuring equitable access to healthcare services. This aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes. ### 4. **Gender Equality (SDG 5)** – Family nursing considers the different roles and responsibilities of family members, including gender dynamics in health and caregiving. This approach supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – By addressing health issues that affect families and their ability to work, the course contributes to **SDG 8**. Healthy families are better positioned to participate in the workforce, supporting economic growth. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may focus on creating supportive community environments that promote family health, emphasizing social support networks and access to healthcare. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective family nursing requires collaboration among healthcare providers, families, and community resources. The course emphasizes the importance of partnerships in delivering holistic care, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting family well-being and addressing health inequities contributes to community stability and justice. By focusing on advocacy and ethical practices, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Family Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of family-centered care in promoting health, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121402 | Keperawatan Kesehatan Reproduksi | Reproductive Health Nursing | Reproductive Health Nursing is a university course that focuses on the nursing care related to reproductive health issues across the lifespan, including family planning, sexual health, pregnancy, childbirth, and menopause. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It addresses critical aspects of reproductive health, including maternal and child health, family planning, and prevention of sexually transmitted infections (STIs). ### 2. **Quality Education (SDG 4)** – By educating nursing students on reproductive health issues and best practices in care, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education, promoting lifelong learning opportunities in nursing and healthcare. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses disparities in access to reproductive health services, particularly for marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all individuals. ### 4. **Gender Equality (SDG 5)** – **Reproductive Health Nursing** emphasizes the importance of gender-sensitive care and addresses issues related to women’s health and rights. This aligns with **SDG 5**, which aims to achieve gender equality and empower all women and girls, ensuring they have access to reproductive health services. ### 5. **Decent Work and Economic Growth (SDG 8)** – Healthy reproductive health contributes to the overall well-being of individuals, enabling them to participate fully in the workforce. By promoting reproductive health, the course supports **SDG 8**, which promotes decent work and economic growth. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating supportive environments for reproductive health, including access to healthcare facilities and education. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing reproductive health issues often requires collaboration among healthcare providers, community organizations, and policymakers. The course highlights the importance of partnerships in promoting reproductive health, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting equitable access to reproductive health services and advocating for women’s rights contributes to community stability and justice. By focusing on ethical practices and advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Reproductive Health Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive reproductive health care, promoting health and well-being for individuals and families while addressing health disparities and enhancing the quality of life for communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120102 | Kewirausahaan | Entrepreneurship | Entrepreneurship is a university course that focuses on the principles and practices of starting and managing a new business. It equips students with the skills, knowledge, and mindset needed to identify business opportunities, develop innovative solutions, and create viable business models. | ### 1. **Decent Work and Economic Growth (SDG 8)** – **Entrepreneurship** is directly linked to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. The course encourages students to create job opportunities and contribute to economic development. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – The course emphasizes the importance of innovation and building resilient infrastructure. It aligns with **SDG 9**, which aims to develop quality, reliable, sustainable, and resilient infrastructure and promote inclusive and sustainable industrialization. ### 3. **Reduced Inequalities (SDG 10)** – Entrepreneurship can empower marginalized groups and reduce economic inequalities by providing opportunities for individuals from diverse backgrounds to start businesses. This focus supports **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Sustainable Cities and Communities (SDG 11)** – Entrepreneurial ventures can contribute to sustainable urban development and community resilience. The course may address how businesses can operate sustainably, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 5. **Responsible Consumption and Production (SDG 12)** – The course may emphasize sustainable business practices, including ethical sourcing, waste reduction, and sustainable production methods. This aligns with **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 6. **Partnerships for the Goals (SDG 17)** – Successful entrepreneurship often involves collaboration and partnerships between businesses, governments, and civil society. The course highlights the importance of building partnerships to achieve business goals, aligning with **SDG 17**. ### 7. **Quality Education (SDG 4)** – By providing education on business concepts, skills, and practices, the course supports **SDG 4**, which ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all. ### 8. **Climate Action (SDG 13)** – The course may cover the role of entrepreneurs in addressing climate change through innovative solutions and sustainable practices, contributing to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### Summary: An **Entrepreneurship** course aligns with several SDGs, particularly: – **SDG 8**: Decent Work and Economic Growth – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals – **SDG 4**: Quality Education – **SDG 13**: Climate Action This course emphasizes the importance of entrepreneurship in driving economic growth, fostering innovation, and contributing to sustainable development, ultimately enhancing the quality of life in communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120202 | Keterampilan Bahasa Inggris | English Skills | University English Skills focuses on developing proficiency in reading, writing, speaking, and listening in English, essential for academic success and effective communication in various contexts | ### 1. **Quality Education (SDG 4)** – The course directly supports **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Proficiency in English can enhance educational outcomes and access to knowledge and information. ### 2. **Decent Work and Economic Growth (SDG 8)** – English proficiency is often essential for employment in many sectors, especially in a globalized economy. By improving language skills, the course contributes to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth and decent work for all. ### 3. **Reduced Inequalities (SDG 10)** – Offering English skills training can help reduce inequalities in access to education and employment opportunities, particularly for marginalized groups. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Partnerships for the Goals (SDG 17)** – Effective communication is essential for collaboration and partnerships in various sectors. The course emphasizes the importance of language skills in fostering partnerships for sustainable development, aligning with **SDG 17**. ### 5. **Gender Equality (SDG 5)** – Providing English language education can empower women and girls by enhancing their communication skills, thus increasing their opportunities for education and employment. This contributes to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Global Partnerships (SDG 17)** – English is often considered a global lingua franca, facilitating communication and collaboration across borders. The course may promote understanding and cooperation among diverse cultures, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships. ### Summary: An **English Skills** course aligns with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of English language proficiency in promoting education, economic opportunities, and global communication, ultimately contributing to sustainable development and social equity. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120302 | Keselamatan Pasien dan Keselamatan Kesehatan Kerja dalam keperawatan | Patient Safety and Occupational Health Safety in nursing | University Patient Safety and Occupational Health Safety in Nursing focuses on the principles and practices that ensure the safety of patients and healthcare workers in clinical settings. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It addresses patient safety, quality of care, and strategies to prevent harm in healthcare settings. ### 2. **Decent Work and Economic Growth (SDG 8)** – By focusing on occupational health and safety for nurses and other healthcare workers, the course contributes to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Ensuring a safe work environment is essential for the well-being and productivity of healthcare professionals. ### 3. **Reduced Inequalities (SDG 10)** – The course may address disparities in healthcare access and safety, emphasizing the need to ensure equitable patient safety measures for all populations, particularly vulnerable groups. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Partnerships for the Goals (SDG 17)** – Ensuring patient safety often requires collaboration among healthcare professionals, organizations, and regulatory bodies. The course emphasizes the importance of teamwork and partnerships in improving safety standards and practices, aligning with **SDG 17**. ### 5. **Quality Education (SDG 4)** – By educating nursing students on best practices in patient safety and occupational health, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in nursing and healthcare. ### 6. **Gender Equality (SDG 5)** – The course may address specific safety issues related to gender in healthcare settings, promoting a safe and equitable work environment for all genders. This focus supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 7. **Sustainable Cities and Communities (SDG 11)** – A focus on patient safety and occupational health contributes to building sustainable healthcare systems within communities. By ensuring safe healthcare environments, the course aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Patient Safety and Occupational Health Safety in Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 17**: Partnerships for the Goals – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities This course emphasizes the importance of safety in healthcare settings, contributing to the overall health and well-being of patients and healthcare workers, and fostering a culture of safety in nursing practice. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120402 | Komunikasi Dasar Keperawatan | Basic Nursing Communication | University Basic Nursing Communication focuses on the essential communication skills needed for effective nursing practice. | ### 1. **Good Health and Well-being (SDG 3)** – Effective communication is essential for ensuring patient safety, promoting health literacy, and improving health outcomes. This course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with essential communication skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in nursing and healthcare. ### 3. **Reduced Inequalities (SDG 10)** – The course can address communication barriers faced by marginalized populations, ensuring that all individuals receive equitable care. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Effective communication skills can empower nurses to advocate for patients, including addressing specific health issues related to gender. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – The course emphasizes the importance of teamwork and collaboration among healthcare professionals, fostering partnerships that enhance patient care. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – Effective communication contributes to community health by promoting health education and awareness. By enhancing communication skills, the course supports **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Basic Nursing Communication** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the critical role of communication in nursing practice, contributing to improved patient outcomes, enhanced teamwork, and the overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120503 | Pendidikan dan Promosi Kesehatan | Health Education and Promotion | University Health Education and Promotion focuses on equipping students with the knowledge and skills to promote health and prevent disease within communities. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By educating individuals about health topics, disease prevention, and health maintenance, it contributes to improved health outcomes. ### 2. **Quality Education (SDG 4)** – The course emphasizes the importance of health education in promoting lifelong learning and informed decision-making about health. This aligns with **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. ### 3. **Reduced Inequalities (SDG 10)** – Health education programs can address disparities in health knowledge and access to resources among marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Health education can empower women and girls by providing them with knowledge and resources related to their health and rights. This contributes to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may address community health issues and promote healthy environments, contributing to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Climate Action (SDG 13)** – Health education can include discussions about the impacts of climate change on health and promote environmentally sustainable practices. This supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Partnerships for the Goals (SDG 17)** – Effective health education often involves collaboration among healthcare providers, community organizations, and policymakers. The course highlights the importance of partnerships in promoting health and well-being, aligning with **SDG 17**. ### Summary: A **Health Education and Promotion** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of health education in empowering individuals and communities, leading to healthier behaviors, improved quality of life, and enhanced community well-being. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120604 | Keterampilan Dasar Keperawatan | Basic Nursing Skills | University Basic Nursing Skills provides foundational training in essential practical skills required for effective nursing care. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching essential nursing skills, it contributes to the delivery of safe and effective patient care, improving health outcomes. ### 2. **Quality Education (SDG 4)** – By providing students with essential nursing knowledge and skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in basic nursing skills prepares students for a career in healthcare, promoting decent work opportunities. This aligns with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth and full and productive employment. ### 4. **Reduced Inequalities (SDG 10)** – The course can help ensure that nursing care is provided equitably, addressing the needs of diverse populations and reducing disparities in health outcomes. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – Nursing is a profession that significantly impacts women’s health and rights. By training nurses to provide comprehensive care, the course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Basic nursing skills are essential for effective teamwork and collaboration in healthcare settings. The course emphasizes the importance of partnerships among healthcare providers, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### Summary: A **Basic Nursing Skills** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of developing essential nursing competencies to provide high-quality patient care, improve health outcomes, and contribute to the overall health and well-being of communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120703 | Komunikasi Terapeutik Keperawatan | Nursing Therapeutic Communication | University Nursing Therapeutic Communication focuses on the essential communication skills needed to establish effective nurse-patient relationships and promote healing. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Effective therapeutic communication is crucial for understanding patients’ needs, improving health outcomes, and enhancing overall patient care. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with essential communication skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Therapeutic communication can help address disparities in healthcare access and outcomes by ensuring that all patients feel heard and understood, particularly those from marginalized or disadvantaged groups. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Effective communication is essential for understanding and addressing specific health issues related to gender. The course promotes an inclusive approach to care that empowers all individuals, supporting **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – Therapeutic communication fosters collaboration among healthcare team members, enhancing teamwork and partnerships in patient care. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – By promoting effective communication skills in nursing, the course contributes to building healthy communities where individuals receive support and care, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Nursing Therapeutic Communication** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the critical role of therapeutic communication in nursing practice, contributing to improved patient outcomes, enhanced patient satisfaction, and overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110203 | Falsafah dan Teori Keperawatan | Nursing Philosophy and Theory | University Nursing Philosophy and Theory explores the foundational beliefs, principles, and theoretical frameworks that guide nursing practice. | ### 1. **Quality Education (SDG 4)** – The course supports **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. Understanding nursing theories and philosophies is essential for developing critical thinking and reflective practice in nursing education. ### 2. **Good Health and Well-being (SDG 3)** – By providing a framework for ethical and compassionate care, the course contributes to **SDG 3**, which focuses on ensuring healthy lives and promoting well-being for all at all ages. Nursing philosophies often emphasize patient-centered care, holistic approaches, and the importance of mental and emotional well-being. ### 3. **Reduced Inequalities (SDG 10)** – Nursing theories often address social justice, equity, and the need for culturally competent care. By exploring these themes, the course aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may address issues of gender in healthcare and the role of nursing in promoting gender equity. This focus supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – Nursing theories often emphasize collaboration and teamwork in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – By promoting a holistic understanding of health and well-being, the course contributes to building healthier communities. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Nursing Philosophy and Theory** course aligns with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 3**: Good Health and Well-being – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the importance of theoretical foundations in nursing practice, contributing to ethical care, critical thinking, and the overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110303 | Konsep Dasar Keperawatan | Basic Nursing Concepts | University Basic Nursing Concepts provides foundational knowledge and skills essential for nursing practice. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching fundamental nursing concepts, it prepares students to provide safe and effective patient care, improving health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential knowledge and skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in basic nursing concepts equips students for careers in healthcare, promoting decent work opportunities and contributing to sustainable economic growth. This aligns with **SDG 8**, which promotes full and productive employment and decent work for all. ### 4. **Reduced Inequalities (SDG 10)** – The course can help ensure that nursing care is delivered equitably, addressing the needs of diverse populations and reducing disparities in health outcomes. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – Nursing is a profession that significantly impacts women’s health and rights. By training nurses to provide comprehensive and equitable care, the course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Basic nursing concepts emphasize the importance of teamwork and collaboration in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening partnerships and collaborations in pursuit of sustainable development. ### Summary: A **Basic Nursing Concepts** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the foundational knowledge necessary for effective nursing practice, contributing to improved patient care, health outcomes, and overall community well-being. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110403 | Proses Keperawatan & Berfikir Kritis | Nursing Process & Critical Thinking | University Nursing Process & Critical Thinking focuses on the systematic approach nurses use to provide care, emphasizing critical thinking skills essential for effective clinical decision-making. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching the nursing process and critical thinking skills, it prepares nurses to deliver effective, patient-centered care that improves health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential skills in critical thinking and the nursing process, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in the nursing process and critical thinking equips students for careers in healthcare, enhancing their employability and promoting decent work opportunities. This aligns with **SDG 8**, which emphasizes sustained, inclusive, and sustainable economic growth and full and productive employment. ### 4. **Reduced Inequalities (SDG 10)** – The nursing process encourages culturally competent care and individualized approaches, which can help address health disparities among marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – The course emphasizes the importance of critical thinking in addressing gender-specific health issues and advocating for women’s health. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Critical thinking and effective communication are essential for teamwork and collaboration in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### Summary: A **Nursing Process & Critical Thinking** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the integration of critical thinking with the nursing process, contributing to high-quality patient care, improved health outcomes, and the overall effectiveness of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110502 | Psikososial dan Budaya dalam Keperawatan | Psychosocial and Cultural in Nursing | University Psychosocial and Cultural Nursing focuses on understanding the interplay between psychological, social, and cultural factors in health and illness. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By addressing psychosocial factors and cultural considerations in health, the course contributes to holistic patient care and improved health outcomes. ### 2. **Quality Education (SDG 4)** – By educating nursing students about the importance of psychosocial and cultural dimensions of health, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Understanding cultural differences and psychosocial factors can help nurses provide more equitable care to diverse populations, addressing health disparities. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may explore the psychosocial and cultural dimensions of gender, including how gender roles and expectations impact health. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – By addressing the psychosocial aspects of community health, the course contributes to building healthier and more inclusive communities. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Effective nursing practice often involves collaboration with community resources and stakeholders to address psychosocial and cultural needs. The course aligns with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### Summary: A **Psychosocial and Cultural Aspects in Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of understanding psychosocial and cultural factors in nursing practice, contributing to holistic care, improved patient outcomes, and greater equity in healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110603 | Farmakologi Keperawatan | Nursing Pharmacology | University Nursing Pharmacology focuses on the study of medications and their effects on the human body, essential for safe and effective nursing practice | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Understanding pharmacology is essential for safe and effective medication administration, which is critical for improving patient health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential knowledge about medications, their effects, and safe administration, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Pharmacology education can help address disparities in medication access and treatment outcomes, particularly for marginalized populations. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may include discussions about how pharmacological treatments can affect different genders differently, addressing gender-specific health issues and needs. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – Proper understanding and management of pharmacological treatments contribute to community health by ensuring safe medication practices and reducing the incidence of medication-related issues. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Nursing pharmacology education emphasizes the importance of interprofessional collaboration in medication management, contributing to effective teamwork in healthcare settings. This aligns with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### Summary: A **Nursing Pharmacology** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of pharmacological knowledge in nursing practice, contributing to safe medication administration, improved health outcomes, and enhanced quality of care. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110704 | Pemenuhan Kebutuhan Dasar Manusia | Fulfillment of Basic Human Needs | University Fulfillment of Basic Human Needs focuses on understanding and addressing the fundamental needs that must be met for individuals to achieve health and well-being. | ### 1. **No Poverty (SDG 1)** – The course addresses the importance of fulfilling basic human needs to eradicate poverty in all its forms. Understanding these needs is essential for developing strategies that alleviate poverty and improve quality of life. ### 2. **Zero Hunger (SDG 2)** – It emphasizes the need for food security and nutrition, which are critical components of basic human needs. This aligns with **SDG 2**, which aims to end hunger, achieve food security, and promote sustainable agriculture. ### 3. **Good Health and Well-being (SDG 3)** – The course supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all. It highlights the importance of access to healthcare, sanitation, and mental health resources as essential components of human needs. ### 4. **Quality Education (SDG 4)** – Education is a fundamental human need that empowers individuals and communities. The course aligns with **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. ### 5. **Gender Equality (SDG 5)** – Addressing basic human needs often involves examining gender-specific challenges and disparities. The course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Decent Work and Economic Growth (SDG 8)** – The course may explore the relationship between fulfilling basic human needs and economic stability. This aligns with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 7. **Reduced Inequalities (SDG 10)** – Understanding and addressing basic human needs can help reduce inequalities within and among countries. This supports **SDG 10**, which seeks to empower and promote the social, economic, and political inclusion of all. ### 8. **Sustainable Cities and Communities (SDG 11)** – The course emphasizes the importance of sustainable community development, addressing basic needs for housing, transportation, and infrastructure. This aligns with **SDG 11**, which aims to make cities and human settlements inclusive, safe, resilient, and sustainable. ### 9. **Partnerships for the Goals (SDG 17)** – Fulfilling basic human needs often requires collaboration among various stakeholders, including governments, NGOs, and communities. The course aligns with **SDG 17**, which focuses on strengthening partnerships to achieve sustainable development. ### Summary: A **Fulfillment of Basic Human Needs** course aligns with several SDGs, particularly: – **SDG 1**: No Poverty – **SDG 2**: Zero Hunger – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the interconnectedness of basic human needs and sustainable development, contributing to a holistic understanding of health, well-being, and community resilience. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110805 | Ilmu Dasar Keperawatan | Basic Science of Nursing | University Basic Science of Nursing is a foundational course designed to provide nursing students with the essential scientific knowledge necessary for effective patient care. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Understanding basic science is crucial for providing safe and effective patient care and for promoting health outcomes. ### 2. **Quality Education (SDG 4)** – By providing essential scientific knowledge to nursing students, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – A solid foundation in the sciences can help address health disparities by equipping nursing students with the knowledge to understand and provide care for diverse populations, thus supporting **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may include discussions on how biological sciences impact gender-specific health issues. Understanding these differences supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – By preparing nursing students with the scientific knowledge necessary for effective practice, the course contributes to the workforce’s skill set, promoting decent work and economic growth. This aligns with **SDG 8**, which emphasizes sustained, inclusive, and sustainable economic growth. ### 6. **Partnerships for the Goals (SDG 17)** – The scientific basis of nursing often requires collaboration with other health professionals and researchers. The course aligns with **SDG 17**, which focuses on strengthening partnerships and collaborations for sustainable development. ### Summary: A **Basic Science of Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of scientific knowledge in nursing practice, contributing to improved patient care, health outcomes, and the overall effectiveness of healthcare delivery. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110703 | Dasar-Dasar Agronomi | Basics of Agronomy | The “Basics of Agronomy” course typically introduces students to the principles and practices of crop production and soil management. It covers topics such as plant biology, soil science, pest management, and sustainable agricultural practices. Students learn about crop growth cycles, environmental impacts, and techniques for improving yield and efficiency. The course often includes both theoretical concepts and practical applications, preparing students for further studies in agriculture or related fields. | 1. **SDG 2: Zero Hunger** – Agronomy focuses on improving agricultural practices to enhance food security and nutrition by optimizing crop yields and sustainability. 2. **SDG 12: Responsible Consumption and Production** – The course teaches methods for sustainable agricultural production, minimizing waste and promoting efficient use of resources. 3. **SDG 13: Climate Action** – Agronomy addresses climate-smart agriculture practices, such as crop rotation, soil conservation, and water management, which help mitigate climate change impacts. 4. **SDG 15: Life on Land** – Sustainable land management practices taught in agronomy contribute to the conservation of ecosystems, biodiversity, and land resources. 5. **SDG 6: Clean Water and Sanitation** – Agronomy covers irrigation techniques and water management, ensuring that agricultural practices do not negatively affect water resources. For further reading, you might explore *”Sustainable Agriculture and the SDGs: From Theory to Practice”* by Pretty et al., which offers a deeper understanding of how agronomy integrates with these global goals. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110202 | Pengantar Agrobisnis Perikanan | Introduction to Fisheries Agribusiness | The “Introduction to Fisheries Agribusiness” course provides students with a foundational understanding of the fisheries sector within the context of agribusiness. It covers essential topics such as fish farming, aquaculture practices, resource management, and the economics of fisheries. Students learn about sustainable practices, market trends, and the regulatory environment affecting fisheries. The course often includes case studies and practical insights into the business aspects of managing fisheries, preparing students for careers in aquaculture, fisheries management, and related industries. | 1. **SDG 2: Zero Hunger** – The course focuses on fisheries as a vital source of food, nutrition, and livelihood, contributing to food security through sustainable aquaculture and fisheries management. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries agribusiness is a key economic sector in many regions. The course emphasizes creating sustainable jobs and business opportunities in fisheries and related industries. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in fisheries, ensuring responsible production and minimizing the environmental impact of aquaculture and seafood supply chains. 4. **SDG 14: Life Below Water** – Central to the course is the sustainable management and conservation of marine and freshwater ecosystems, ensuring the long-term viability of fish stocks and aquatic life. 5. **SDG 1: No Poverty** – The course addresses how fisheries agribusiness can alleviate poverty in coastal and rural communities by offering income-generating opportunities. These SDGs highlight the importance of balancing economic growth with sustainability in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131603 | Pemasaran Digital Perikanan | Fisheries Digital Marketing | The “Fisheries Digital Marketing” course explores strategies for promoting fisheries and aquaculture products through digital channels. Students learn about social media marketing, content creation, search engine optimization (SEO), and online advertising specific to the fisheries sector. The course covers market analysis, branding, and consumer engagement techniques, emphasizing the unique aspects of the fisheries industry. Through case studies and practical assignments, students gain skills to effectively market fisheries products, enhance online presence, and reach target audiences in a competitive marketplace. | 1. **SDG 8: Decent Work and Economic Growth** – The course emphasizes how digital marketing strategies can enhance the profitability and market reach of fisheries businesses, promoting economic growth and job creation in the fisheries sector. 2. **SDG 12: Responsible Consumption and Production** – By promoting sustainable products and practices in fisheries through digital marketing, the course supports responsible consumption and encourages consumers to choose sustainable seafood options. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the role of digital technologies in transforming the fisheries sector, fostering innovation and improved infrastructure for marketing, sales, and distribution. 4. **SDG 14: Life Below Water** – Through responsible marketing, the course encourages the promotion of sustainable fisheries and aquaculture practices that protect marine ecosystems and ensure the long-term sustainability of aquatic life. 5. **SDG 1: No Poverty** – Digital marketing can help small-scale fishers and entrepreneurs expand their markets and increase their incomes, contributing to poverty reduction, especially in coastal and rural communities. These SDGs reflect the integration of digital marketing into sustainable fisheries practices and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131703 | Perdagangan Eksport-import | Export-import trade | The “Export-Import Trade” course provides an overview of international trade practices, focusing on the processes and regulations involved in exporting and importing goods. Students learn about trade agreements, tariffs, customs procedures, and documentation requirements. The course covers market analysis, risk management, and logistics, emphasizing the importance of cultural and economic factors in global trade. Through case studies and practical exercises, students develop skills to navigate the complexities of international markets and understand the strategic implications of trade decisions for businesses. | 1. **SDG 8: Decent Work and Economic Growth** – The course promotes international trade as a means of fostering economic growth, job creation, and fair trade practices, contributing to the global economy. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of developing strong trade infrastructure and innovative logistics for smoother global trade operations, particularly in export and import sectors. 3. **SDG 12: Responsible Consumption and Production** – Export-import trade involves promoting sustainable trade practices, ensuring that goods are produced and traded in ways that minimize environmental impact and promote ethical standards. 4. **SDG 17: Partnerships for the Goals** – The course emphasizes the role of international trade partnerships in achieving sustainable development by strengthening global cooperation and facilitating trade across borders. 5. **SDG 10: Reduced Inequalities** – The course can address how trade policies and practices can be structured to reduce inequalities between countries and within communities by providing fair access to global markets. These SDGs highlight the connection between global trade and sustainable development, ensuring that international trade supports inclusive and responsible growth. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131803 | Manajemen Industri Perikanan | Fisheries Industry Management | The “Fisheries Industry Management” course focuses on the principles and practices essential for managing fisheries and aquaculture operations. Students learn about resource sustainability, regulatory frameworks, and economic factors impacting the fisheries sector. The course covers topics such as supply chain management, risk assessment, and strategic planning, emphasizing best practices for maintaining healthy fish stocks and ecosystems. Through case studies and real-world applications, students develop skills in operational management, decision-making, and policy development, preparing them for careers in fisheries management and related fields. | 1. **SDG 2: Zero Hunger** – The course focuses on improving the management of fisheries to enhance food security by ensuring sustainable fish production and supporting global nutrition needs. 2. **SDG 8: Decent Work and Economic Growth** – Effective fisheries industry management promotes economic growth and job creation, particularly in coastal and rural areas where fisheries are a key economic sector. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable fisheries management, ensuring that production and harvesting of fish resources are conducted in an environmentally responsible manner. 4. **SDG 14: Life Below Water** – Central to the course is the sustainable use and conservation of marine resources, focusing on policies and practices that protect aquatic ecosystems and ensure the long-term health of fish stocks. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fisheries management involves modernizing infrastructure and adopting innovative practices to improve efficiency and sustainability in the fisheries industry. 6. **SDG 1: No Poverty** – The course addresses how better fisheries management can enhance income generation for communities reliant on fishing, contributing to poverty reduction in many regions. These SDGs highlight the role of fisheries industry management in balancing economic, environmental, and social sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131903 | Manajemen UMKM & Koperasi | SME & Cooperative Management | The “SME & Cooperative Management” course examines the principles and practices of managing small and medium-sized enterprises (SMEs) and cooperatives. Students learn about organizational structures, strategic planning, financial management, and marketing strategies tailored for SMEs and cooperatives. The course also explores the unique challenges and opportunities these entities face, including collaboration, community engagement, and sustainability. Through case studies and practical projects, students develop skills in leadership, resource management, and cooperative governance, preparing them for careers in entrepreneurship, cooperative development, and small business management. | 1. **SDG 8: Decent Work and Economic Growth** – The course promotes the development of SMEs and cooperatives, fostering entrepreneurship, job creation, and economic growth, especially in local and rural economies. 2. **SDG 1: No Poverty** – By supporting the growth of SMEs and cooperatives, the course addresses poverty reduction by enhancing income-generating opportunities for small business owners and cooperative members. 3. **SDG 10: Reduced Inequalities** – Cooperatives and SMEs often empower marginalized groups, such as women, rural populations, and low-income communities, reducing social and economic inequalities. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable business practices, encouraging SMEs and cooperatives to adopt environmentally and socially responsible production and consumption models. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of strengthening business infrastructure and promoting innovation to improve the efficiency and competitiveness of SMEs and cooperatives. 6. **SDG 5: Gender Equality** – Cooperatives and SMEs often support gender equality by providing women with opportunities for entrepreneurship, leadership, and economic participation. These SDGs underscore the role of SMEs and cooperatives in driving sustainable development, inclusive growth, and responsible business practices. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04132003 | Manajemen Agrobisnis Perikanan | Fisheries Agribusiness Management | The “Manajemen Agrobisnis Perikanan” (Fisheries Agribusiness Management) course focuses on the management practices specific to the fisheries sector within the agribusiness framework. Students learn about sustainable aquaculture, supply chain management, marketing strategies, and financial analysis related to fisheries. The course covers regulatory issues, resource management, and the socio-economic impacts of fisheries on communities. Through practical case studies and project work, students develop skills in strategic planning, operational efficiency, and decision-making, preparing them for careers in fisheries management and agribusiness. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of fisheries agribusiness in providing a sustainable and nutritious food source, contributing to global food security and improved nutrition. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries agribusiness management promotes economic growth, job creation, and entrepreneurship in the fisheries sector, supporting livelihoods in coastal and rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable fisheries practices, ensuring that fish and seafood products are harvested and produced in ways that minimize environmental impact and promote responsible resource use. 4. **SDG 14: Life Below Water** – A key focus is on the sustainable management of marine and freshwater ecosystems, ensuring the long-term health of fish stocks and aquatic biodiversity through responsible business practices. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The course covers the role of modern business practices, infrastructure development, and innovation in improving the efficiency and sustainability of fisheries agribusiness operations. 6. **SDG 1: No Poverty** – By enhancing the profitability and sustainability of fisheries agribusiness, the course contributes to poverty reduction, particularly in communities that rely on fishing for their livelihoods. These SDGs highlight how fisheries agribusiness management plays a crucial role in promoting sustainable development through responsible resource management, economic growth, and social well-being. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04140102 | Seminar Akhir | Final Seminar | A university course titled “Final Seminar” typically serves as a capstone experience for students, integrating knowledge and skills acquired throughout their studies. In this course, students engage in in-depth discussions on advanced topics relevant to their field, often culminating in a research project or presentation. Emphasis is placed on critical analysis, collaboration, and professional communication. Students may also receive feedback on their work from peers and instructors, helping to refine their arguments and presentation skills. This course aims to prepare students for graduation and future academic or professional endeavors by fostering independent research and critical thinking. | 1. **SDG 4: Quality Education** – The course emphasizes research, critical thinking, and the application of knowledge, contributing to high-quality education and lifelong learning. 2. **SDG 8: Decent Work and Economic Growth** – Students may focus on topics related to economic development, innovation, and entrepreneurship, contributing to discussions on fostering sustainable economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course often encourages innovative thinking, with students exploring solutions related to infrastructure, industry development, or technology advancements. 4. **SDG 12: Responsible Consumption and Production** – Many final seminars include discussions on sustainability, encouraging students to consider how their fields can contribute to more responsible business practices and resource use. 5. **SDG 17: Partnerships for the Goals** – The seminar might cover the importance of collaboration and partnerships, as students often engage in multidisciplinary research that aligns with global efforts to achieve the SDGs. The specific SDGs covered in a *Final Seminar* course would largely depend on the thematic focus of individual research projects or presentations. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience where students conduct independent research on a specific topic within their field of study. Students are required to formulate a research question, conduct a literature review, and apply appropriate methodologies to gather and analyze data. The course culminates in a written thesis document and often includes an oral defense, where students present their findings to a committee. This process helps develop critical research, analytical, and presentation skills, preparing students for careers or further academic pursuits. | 1. **SDG 4: Quality Education** – The thesis represents the culmination of higher education, promoting critical thinking, research skills, and lifelong learning, which aligns with the goal of providing inclusive and equitable quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Many thesis projects explore innovative solutions, technologies, or approaches in different sectors, contributing to industry development and infrastructure improvements. 3. **SDG 8: Decent Work and Economic Growth** – Research on topics related to entrepreneurship, employment, and economic development may contribute to discussions on creating sustainable and inclusive economic growth. 4. **SDG 12: Responsible Consumption and Production** – Theses focusing on sustainability, environmental management, and resource efficiency contribute to promoting responsible consumption and production practices. 5. **SDG 13: Climate Action** – Projects related to climate change mitigation, adaptation, and environmental protection directly contribute to this SDG. 6. **SDG 17: Partnerships for the Goals** – Collaborative research, interdisciplinary work, and global partnerships may be central to some thesis projects, aligning with the goal of strengthening global partnerships for sustainable development. 7. **SDG 3: Good Health and Well-Being** – Theses that explore topics related to public health, medicine, or well-being contribute to improving health outcomes and promoting well-being for all. The specific SDGs addressed in a *Final Project (Thesis)* will vary based on the individual student’s research focus and the societal issues their project seeks to address. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130903 | Teknologi dan sistem Informasi Penyuluhan | Extension Information Technology and systems | The Extension Information Technology and Systems course focuses on the integration and application of IT solutions in various organizational contexts. It covers topics such as data management, systems analysis, software development, and emerging technologies. Students learn to assess business needs, design IT systems, and implement strategies to enhance operational efficiency. The course often includes hands-on projects and case studies, providing practical experience in solving real-world IT challenges. This program is suitable for professionals looking to expand their knowledge in technology applications and improve their skills in managing IT systems effectively. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the role of information technology systems in improving infrastructure, fostering innovation, and enhancing the efficiency of extension services across various sectors, including agriculture and education. 2. **SDG 4: Quality Education** – Extension services often include educational components, and using information technology can enhance access to quality education and learning opportunities, particularly in rural and underserved areas. 3. **SDG 8: Decent Work and Economic Growth** – The use of technology in extension services helps improve productivity, resource management, and economic opportunities, especially in agriculture and rural industries, contributing to sustainable economic growth and decent work. 4. **SDG 12: Responsible Consumption and Production** – By disseminating information on sustainable practices, resource management, and eco-friendly technologies, extension IT systems contribute to more responsible production and consumption patterns. 5. **SDG 1: No Poverty** – Extension services supported by IT systems can enhance access to resources, knowledge, and technologies for small-scale farmers, businesses, and entrepreneurs, helping reduce poverty in rural areas by improving livelihoods. 6. **SDG 2: Zero Hunger** – In agricultural settings, extension IT systems help disseminate knowledge on best practices for crop management, livestock care, and sustainable agriculture, improving food security and nutrition. 7. **SDG 17: Partnerships for the Goals** – The course may emphasize the importance of partnerships between government agencies, NGOs, and technology providers to extend the reach of services and information, fostering collaboration to achieve sustainable development. These SDGs highlight the role of extension IT systems in promoting innovation, education, and sustainable economic practices. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131003 | Manajemen dan Program Penyuluhan Perikanan | Fisheries Management and Extension Program | The Fisheries Management and Extension Program course focuses on sustainable practices in the management and conservation of fishery resources. It covers topics such as aquatic ecosystems, fish population dynamics, resource assessment, and policy development. Students learn about the principles of fisheries management and the role of extension services in promoting best practices among stakeholders, including fishermen and communities. The course often includes fieldwork and case studies to provide practical insights into challenges and solutions in fisheries management, preparing students for careers in conservation, policy-making, or community engagement in the fisheries sector. | 1. **SDG 14: Life Below Water** – The course emphasizes sustainable management and conservation of marine and freshwater ecosystems, aiming to protect fish stocks and aquatic biodiversity through effective management practices. 2. **SDG 2: Zero Hunger** – Fisheries management contributes to food security by ensuring the sustainable harvest of fish and aquatic resources, which are vital sources of nutrition for many communities. 3. **SDG 8: Decent Work and Economic Growth** – By promoting sustainable fisheries practices and responsible aquaculture, the course supports economic growth and job creation in the fisheries sector, particularly in coastal and rural areas. 4. **SDG 12: Responsible Consumption and Production** – The course encourages responsible fishing practices and the promotion of sustainable seafood consumption, aiming to reduce the environmental impact of fishing and aquaculture. 5. **SDG 1: No Poverty** – Effective fisheries management can enhance livelihoods for communities dependent on fishing and aquaculture, helping to alleviate poverty in those regions. 6. **SDG 17: Partnerships for the Goals** – The extension program often involves collaboration between various stakeholders, including government agencies, NGOs, and local communities, emphasizing the importance of partnerships in achieving sustainable development goals. 7. **SDG 3: Good Health and Well-Being** – Promoting sustainable fisheries contributes to improved health outcomes by ensuring access to nutritious fish and aquatic resources, which are important for diet and nutrition. These SDGs reflect the comprehensive approach of fisheries management and extension programs in promoting sustainable development while addressing social, economic, and environmental challenges in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131103 | Kebijakan & Kelembagaan Penyuluhan Perikanan | Fisheries Extension Policies & Institutions | A university course on “Fisheries Extension Policies & Institutions” examines the frameworks and strategies used to promote sustainable fisheries management and development. Students explore the roles of various institutions—governmental, non-governmental, and community-based—in implementing fisheries policies and extension services. The course covers topics such as policy formulation, stakeholder engagement, capacity building, and the socio-economic impacts of fisheries management. Through case studies and practical exercises, students analyze the effectiveness of different extension approaches and learn to design interventions that enhance the livelihoods of fishing communities while ensuring ecological sustainability. | 1. **SDG 14: Life Below Water** – The course focuses on policies and institutional frameworks that promote the sustainable management and conservation of marine and freshwater ecosystems, ensuring the protection of fish stocks and aquatic biodiversity. 2. **SDG 2: Zero Hunger** – Effective fisheries extension policies can enhance food security by improving access to sustainable fish resources and promoting practices that contribute to nutrition and food availability. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of effective governance and institutional support in fostering economic growth and job creation in the fisheries sector, particularly in coastal and rural communities. 4. **SDG 1: No Poverty** – Fisheries extension policies can help improve livelihoods for fishing communities, providing support and resources that contribute to poverty alleviation and economic resilience. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the development of policies that promote sustainable fishing practices and responsible seafood consumption, aiming to reduce overfishing and environmental degradation. 6. **SDG 10: Reduced Inequalities** – The course may focus on inclusive policies that ensure equitable access to resources and opportunities for marginalized groups in the fisheries sector, reducing inequalities within communities. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between government agencies, NGOs, local communities, and stakeholders in developing effective fisheries policies and institutions. 8. **SDG 3: Good Health and Well-Being** – By promoting sustainable fisheries practices and improving access to nutritious fish, fisheries extension policies contribute to public health and nutrition. These SDGs reflect the comprehensive approach of fisheries extension policies and institutions in promoting sustainable development, enhancing livelihoods, and addressing environmental and social challenges in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131203 | Ekonomi Pembangunan Perikanan | Fisheries Development Economics | The Fisheries Development Economics course explores the economic principles and concepts relevant to the fisheries sector. It covers topics such as resource allocation, market dynamics, supply and demand, and the economic impact of fisheries on local and global economies. Students learn to analyze the financial viability of fishing operations, assess the socio-economic factors affecting fishery communities, and evaluate policies aimed at sustainable development. The course combines theoretical frameworks with practical case studies, equipping students with the skills to contribute to effective fisheries management and development strategies that balance economic growth with environmental sustainability. | 1. **SDG 1: No Poverty** – The course examines how fisheries can provide livelihoods and income for communities, helping to alleviate poverty, particularly in coastal and rural areas. 2. **SDG 2: Zero Hunger** – Fisheries development economics highlights the role of fish as a critical source of nutrition and food security, focusing on sustainable practices that ensure a stable food supply. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the economic contributions of the fisheries sector to national and local economies, promoting job creation and sustainable economic growth. 4. **SDG 12: Responsible Consumption and Production** – The course discusses the importance of sustainable fisheries management practices and policies that promote responsible resource use and minimize environmental impacts. 5. **SDG 14: Life Below Water** – A central focus is on the sustainable management of marine and freshwater resources, addressing issues such as overfishing and habitat degradation while promoting economic viability. 6. **SDG 3: Good Health and Well-Being** – By analyzing the nutritional value of fish and its role in diets, the course contributes to understanding how fisheries can support public health and well-being. 7. **SDG 10: Reduced Inequalities** – The course may explore the economic disparities within the fisheries sector, examining ways to promote equitable access to resources and opportunities for marginalized groups. 8. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between various stakeholders, including governments, NGOs, and the private sector, to achieve sustainable fisheries development. These SDGs underscore the interconnectedness of economic development, sustainability, and social well-being in the context of fisheries development economics. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131303 | Ekonomi Usaha Perikanan | Fisheries Business Economics | The Fisheries Business Economics course focuses on the application of economic principles to the fisheries industry. It covers topics such as market analysis, business planning, financial management, and cost-benefit analysis specific to fishing enterprises. | 1. **SDG 1: No Poverty** – The course explores how fisheries businesses can create jobs and provide income for communities, contributing to poverty alleviation, especially in coastal and rural areas. 2. **SDG 2: Zero Hunger** – By focusing on the economic viability of fisheries, the course emphasizes the importance of fish as a source of nutrition and food security, promoting sustainable fishing practices that ensure a stable food supply. 3. **SDG 8: Decent Work and Economic Growth** – The course examines the role of fisheries in economic development, job creation, and fostering entrepreneurship, thereby supporting sustainable economic growth in the fisheries sector. 4. **SDG 12: Responsible Consumption and Production** – Discussions may focus on sustainable business practices, encouraging fisheries to adopt responsible resource management and production methods to minimize environmental impacts. 5. **SDG 14: Life Below Water** – The course addresses the sustainable management of aquatic resources, emphasizing the need for economic practices that protect marine and freshwater ecosystems from overfishing and degradation. 6. **SDG 3: Good Health and Well-Being** – By analyzing the economic significance of fish as a dietary staple, the course contributes to understanding how fisheries can promote public health and nutrition. 7. **SDG 10: Reduced Inequalities** – The course may focus on the economic disparities within the fisheries sector and strategies to promote equitable access to resources and opportunities for marginalized communities. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among various stakeholders, including governments, NGOs, and private enterprises, the course highlights the importance of partnerships in achieving sustainable fisheries business practices. These SDGs reflect the course’s emphasis on the intersection of economic development, sustainability, and social equity in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131403 | Valuasi Ekonomi Sumberdaya Perikanan | Economic Valuation of Fishery Resources | The Economic Valuation of Fishery Resources course focuses on assessing the monetary and non-monetary values of fishery resources and ecosystems. Students learn various valuation techniques, including market-based methods, contingent valuation, and bioeconomic modeling, to estimate the economic benefits derived from fisheries. The course emphasizes the importance of valuing ecosystem services, understanding trade-offs, and informing policy decisions for sustainable management. Through case studies and practical exercises, students develop skills to apply valuation methods in real-world contexts, contributing to effective resource management and conservation strategies. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of fish as a critical source of nutrition and food security, highlighting the economic value of sustainable fisheries in ensuring food availability. 2. **SDG 1: No Poverty** – By assessing the economic contributions of fishery resources to livelihoods, the course addresses how sustainable fisheries can help reduce poverty in fishing communities. 3. **SDG 8: Decent Work and Economic Growth** – The economic valuation of fisheries underlines their role in job creation and economic development, promoting sustainable practices that enhance the profitability and viability of fisheries-related activities. 4. **SDG 12: Responsible Consumption and Production** – The course focuses on valuing fishery resources in the context of sustainable management practices, encouraging responsible use and conservation of aquatic resources. 5. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management and conservation of marine and freshwater ecosystems, emphasizing the economic benefits of preserving fish stocks and habitats. 6. **SDG 3: Good Health and Well-Being** – By recognizing the nutritional value of fish, the course contributes to understanding how economic valuation can inform policies that promote public health and well-being. 7. **SDG 10: Reduced Inequalities** – The course may explore economic disparities in access to fishery resources, focusing on strategies to promote equity in the distribution of benefits derived from fisheries. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among various stakeholders, including governments, NGOs, and local communities, the course highlights the importance of partnerships in achieving sustainable fisheries management and conservation efforts. These SDGs reflect the course’s focus on integrating economic valuation with sustainable practices to ensure the long-term viability of fishery resources and the communities that depend on them. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131503 | Strategi Pemasaran Perikanan | Fisheries Marketing Strategy | The Fisheries Marketing Strategy course examines the principles and practices of marketing within the fisheries sector. It covers topics such as market analysis, consumer behavior, branding, and distribution channels specific to fish and seafood products. Students learn to develop effective marketing strategies that enhance product visibility and competitiveness while considering sustainability and ethical practices. | 1. **SDG 2: Zero Hunger** – The course emphasizes the importance of fish as a key source of nutrition and food security, promoting strategies that enhance the availability and accessibility of fish products in local and global markets. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries marketing strategies can contribute to economic growth by creating jobs in marketing, distribution, and sales within the fisheries sector, thereby supporting sustainable economic development. 3. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable marketing practices that promote responsible consumption of fish and seafood, ensuring that consumers are informed about sustainable choices. 4. **SDG 14: Life Below Water** – By promoting sustainable fishing practices and responsible sourcing, the course aligns with efforts to protect aquatic ecosystems and maintain fish populations for future generations. 5. **SDG 1: No Poverty** – Effective marketing strategies can help small-scale fishers and fishing communities improve their market access and income, contributing to poverty alleviation in vulnerable populations. 6. **SDG 10: Reduced Inequalities** – The course may focus on strategies that empower marginalized fishers and communities to compete in the market, promoting equitable access to opportunities and resources. 7. **SDG 17: Partnerships for the Goals** – The course often emphasizes the importance of collaboration between stakeholders, including producers, marketers, consumers, and policymakers, to achieve effective fisheries marketing that supports sustainable development. These SDGs reflect the course’s focus on integrating marketing strategies with sustainable practices to enhance the economic viability of fisheries while promoting responsible consumption and conservation of aquatic resources. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130103 | Manajemen Kewirausahaan Perikanan | Fisheries Entrepreneurship Management | The Fisheries Entrepreneurship Management course focuses on the principles and practices of starting and managing business ventures in the fisheries sector. It covers key topics such as business planning, financial management, marketing strategies, and innovation in fishery-related enterprises. Students learn to identify opportunities, assess risks, and develop sustainable business models that contribute to the economic viability of fisheries. | 1. **SDG 8: Decent Work and Economic Growth** – The course fosters entrepreneurship in the fisheries sector, promoting job creation and sustainable economic growth by encouraging new business ventures and innovation. 2. **SDG 1: No Poverty** – By equipping students with the skills to start and manage fisheries-related businesses, the course contributes to poverty alleviation, particularly in coastal and rural communities that rely on fishing for their livelihoods. 3. **SDG 2: Zero Hunger** – Fisheries entrepreneurship can improve food security by enhancing the production, processing, and distribution of fish and seafood, ensuring better access to nutritious food. 4. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable business practices in fisheries, promoting responsible resource management and eco-friendly approaches to production and consumption. 5. **SDG 14: Life Below Water** – A key focus is on promoting sustainable fishing practices and aquaculture, ensuring the health and sustainability of marine and freshwater ecosystems while supporting economic activities. 6. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of innovation and technological advancement in fisheries entrepreneurship, encouraging the development of new products, services, and market strategies. 7. **SDG 10: Reduced Inequalities** – By promoting inclusive entrepreneurship, the course aims to empower marginalized groups, such as women and small-scale fishers, reducing economic disparities within the fisheries sector. 8. **SDG 17: Partnerships for the Goals** – The course often emphasizes the need for collaboration among stakeholders, including government agencies, NGOs, and the private sector, to foster a supportive environment for fisheries entrepreneurship. These SDGs reflect the course’s focus on integrating entrepreneurial skills with sustainable practices to enhance the economic viability of the fisheries sector while promoting social equity and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130203 | Sistem Informasi Manajemen Perikanan | Fisheries Management Information System | The Fisheries Management Information System course focuses on the development and application of information systems to enhance fisheries management and decision-making. It covers topics such as data collection, database management, and the use of technology in monitoring fish stocks and ecosystems. Students learn to design and implement information systems that support data analysis, reporting, and stakeholder engagement in fisheries management. | 1. **SDG 14: Life Below Water** – The course emphasizes the importance of data collection, monitoring, and analysis for sustainable fisheries management, helping to protect marine and freshwater ecosystems and ensure the conservation of fish stocks. 2. **SDG 2: Zero Hunger** – Effective management information systems can enhance the availability and accessibility of fisheries resources, supporting food security and nutrition through sustainable practices. 3. **SDG 1: No Poverty** – By improving the management of fisheries resources, the course contributes to enhancing livelihoods for communities that depend on fishing, thereby helping to alleviate poverty. 4. **SDG 8: Decent Work and Economic Growth** – The course fosters the development of efficient and effective management systems that can lead to sustainable economic growth and job creation in the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing data-driven decision-making, the course encourages responsible management practices that ensure sustainable production and consumption of fishery resources. 6. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the role of technology and innovation in developing information systems that improve fisheries management, data accessibility, and stakeholder collaboration. 7. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to data and information for marginalized fishing communities, promoting inclusivity in fisheries management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among various stakeholders, including government agencies, NGOs, and local communities, to develop and implement effective fisheries management information systems. These SDGs reflect the course’s focus on leveraging information systems for sustainable fisheries management, promoting environmental conservation, social equity, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130303 | Pemetaan Sosial Masyarakat Pesisir dan Kepulauan | Social Mapping of Coastal and Island Communities | The Social Mapping of Coastal and Island Communities course explores the techniques and methodologies used to analyze the social dynamics, resources, and relationships within coastal and island communities. Students learn to create social maps that represent demographic information, cultural practices, economic activities, and environmental interactions. | 1. **SDG 1: No Poverty** – The course emphasizes understanding the socioeconomic conditions of coastal and island communities, helping to identify strategies for poverty alleviation and improving livelihoods. 2. **SDG 2: Zero Hunger** – By mapping resources and food systems in these communities, the course can contribute to enhancing food security and nutrition through sustainable practices and local food production. 3. **SDG 10: Reduced Inequalities** – The course focuses on identifying and addressing inequalities within coastal and island communities, promoting inclusivity and equitable access to resources and opportunities. 4. **SDG 11: Sustainable Cities and Communities** – Social mapping helps assess community needs and vulnerabilities, informing sustainable development planning and improving resilience in coastal and island areas. 5. **SDG 14: Life Below Water** – The course may examine the relationship between communities and marine resources, promoting sustainable practices that protect marine biodiversity and ecosystems. 6. **SDG 3: Good Health and Well-Being** – By understanding community health and social dynamics, the course can contribute to improving health outcomes and well-being in coastal and island communities. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to achieve sustainable development goals through participatory mapping. 8. **SDG 4: Quality Education** – The course can foster educational opportunities and awareness about community issues, promoting knowledge sharing and capacity building within coastal and island populations. These SDGs reflect the course’s focus on integrating social mapping with sustainable practices to enhance community resilience, promote social equity, and support the sustainable development of coastal and island regions. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130403 | Ekonomi Wisata Bahari | Marine Tourism Economics | The Marine Tourism Economics course examines the economic principles and practices related to marine and coastal tourism. It covers topics such as market trends, economic impact assessment, sustainable tourism practices, and the valuation of marine resources. Students learn to analyze the financial viability of marine tourism ventures, understand consumer behavior, and evaluate policies that promote sustainable tourism development. | 1. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the economic contributions of marine tourism, promoting job creation and sustainable economic growth in coastal communities. 2. **SDG 14: Life Below Water** – The course highlights the importance of marine ecosystems in tourism and promotes sustainable practices that protect marine biodiversity and habitats while supporting tourism activities. 3. **SDG 1: No Poverty** – By exploring how marine tourism can provide livelihoods and income for local communities, the course contributes to poverty alleviation, particularly in coastal areas. 4. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable tourism practices, promoting responsible consumption and the conservation of natural resources in marine tourism. 5. **SDG 2: Zero Hunger** – Marine tourism can support local food systems by promoting sustainable seafood and food production, contributing to food security in coastal regions. 6. **SDG 11: Sustainable Cities and Communities** – The course may focus on the sustainable development of coastal areas, emphasizing the need for planning and infrastructure that support tourism while protecting local communities and environments. 7. **SDG 10: Reduced Inequalities** – The course may explore equitable access to tourism opportunities for marginalized groups in coastal communities, promoting inclusivity in the benefits derived from marine tourism. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between various stakeholders, including government agencies, NGOs, and the private sector, to promote sustainable marine tourism practices and policies. These SDGs reflect the course’s focus on integrating economic principles with sustainable practices to enhance the viability of marine tourism while promoting social equity and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130503 | Metode Penelitian Sosial dan Bisnis Perikanan | Social Research Methods and Fisheries Business | The Social Research Methods and Fisheries Business course provides students with an understanding of how social research methodologies can be applied to the fisheries sector. It focuses on the intersection of social sciences and business practices within the fisheries industry, equipping students with the skills needed to conduct research that informs management, policy, and economic development in fisheries. | 1. **SDG 1: No Poverty** – The course examines socio-economic factors affecting fisheries communities, contributing to strategies for poverty alleviation and improved livelihoods through informed business practices. 2. **SDG 2: Zero Hunger** – By understanding the socio-economic dynamics of fisheries, the course can enhance food security and promote sustainable practices in fish production and distribution. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes research methods that inform sustainable fisheries business practices, promoting job creation and economic growth within the sector. 4. **SDG 10: Reduced Inequalities** – The course addresses issues of equity and inclusion, focusing on marginalized groups in fisheries communities and promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – By analyzing business practices within the fisheries sector, the course encourages sustainable consumption and production patterns that minimize environmental impact. 6. **SDG 14: Life Below Water** – The course contributes to the understanding of sustainable fisheries management, emphasizing research that supports the conservation and sustainable use of marine resources. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including governments, NGOs, and local communities, to effectively address the challenges facing fisheries businesses. These SDGs reflect the course’s focus on integrating social research methods with sustainable practices in the fisheries sector, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130703 | Pemberdayaan Gender Masyarakat Pesisir | Gender Empowerment of Coastal Communities | The Gender Empowerment of Coastal Communities course focuses on understanding and promoting gender equity within coastal and fishing communities. It examines the roles, challenges, and contributions of women in fisheries and marine resource management. Students explore concepts such as empowerment, social inclusion, and gender-responsive policies, learning how to assess and address the socio-economic barriers faced by women in these contexts. | 1. **SDG 5: Gender Equality** – The course focuses on promoting gender equality and empowering women in coastal communities, addressing barriers to participation and leadership in fisheries and related sectors. 2. **SDG 1: No Poverty** – By empowering women and promoting their economic participation, the course contributes to poverty alleviation and improved livelihoods in coastal communities. 3. **SDG 10: Reduced Inequalities** – The course examines the socio-economic disparities between genders and works toward reducing inequalities in access to resources, opportunities, and decision-making processes. 4. **SDG 8: Decent Work and Economic Growth** – The course promotes women’s involvement in the fisheries and marine sectors, fostering job creation and sustainable economic growth. 5. **SDG 2: Zero Hunger** – Gender empowerment can enhance food security by enabling women to participate in food production, processing, and distribution in coastal communities. 6. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices that women can promote within their communities, enhancing resource management and responsible consumption. 7. **SDG 14: Life Below Water** – By empowering women to engage in sustainable fisheries management, the course supports the conservation and sustainable use of marine resources. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including government agencies, NGOs, and local organizations, to create supportive environments for gender empowerment in coastal communities. These SDGs reflect the course’s focus on integrating gender empowerment with sustainable development practices to enhance the resilience and well-being of coastal communities. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130803 | Manajemen Konflik Sosial Masyarakat Pesisir | Management of Social Conflict in Coastal Communities | The Management of Social Conflict in Coastal Communities course examines the dynamics of social conflict that arise in coastal and marine environments. It explores the causes of conflict, such as resource competition, environmental changes, and socio-economic disparities. Students learn conflict resolution strategies, negotiation techniques, and the role of stakeholder engagement in fostering collaboration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes conflict resolution, governance, and the importance of building peaceful and inclusive societies in coastal communities. It focuses on managing social conflict through dialogue, negotiation, and collaborative problem-solving. 2. **SDG 1: No Poverty** – By addressing social conflicts that may arise from resource competition or inequalities, the course contributes to poverty alleviation and improving livelihoods in coastal communities. 3. **SDG 10: Reduced Inequalities** – The course examines the social dynamics that contribute to conflict and aims to promote equitable access to resources and opportunities for all community members, thereby reducing inequalities. 4. **SDG 11: Sustainable Cities and Communities** – The course explores strategies for creating resilient communities that can effectively manage social conflicts, fostering sustainable development in coastal areas. 5. **SDG 14: Life Below Water** – Conflicts often arise over the use and conservation of marine resources. The course addresses sustainable resource management practices that help mitigate conflicts related to fisheries and marine ecosystems. 6. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including local communities, government agencies, and NGOs, to effectively manage social conflicts and promote sustainable solutions. 7. **SDG 4: Quality Education** – By educating students about conflict management and resolution techniques, the course contributes to building knowledge and skills that empower communities to address conflicts peacefully. These SDGs reflect the course’s focus on understanding and managing social conflicts in a way that promotes peace, justice, and sustainable development within coastal communities. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121303 | Manajemen Mina Bisnis Perikanan | Fishing Business Mina Management | The Fishing Business Management course focuses on the principles and practices essential for running successful fishing enterprises. It covers key topics such as business planning, financial management, marketing strategies, and operations management specific to the fishing industry. Students learn to analyze market trends, manage resources efficiently, and develop sustainable practices that enhance profitability while considering environmental impacts. | 1. **SDG 1: No Poverty** – The course aims to enhance the economic viability of fishing businesses, contributing to poverty alleviation by improving livelihoods in fishing communities. 2. **SDG 2: Zero Hunger** – By promoting sustainable fishing practices and business management, the course supports food security and nutrition through responsible fish production and distribution. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the creation of decent jobs and sustainable economic growth within the fisheries sector, focusing on effective business strategies and practices. 4. **SDG 10: Reduced Inequalities** – The course may address equitable access to fishing resources and business opportunities, promoting inclusivity for marginalized groups in the fishing industry. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in fishing business operations, promoting responsible consumption and the efficient use of resources. 6. **SDG 14: Life Below Water** – A core aspect of the course is the sustainable management of marine resources, addressing the importance of conservation and responsible fishing practices to protect aquatic ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course often highlights the importance of collaboration among stakeholders, including government, NGOs, and local communities, to foster successful fishing business management and sustainability. These SDGs reflect the course’s focus on integrating business management principles with sustainable practices in the fishing industry, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121403 | Perencanaan dan Evaluasi Proyek | Project Planning and Evaluation | The Project Planning and Evaluation course focuses on the methodologies and tools necessary for effectively planning, implementing, and evaluating projects. Students learn to define project objectives, develop logical frameworks, and create detailed action plans, timelines, and budgets. The course also emphasizes evaluation techniques, including formative and summative assessments, to measure project outcomes and impact. | 1. **SDG 1: No Poverty** – The course equips students with the skills to design and evaluate projects aimed at poverty alleviation and improving livelihoods in various communities. 2. **SDG 2: Zero Hunger** – It may focus on planning and evaluating agricultural or food security projects, contributing to sustainable food production and enhanced nutrition. 3. **SDG 4: Quality Education** – The course emphasizes the importance of educational projects, promoting access to quality education and learning opportunities for all. 4. **SDG 8: Decent Work and Economic Growth** – Students learn to develop projects that create jobs and promote sustainable economic growth, particularly in local communities. 5. **SDG 10: Reduced Inequalities** – The course encourages the design of inclusive projects that address social inequalities and promote equitable access to resources and opportunities. 6. **SDG 11: Sustainable Cities and Communities** – It focuses on planning projects that enhance urban sustainability and community resilience, addressing local needs and environmental challenges. 7. **SDG 12: Responsible Consumption and Production** – The course may cover project evaluation techniques that assess sustainable resource use and promote responsible consumption practices. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration, the course teaches students to engage with various stakeholders, including governments, NGOs, and communities, to achieve project goals and sustainable development. 9. **SDG 16: Peace, Justice, and Strong Institutions** – Projects aimed at conflict resolution, governance, and community engagement can be evaluated within this framework, promoting peace and justice. These SDGs reflect the course’s focus on equipping students with the necessary skills to plan and evaluate projects that contribute to sustainable development, social equity, and effective resource management. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121502 | Kebijakan dan Strategi Pembangunan Perikanan | Fisheries Development Policy and Strategy | The Fisheries Development Policy and Strategy course examines the formulation and implementation of policies aimed at promoting sustainable fisheries management and development. It covers key topics such as resource allocation, stakeholder engagement, regulatory frameworks, and the socio-economic impacts of fisheries policies. Students analyze existing policies, explore best practices, and develop strategic plans to address challenges in the fisheries sector. | 1. **SDG 1: No Poverty** – The course addresses policies and strategies aimed at improving livelihoods in fisheries communities, contributing to poverty alleviation through sustainable practices and economic development. 2. **SDG 2: Zero Hunger** – By promoting policies that ensure sustainable fisheries management, the course supports food security and enhances the availability of nutritious food from aquatic sources. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the development of policies that foster job creation and sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It focuses on promoting equitable access to resources and opportunities within the fisheries industry, addressing disparities among different community members. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the development of policies that promote sustainable consumption and production practices in fisheries, minimizing waste and environmental impact. 6. **SDG 14: Life Below Water** – A core aspect of the course is the emphasis on sustainable fisheries management, conservation of marine biodiversity, and the protection of aquatic ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government agencies, NGOs, and local communities, in developing effective fisheries policies and strategies. 8. **SDG 4: Quality Education** – The course may include components related to capacity building and education in fisheries management, promoting knowledge sharing and stakeholder engagement. These SDGs reflect the course’s focus on formulating and implementing effective policies and strategies that promote sustainable development in the fisheries sector, enhance food security, and support community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121603 | Kelembagaan Perikanan | Fisheries Institutions | The Fisheries Institutions course explores the roles and functions of various organizations and governance structures involved in fisheries management. It examines local, national, and international institutions that influence policy, regulation, and resource allocation in the fisheries sector. Students learn about the relationships between government agencies, non-governmental organizations, and community-based organizations, as well as the importance of stakeholder engagement. | 1. **SDG 14: Life Below Water** – The course emphasizes the role of institutions in the sustainable management and conservation of marine and freshwater resources, promoting practices that protect aquatic ecosystems. 2. **SDG 1: No Poverty** – It focuses on the role of fisheries institutions in supporting livelihoods and reducing poverty in fishing communities through effective management and resource allocation. 3. **SDG 2: Zero Hunger** – The course addresses how fisheries institutions can enhance food security by ensuring sustainable practices in fish production and distribution. 4. **SDG 10: Reduced Inequalities** – The course may explore the role of institutions in promoting equitable access to fisheries resources and opportunities, addressing inequalities within communities. 5. **SDG 16: Peace, Justice, and Strong Institutions** – It emphasizes the importance of strong governance, transparency, and accountability in fisheries management, promoting peace and justice within fishing communities. 6. **SDG 8: Decent Work and Economic Growth** – The course highlights how effective fisheries institutions contribute to sustainable economic growth and decent work opportunities in the fisheries sector. 7. **SDG 12: Responsible Consumption and Production** – It encourages the development of institutional frameworks that promote sustainable consumption and responsible resource management in fisheries. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including government agencies, NGOs, and local communities, to strengthen fisheries governance and management. These SDGs reflect the course’s focus on the critical role that fisheries institutions play in ensuring sustainable practices, enhancing food security, and promoting equitable access to resources within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121702 | Manajemen Risiko Bisnis Perikanan | Fisheries Business Risk Management | The Fisheries Business Risk Management course focuses on identifying, assessing, and mitigating risks in the fisheries sector. It covers topics such as market volatility, environmental uncertainties, regulatory challenges, and operational risks specific to fishing enterprises. Students learn to develop risk management strategies, implement contingency plans, and use financial tools to safeguard business interests. | 1. **SDG 1: No Poverty** – The course addresses risk management strategies that can enhance the financial stability of fisheries businesses, contributing to poverty alleviation and improved livelihoods for fishing communities. 2. **SDG 2: Zero Hunger** – By promoting sustainable business practices and reducing risks associated with food production, the course supports food security and nutrition in coastal and fishing communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of managing risks in fisheries businesses to ensure economic growth, job creation, and decent working conditions. 4. **SDG 10: Reduced Inequalities** – It may explore how risk management can help mitigate vulnerabilities among marginalized groups in the fisheries sector, promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in fisheries business operations, emphasizing the importance of minimizing waste and ensuring responsible resource use. 6. **SDG 14: Life Below Water** – By focusing on risk management related to environmental sustainability, the course contributes to the conservation and sustainable use of marine resources. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including government agencies, NGOs, and the private sector, to effectively manage risks and promote sustainability in fisheries businesses. 8. **SDG 11: Sustainable Cities and Communities** – The course may address the importance of resilient fisheries businesses that contribute to sustainable coastal community development and environmental stewardship. These SDGs reflect the course’s focus on integrating risk management principles with sustainable business practices to enhance the resilience and viability of fisheries enterprises while promoting economic development and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121803 | Tataniaga Hasil Perikanan | Fishery Products Trading System | The Fishery Products Trading System course examines the processes and systems involved in the trading of fish and seafood products. It covers topics such as market dynamics, supply chain management, pricing strategies, and international trade regulations specific to fishery products. Students learn about the roles of various stakeholders, including producers, distributors, and retailers, as well as the impact of sustainability and quality standards on trading practices. Through case studies and practical exercises, the course equips students with the knowledge and skills to navigate the complexities of fishery product markets and develop effective trading strategies. | 1. **SDG 1: No Poverty** – The course explores trading systems that can enhance the economic viability of fishery products, contributing to poverty alleviation and improved livelihoods for fishing communities. 2. **SDG 2: Zero Hunger** – By facilitating the trade of fishery products, the course supports food security and nutrition, ensuring that fish is accessible to consumers and communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of trade in promoting economic growth, creating jobs, and ensuring decent working conditions within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It may address how equitable trading systems can provide fair access to markets for small-scale fishers and marginalized groups in the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable trade practices that encourage responsible consumption and minimize waste in the fisheries supply chain. 6. **SDG 14: Life Below Water** – By focusing on sustainable trade in fishery products, the course contributes to the conservation and sustainable use of marine resources, ensuring that fishing practices do not deplete fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government agencies, NGOs, and private sector actors, to develop effective trading systems that benefit the fisheries sector. 8. **SDG 11: Sustainable Cities and Communities** – The course may discuss how fishery products trading can contribute to the sustainability of coastal communities by enhancing local economies and ensuring access to healthy food sources. These SDGs reflect the course’s focus on integrating trade principles with sustainable practices in the fisheries sector, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130603 | Dinamika Pembangunan Perikanan | Dynamics of Fisheries Development | The Dynamics of Fisheries Development course explores the multifaceted factors influencing the growth and sustainability of fisheries. It covers topics such as technological advancements, socio-economic conditions, environmental impacts, and policy frameworks that shape fisheries development. Students analyze the interactions between these factors and their implications for resource management, community livelihoods, and market access. | 1. **SDG 1: No Poverty** – The course addresses the role of fisheries development in improving livelihoods and reducing poverty in fishing communities through sustainable practices and economic opportunities. 2. **SDG 2: Zero Hunger** – It focuses on sustainable fisheries practices that contribute to food security and nutrition by ensuring a steady supply of fish and seafood. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fostering economic growth and job creation in the fisheries sector, promoting decent work conditions and opportunities. 4. **SDG 10: Reduced Inequalities** – The course may explore how fisheries development can address social inequalities, providing equitable access to resources and opportunities for marginalized groups within the sector. 5. **SDG 12: Responsible Consumption and Production** – It encourages the adoption of sustainable practices in fisheries development, promoting responsible consumption and efficient resource use. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, focusing on practices that protect marine biodiversity and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the significance of collaboration among stakeholders, including governments, NGOs, and local communities, in fostering effective fisheries development strategies. 8. **SDG 11: Sustainable Cities and Communities** – The course may also discuss the role of fisheries in contributing to the sustainability of coastal communities by enhancing local economies and promoting environmental stewardship. These SDGs reflect the course’s emphasis on understanding the complex dynamics of fisheries development and its impact on sustainable development, economic growth, and social equity within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120602 | Komoditi Perikanan | Fishery Commodities | The Fishery Commodities course focuses on the various products derived from fish and seafood, examining their characteristics, production methods, and market dynamics. It covers topics such as processing techniques, quality assurance, value addition, and trade practices specific to fishery commodities. Students learn about consumer preferences, market trends, and the economic significance of different fishery products. | The university course *Fishery Commodities* aligns with several UN Sustainable Development Goals (SDGs) that focus on sustainable resource management, economic growth, and food security within the fisheries sector. Key SDGs covered include: 1. **SDG 1: No Poverty** – The course addresses the economic aspects of fishery commodities, focusing on how sustainable management and trade of these commodities can improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By emphasizing the importance of fishery commodities in nutrition and food security, the course contributes to the goal of ensuring access to sufficient and nutritious food for all. 3. **SDG 8: Decent Work and Economic Growth** – The course promotes understanding the market dynamics of fishery commodities, which can lead to job creation and sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – The course may explore equitable access to markets and resources for small-scale fishers and marginalized groups, addressing social inequalities in the fishery commodities trade. 5. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in the production, processing, and consumption of fishery commodities, promoting responsible use of resources and reducing waste. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, focusing on practices that protect marine biodiversity and ensure the sustainability of fishery commodities. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including producers, processors, marketers, and policymakers, to enhance the value chain and sustainability of fishery commodities. 8. **SDG 11: Sustainable Cities and Communities** – The course may discuss the role of fishery commodities in contributing to the sustainability of coastal and urban communities, promoting local economies and food systems. These SDGs reflect the course’s focus on understanding the complexities of fishery commodities and their implications for sustainable development, economic growth, and food security within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120703 | Sosiologi Masyarakat Perikanan dan Kelautan | Sociology of Fisheries and Maritime Society | Sociology of Fisheries and Maritime Society course examines the social dynamics, cultural practices, and community structures within fishing and maritime environments. It explores topics such as identity, livelihoods, gender roles, and the impact of globalization on coastal communities. Students analyze the relationships between fishers, their communities, and the environment, as well as the social challenges and conflicts that arise in these contexts. | 1. **SDG 1: No Poverty** – The course examines the socio-economic dynamics of fishing communities, emphasizing strategies for poverty alleviation and improving livelihoods through sustainable practices. 2. **SDG 2: Zero Hunger** – By exploring the role of fisheries in food security and nutrition, the course contributes to understanding how fisheries can support sustainable food systems. 3. **SDG 10: Reduced Inequalities** – The course focuses on social dynamics, power structures, and inequalities within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – It discusses the importance of resilient coastal and maritime communities, exploring sustainable practices that enhance community well-being and environmental stewardship. 5. **SDG 14: Life Below Water** – The course addresses the interconnections between social practices and the sustainable management of marine resources, emphasizing the importance of conserving aquatic ecosystems. 6. **SDG 16: Peace, Justice, and Strong Institutions** – It explores governance structures and community participation in fisheries management, promoting social justice and the development of strong institutions within fishing societies. 7. **SDG 8: Decent Work and Economic Growth** – The course highlights the importance of understanding labor dynamics within the fisheries sector, focusing on decent work conditions and sustainable economic growth. 8. **SDG 4: Quality Education** – The course may emphasize the importance of education and capacity-building in fisheries communities, promoting knowledge sharing and engagement in sustainable practices. These SDGs reflect the course’s focus on understanding the social, economic, and environmental dimensions of fisheries and maritime societies, promoting sustainable development and community resilience within these sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120803 | Pengolahan Data Sosial Ekonomi Perikanan | Fisheries Socioeconomic Data Processing | The Fisheries Socioeconomic Data Processing course focuses on the collection, analysis, and interpretation of socioeconomic data related to fisheries and coastal communities. Students learn various data processing techniques, including statistical analysis, survey design, and qualitative methods, to assess the impacts of fisheries on livelihoods and community development. | 1. **SDG 1: No Poverty** – The course emphasizes the importance of collecting and analyzing socioeconomic data to inform policies and practices that improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By processing data related to fisheries production and consumption, the course contributes to understanding food security and nutrition in relation to fisheries resources. 3. **SDG 8: Decent Work and Economic Growth** – The course highlights the role of socioeconomic data in assessing economic performance, creating jobs, and promoting sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It focuses on the importance of analyzing data to identify disparities and inequalities within the fisheries sector, aiming to promote equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course may address data collection on resource use and waste, promoting sustainable consumption and production practices in fisheries. 6. **SDG 14: Life Below Water** – By analyzing socioeconomic data related to fisheries management, the course supports the sustainable use of aquatic resources and the conservation of marine biodiversity. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of data sharing and collaboration among stakeholders, including government agencies, NGOs, and local communities, to improve fisheries management and policy-making. 8. **SDG 4: Quality Education** – The course may promote education and capacity-building in data processing and analysis, enhancing the skills of individuals in fisheries communities. These SDGs reflect the course’s focus on utilizing socioeconomic data to inform sustainable practices, enhance community resilience, and support effective decision-making within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120902 | Antropologi Perikanan dan Kelautan | Fisheries and Marine Anthropology | The Sociology of Fisheries and Maritime Society course examines the social dynamics, cultural practices, and community structures within fishing and maritime environments. It explores topics such as identity, livelihoods, gender roles, and the impact of globalization on coastal communities. Students analyze the relationships between fishers, their communities, and the environment, as well as the social challenges and conflicts that arise in these contexts. | 1. **SDG 1: No Poverty** – The course examines the socioeconomic conditions of fishing communities, focusing on how cultural practices and beliefs influence livelihoods and poverty alleviation strategies. 2. **SDG 2: Zero Hunger** – By exploring the relationship between marine resources and food security, the course contributes to understanding how cultural practices in fisheries can support sustainable food systems. 3. **SDG 10: Reduced Inequalities** – It investigates social dynamics and power structures within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – The course emphasizes the importance of sustainable practices and cultural heritage in maintaining resilient coastal communities and promoting environmental stewardship. 5. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, exploring how cultural beliefs and practices can contribute to the conservation of aquatic ecosystems. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The course may discuss governance structures, community participation, and conflict resolution within fishing communities, promoting social justice and effective fisheries management. 7. **SDG 4: Quality Education** – The course may promote awareness and education about the cultural significance of fisheries and marine resources, fostering appreciation for indigenous knowledge and practices. 8. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between anthropologists, fishers, policymakers, and other stakeholders in developing effective management strategies that respect cultural practices. These SDGs reflect the course’s focus on understanding the interplay between culture, society, and marine resources, promoting sustainable development and community resilience within fisheries and coastal areas. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121002 | Kewirausahaan Perikanan dan Kelautan | Fisheries and Marine Entrepreneurship | The Fisheries and Marine Entrepreneurship course focuses on developing innovative business strategies within the fisheries and marine sectors. It covers topics such as business planning, market analysis, resource management, and sustainability practices specific to marine enterprises. Students learn to identify opportunities for entrepreneurship, assess risks, and create viable business models that promote economic growth while ensuring environmental stewardship. | 1. **SDG 1: No Poverty** – The course addresses how entrepreneurial initiatives in fisheries can enhance livelihoods, create jobs, and reduce poverty in coastal communities. 2. **SDG 2: Zero Hunger** – By fostering entrepreneurship in fisheries, the course contributes to food security and improved nutrition through sustainable practices and the production of fishery products. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of promoting sustainable economic growth and job creation in the fisheries and marine sectors through innovative business practices. 4. **SDG 10: Reduced Inequalities** – It may explore how entrepreneurship can empower marginalized groups in fishing communities, promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable business practices in fisheries and marine entrepreneurship, focusing on minimizing waste and promoting responsible use of marine resources. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, encouraging entrepreneurial ventures that protect aquatic ecosystems and biodiversity. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including entrepreneurs, government agencies, NGOs, and local communities, to foster innovation and sustainability in fisheries and marine entrepreneurship. 8. **SDG 4: Quality Education** – The course may promote educational initiatives that build entrepreneurial skills and knowledge in fisheries, empowering individuals and communities to develop sustainable business ventures. These SDGs reflect the course’s focus on integrating entrepreneurship with sustainable practices, fostering economic development, and promoting social equity within the fisheries and marine sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121103 | Akuntansi Perikanan dan Kelautan | Fisheries and Marine Accounting | The Fisheries and Marine Accounting course focuses on financial management practices specific to the fisheries and marine sectors. It covers key topics such as cost accounting, budgeting, financial reporting, and economic analysis tailored to fishing enterprises and marine businesses. Students learn to assess financial performance, manage resources effectively, and apply accounting principles to support decision-making in the context of sustainability and regulatory compliance. | 1. **SDG 1: No Poverty** – The course addresses the importance of accounting practices in improving the financial sustainability of fisheries operations, which can enhance livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By promoting effective financial management and accountability in fisheries, the course contributes to ensuring sustainable production and availability of fish, supporting food security and nutrition. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of accounting in promoting economic growth and job creation within the fisheries sector, ensuring that businesses operate sustainably and responsibly. 4. **SDG 10: Reduced Inequalities** – It may explore how transparent accounting practices can help identify and address inequalities in resource allocation and access within the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable accounting practices that promote efficient use of resources and minimize waste in fisheries operations. 6. **SDG 14: Life Below Water** – By focusing on financial accountability in fisheries management, the course supports sustainable practices that protect marine ecosystems and ensure the conservation of aquatic resources. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of transparency, accountability, and strong governance in fisheries management, promoting justice and effective institutions. 8. **SDG 17: Partnerships for the Goals** – The course may emphasize the role of collaboration among stakeholders, including government agencies, NGOs, and businesses, to improve financial practices and resource management in fisheries. These SDGs reflect the course’s focus on integrating accounting principles with sustainable practices in the fisheries and marine sectors, promoting economic development, social equity, and environmental stewardship. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121203 | Ekonomi Sumberdaya Perikanan | Fisheries Resource Economics | The Fisheries Resource Economics course examines the economic principles and tools used to analyze fishery resources and their management. It covers topics such as resource allocation, market dynamics, valuation of ecosystem services, and the impact of fishing practices on economic sustainability. Students learn to evaluate policies, assess the economic implications of fishing regulations, and develop strategies for sustainable resource use. | 1. **SDG 1: No Poverty** – The course examines how effective management and economic valuation of fisheries resources can improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By exploring the economic aspects of fisheries production, the course contributes to food security and nutrition, ensuring sustainable fish supply for communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fisheries as a source of employment and economic growth, promoting sustainable practices that lead to decent work opportunities. 4. **SDG 10: Reduced Inequalities** – It may address issues of equity in resource allocation and access to fisheries resources, promoting fair opportunities for marginalized groups within the sector. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable economic practices in fisheries, focusing on efficient resource use and minimizing waste. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, promoting practices that protect marine ecosystems and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government, industry, and communities, to improve fisheries management and resource allocation. 8. **SDG 4: Quality Education** – The course may promote understanding of economic theories and practices related to fisheries management, fostering education and capacity building within the sector. These SDGs reflect the course’s focus on integrating economic principles with sustainable resource management practices, promoting social equity, economic development, and environmental sustainability in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110102 | Dasar-Dasar Manajemen | Management Basics | The Management Basics course introduces students to fundamental principles and practices of management across various organizational contexts. It covers key topics such as planning, organizing, leading, and controlling resources to achieve organizational goals. Students explore essential management theories, decision-making processes, and communication strategies. | 1. **SDG 4: Quality Education** – The course aims to provide foundational management knowledge and skills, contributing to education and capacity building in various sectors. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes principles of effective management that can lead to improved productivity, economic growth, and job creation in organizations. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may address the role of management in fostering innovation and improving infrastructure, encouraging sustainable industrial practices. 4. **SDG 10: Reduced Inequalities** – It may explore how effective management practices can promote diversity, equity, and inclusion within organizations, helping to reduce inequalities in the workplace. 5. **SDG 12: Responsible Consumption and Production** – The course can cover sustainable management practices that promote responsible resource use, waste reduction, and efficient operations. 6. **SDG 16: Peace, Justice, and Strong Institutions** – It may highlight the importance of ethical management practices, transparency, and accountability in building strong institutions and promoting good governance. 7. **SDG 17: Partnerships for the Goals** – The course can emphasize the importance of collaboration and partnerships among stakeholders in achieving organizational and societal goals. These SDGs reflect the course’s focus on equipping students with essential management skills and knowledge that contribute to sustainable development, economic growth, and social equity in various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110303 | Ekonomi Mikro | Microeconomics | The Microeconomics course focuses on the behavior of individuals and firms in making decisions regarding the allocation of resources. It covers key concepts such as supply and demand, elasticity, market structures (perfect competition, monopoly, oligopoly), and the role of consumer choice. Students learn to analyze how these factors influence pricing, production, and overall economic efficiency. | 1. **SDG 1: No Poverty** – The course explores how microeconomic principles can inform policies and practices aimed at reducing poverty and improving living standards. 2. **SDG 2: Zero Hunger** – Microeconomics examines supply and demand dynamics in food markets, contributing to understanding how to enhance food security and nutrition through efficient resource allocation. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of microeconomic factors in promoting economic growth, job creation, and sustainable business practices. 4. **SDG 10: Reduced Inequalities** – It addresses issues of market access and income distribution, exploring how microeconomic policies can help reduce inequalities within economies. 5. **SDG 12: Responsible Consumption and Production** – The course may discuss consumer behavior and the efficient use of resources, promoting sustainable consumption practices. 6. **SDG 13: Climate Action** – Microeconomics can contribute to understanding the economic impacts of environmental policies and the allocation of resources for climate mitigation and adaptation strategies. 7. **SDG 17: Partnerships for the Goals** – The course may highlight the importance of collaboration between economic agents, including businesses, consumers, and governments, in achieving efficient market outcomes and sustainable development. These SDGs reflect the course’s focus on applying microeconomic principles to real-world issues, contributing to sustainable development, economic growth, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120102 | Pengantar Sosial Ekonomi Perikanan | Introduction to the Socioeconomics of Fisheries | The Introduction to the Socioeconomics of Fisheries course explores the interplay between social, economic, and environmental factors in the fisheries sector. It covers key topics such as the livelihoods of fishing communities, resource allocation, market dynamics, and the impact of policies on fishery sustainability. | 1. **SDG 1: No Poverty** – The course examines how the fisheries sector contributes to the livelihoods of fishing communities, exploring strategies to alleviate poverty and enhance economic well-being. 2. **SDG 2: Zero Hunger** – It addresses the role of fisheries in food security and nutrition, emphasizing sustainable practices that ensure a stable supply of fish and seafood. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fisheries for job creation and economic growth, promoting sustainable and equitable economic opportunities in the sector. 4. **SDG 10: Reduced Inequalities** – It explores social dynamics and inequalities within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable management practices in fisheries, focusing on responsible consumption and production of fishery products. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, highlighting practices that protect marine biodiversity and ensure the sustainability of fish stocks. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course may cover governance structures and the importance of community participation in fisheries management, promoting social justice and effective institutions. 8. **SDG 17: Partnerships for the Goals** – The course highlights the significance of collaboration among stakeholders, including governments, NGOs, and fishing communities, in promoting sustainable fisheries management and socioeconomic development. These SDGs reflect the course’s focus on understanding the complex interactions between social and economic factors in the fisheries sector, promoting sustainable practices and community resilience. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120203 | Ekonomi Makro | Macroeconomics | The Macroeconomics course examines the economy as a whole, focusing on aggregate indicators and the overall functioning of economic systems. It covers key concepts such as gross domestic product (GDP), inflation, unemployment, fiscal and monetary policy, and international trade. Students learn to analyze economic fluctuations, assess government policies, and understand the relationships between different sectors of the economy. | 1. **SDG 1: No Poverty** – The course examines economic policies and indicators that can help reduce poverty levels and improve living standards in various populations. 2. **SDG 2: Zero Hunger** – Macroeconomic principles can be applied to understand agricultural productivity, food supply, and the economic factors affecting food security. 3. **SDG 3: Good Health and Well-being** – The course may explore the relationship between economic growth and health outcomes, emphasizing how macroeconomic policies can improve healthcare access and quality. 4. **SDG 8: Decent Work and Economic Growth** – A central theme of the course is promoting sustainable economic growth and job creation, understanding the dynamics of employment, inflation, and overall economic performance. 5. **SDG 10: Reduced Inequalities** – It addresses issues of income distribution, wealth inequality, and the impact of macroeconomic policies on different socioeconomic groups. 6. **SDG 12: Responsible Consumption and Production** – Macroeconomics explores how economic growth can be aligned with sustainable consumption and production patterns, promoting resource efficiency. 7. **SDG 13: Climate Action** – The course may discuss the economic impacts of climate change and the role of macroeconomic policies in promoting climate resilience and sustainability. 8. **SDG 17: Partnerships for the Goals** – Macroeconomics highlights the importance of international cooperation and partnerships in addressing global economic challenges and achieving sustainable development goals. These SDGs reflect the course’s focus on applying macroeconomic theories and principles to real-world issues, promoting sustainable development, economic growth, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120303 | Ekonomi Produksi | Production Economics | The Production Economics course focuses on the analysis of production processes and the efficient allocation of resources in various industries. It covers key concepts such as production functions, cost structures, economies of scale, and the relationship between inputs and outputs. Students learn to evaluate production efficiency, make decisions regarding resource use, and analyze the impacts of technology and innovation on productivity. | 1. **SDG 1: No Poverty** – The course examines how efficient production systems can improve livelihoods and contribute to poverty alleviation in various sectors. 2. **SDG 2: Zero Hunger** – It focuses on agricultural and fisheries production efficiency, exploring how to optimize food production systems to ensure food security and nutrition. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of productive efficiency and innovation in promoting economic growth and creating decent work opportunities. 4. **SDG 9: Industry, Innovation, and Infrastructure** – It may cover the role of production technologies and infrastructure in enhancing productivity and fostering innovation in various industries. 5. **SDG 12: Responsible Consumption and Production** – A central theme of the course is promoting sustainable production practices that minimize waste, enhance resource efficiency, and reduce environmental impact. 6. **SDG 13: Climate Action** – The course may discuss the relationship between production practices and climate change, focusing on strategies for sustainable production that mitigate environmental impacts. 7. **SDG 14: Life Below Water** – In the context of fisheries and marine resources, the course addresses sustainable production methods that protect aquatic ecosystems and ensure the long-term viability of fish stocks. 8. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among stakeholders in optimizing production systems and achieving sustainable development objectives. These SDGs reflect the course’s focus on integrating economic principles with sustainable production practices, promoting efficiency, social equity, and environmental stewardship in various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120403 | Ekonomi Perusahaan Perikanan | Economics of Fishing Companies | The Economics of Fishing Companies course examines the financial and economic principles specific to fishing enterprises. It covers key topics such as cost structures, pricing strategies, market analysis, and the economic impact of regulations on fishing businesses. Students learn to assess the viability of fishing operations, evaluate resource allocation, and develop business strategies that promote sustainability and profitability. | 1. **SDG 1: No Poverty** – The course examines how the economic performance of fishing companies can impact the livelihoods of communities dependent on fisheries, addressing poverty alleviation strategies. 2. **SDG 2: Zero Hunger** – It emphasizes the importance of fishing companies in ensuring food security and nutrition, exploring how economic decisions affect the availability and sustainability of fish resources. 3. **SDG 8: Decent Work and Economic Growth** – The course focuses on the role of fishing companies in job creation, economic growth, and the promotion of decent working conditions within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It may explore the distribution of resources and wealth within the fishing industry, addressing issues related to equity and access for marginalized groups. 5. **SDG 12: Responsible Consumption and Production** – A central theme of the course is the promotion of sustainable business practices within fishing companies, focusing on responsible resource use and minimizing environmental impacts. 6. **SDG 14: Life Below Water** – The course addresses the sustainable management of marine resources, exploring how fishing companies can contribute to the conservation of aquatic ecosystems and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration between fishing companies, government agencies, and communities to achieve sustainable fisheries management and economic development. 8. **SDG 16: Peace, Justice, and Strong Institutions** – The course may cover governance structures and the importance of transparency and accountability in the operations of fishing companies. These SDGs reflect the course’s focus on understanding the economic dynamics of fishing companies and their role in promoting sustainability, economic development, and social equity within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120503 | Penyuluhan dan Komunikasi Perikanan | Fisheries Extension and Communication | The Fisheries Extension and Communication course focuses on the methods and strategies used to disseminate information and promote best practices in fisheries management. It covers key topics such as stakeholder engagement, community-based approaches, and the role of communication in enhancing awareness and capacity building among fishers and coastal communities. Students learn to develop effective extension programs, utilize various communication tools, and assess the impact of outreach efforts. | 1. **SDG 1: No Poverty** – The course focuses on strategies to improve the livelihoods of fishing communities through effective extension services and communication, aiming to alleviate poverty. 2. **SDG 2: Zero Hunger** – It emphasizes the role of fisheries in food security and nutrition, promoting communication strategies that enhance awareness of sustainable fishing practices and fish consumption. 3. **SDG 4: Quality Education** – The course aims to improve education and knowledge transfer among fishing communities, fostering skills and understanding related to sustainable fisheries management. 4. **SDG 10: Reduced Inequalities** – It may address issues related to access to information and resources, ensuring that marginalized communities receive the necessary support to engage in sustainable fishing practices. 5. **SDG 12: Responsible Consumption and Production** – The course promotes awareness of sustainable fishing practices and resource management, encouraging responsible consumption of fishery products. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, focusing on communication strategies that promote conservation and biodiversity. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of transparent communication and community engagement in fisheries governance, fostering social cohesion and effective institutions. 8. **SDG 17: Partnerships for the Goals** – It emphasizes the significance of collaboration among stakeholders, including government agencies, NGOs, and fishing communities, to achieve sustainable fisheries management and development. These SDGs reflect the course’s focus on the importance of communication and extension services in promoting sustainable practices, enhancing community resilience, and supporting the overall development of the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110103 | Kimia Pangan | Food Chemistry | Food Chemistry is a university course that examines the chemical composition and behavior of food substances. It covers topics such as the structure and functions of macromolecules (proteins, carbohydrates, and lipids), vitamins, minerals, and the biochemical processes involved in food preservation, processing, and flavor development. | 1. **SDG 2: Zero Hunger** – Understanding food composition and nutrition helps address food security and improve dietary quality. 2. **SDG 3: Good Health and Well-being** – Knowledge of food chemistry can contribute to better health outcomes through nutrition science and food safety. 3. **SDG 12: Responsible Consumption and Production** – Examining food processing, preservation, and waste management aligns with sustainable practices in food production. 4. **SDG 13: Climate Action** – Understanding the environmental impact of food production and processing can help develop more sustainable food systems. 5. **SDG 17: Partnerships for the Goals** – Collaboration between academia, industry, and government in food research can promote innovation and sustainable practices. Courses often touch on these goals through topics like food safety, nutrition, sustainable practices, and the environmental impact of food systems. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132904 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | Real Work Lectures (KKN) is a university course designed to provide students with practical, hands-on experience in community engagement and development. Students typically collaborate with local communities on projects that address social, economic, or environmental issues. | 1. **SDG 1: No Poverty** – Engaging in community development projects can help alleviate poverty and improve livelihoods. 2. **SDG 3: Good Health and Well-being** – Initiatives focused on health education and access to healthcare can promote overall well-being in communities. 3. **SDG 4: Quality Education** – Providing educational support or resources contributes to inclusive and equitable quality education. 4. **SDG 11: Sustainable Cities and Communities** – Projects aimed at improving infrastructure or community planning can enhance urban sustainability and resilience. 5. **SDG 13: Climate Action** – Activities that address environmental issues or promote sustainability can contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations and stakeholders fosters partnerships that advance sustainable development. These courses typically emphasize practical application of knowledge to address real-world challenges, aligning with the principles of the SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06140102 | Seminar Akhir | Final Seminar | The Final Seminar is a university course that serves as a capstone experience for students nearing the completion of their degree program. In this course, students present their research projects, theses, or significant coursework to peers and faculty. | 1. **SDG 4: Quality Education** – Engaging in discussions and presentations fosters critical thinking and knowledge sharing, enhancing educational outcomes. 2. **SDG 8: Decent Work and Economic Growth** – If the seminar involves professional development or entrepreneurship, it can support economic growth and employment. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Presenting research or projects related to innovation can contribute to sustainable industrial development. 4. **SDG 12: Responsible Consumption and Production** – Topics on sustainability practices and responsible resource use can be central to the discussions. 5. **SDG 17: Partnerships for the Goals** – Collaborative projects and interdisciplinary approaches can promote partnerships that enhance sustainable development. By integrating research findings and discussions on societal challenges, a Final Seminar can effectively contribute to advancing multiple SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience for students, typically undertaken in their final year of study. In this course, students conduct independent research on a topic related to their field, guided by a faculty advisor. | 1. **SDG 4: Quality Education** – Research can contribute to knowledge generation and educational improvements. 2. **SDG 3: Good Health and Well-being** – Theses related to health sciences, public health, or nutrition can address health-related issues and promote well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Projects focused on technological advancements or sustainable industrial practices contribute to innovation. 4. **SDG 12: Responsible Consumption and Production** – Research on sustainable practices in various industries can promote responsible resource use and waste management. 5. **SDG 13: Climate Action** – Theses addressing environmental issues, climate change, or sustainability can directly relate to this goal. 6. **SDG 17: Partnerships for the Goals** – Projects that involve collaboration with community organizations or industries can strengthen partnerships for sustainable development. By tackling real-world challenges and contributing new insights, a thesis can significantly align with and advance multiple SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110302 | Dasar-Dasar Teknologi Hasil Perikanan | Basics of Fishery Product Technology | The Basics of Fishery Product Technology course introduces students to the fundamental principles of processing, preserving, and quality control of fish and seafood products. It covers topics such as fish biology, harvesting techniques, post-harvest handling, and the various methods of processing (e.g., freezing, drying, canning). | 1. **SDG 2: Zero Hunger** – Focusing on fishery products contributes to food security and nutrition, as fish is a vital source of protein and nutrients. 2. **SDG 12: Responsible Consumption and Production** – Understanding sustainable fishing practices and seafood processing can promote responsible resource management and reduce waste. 3. **SDG 14: Life Below Water** – This goal is directly related to the sustainable use of marine resources, including fisheries management and conservation of aquatic ecosystems. 4. **SDG 3: Good Health and Well-being** – Promoting healthy fishery products can improve public health by providing nutritious food options. 5. **SDG 8: Decent Work and Economic Growth** – The course may address the economic aspects of the fishing industry, contributing to livelihoods and employment opportunities. 6. **SDG 17: Partnerships for the Goals** – Collaboration with local communities, industries, and researchers can strengthen sustainable practices in fisheries. By exploring these topics, the course can help advance multiple SDGs related to food security, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131203 | Teknologi Proses Thermal Hasil Perikanan | Thermal Process Technology for Fishery Products | The Thermal Process Technology for Fishery Products course focuses on the application of thermal processing methods to enhance the safety, quality, and shelf life of fish and seafood products. Topics covered include the principles of heat transfer, various thermal processing techniques (such as blanching, pasteurization, and sterilization), and their effects on microbial inactivation and nutrient retention. | 1. **SDG 2: Zero Hunger** – By focusing on methods to preserve fishery products, the course contributes to food security and the availability of nutritious food. 2. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable processing techniques, minimizing waste and enhancing resource efficiency in the seafood industry. 3. **SDG 14: Life Below Water** – Teaching sustainable practices in fish processing can help protect marine ecosystems by promoting responsible fishing and processing methods. 4. **SDG 3: Good Health and Well-being** – Ensuring safe and nutritious fishery products contributes to public health, as fish is an important source of protein and omega-3 fatty acids. 5. **SDG 8: Decent Work and Economic Growth** – Understanding thermal processing technologies can enhance the economic viability of the fishing industry, providing jobs and improving livelihoods. 6. **SDG 17: Partnerships for the Goals** – Collaboration with stakeholders in the fishing and processing sectors can foster innovation and improve sustainability practices. By addressing these areas, the course can support efforts toward achieving multiple SDGs related to food security, health, and sustainable industry practices. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131303 | Perencanaan Industri Hasil Perikanan | Fishery Products Industry Planning | The Fishery Products Industry Planning course explores the strategic and operational aspects of the fish and seafood industry. Students learn about market analysis, production planning, supply chain management, and the economic principles that drive the fishery sector. | 1. **SDG 2: Zero Hunger** – Planning in the fishery sector can enhance food security and ensure sustainable access to nutritious seafood. 2. **SDG 8: Decent Work and Economic Growth** – Effective industry planning supports economic development, job creation, and sustainable livelihoods in fishing communities. 3. **SDG 12: Responsible Consumption and Production** – The course can focus on sustainable practices in the fishery industry, promoting efficient resource use and minimizing waste. 4. **SDG 14: Life Below Water** – Planning for sustainable fisheries management helps protect marine ecosystems and biodiversity, ensuring the long-term viability of fish stocks. 5. **SDG 1: No Poverty** – By fostering a sustainable fishery industry, the course can contribute to poverty alleviation in coastal and fishing communities. 6. **SDG 17: Partnerships for the Goals** – Industry planning often involves collaboration among various stakeholders, including government, industry, and local communities, to achieve sustainable outcomes. By addressing these aspects, the course can significantly contribute to advancing multiple SDGs related to food security, economic growth, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131403 | Sanitasi dan Hygiene Indsutri Perikanan | Fisheries Industry Sanitation and Hygiene | The course “Sanitasi dan Higiene Industri Perikanan” focuses on sanitation and hygiene practices within the fishery industry. It covers essential topics such as food safety, quality control, and the prevention of contamination in fish processing and handling. | 1. **SDG 2: Zero Hunger** – Ensuring safe and hygienic fishery products contributes to food security and public health by providing nutritious food. 2. **SDG 3: Good Health and Well-being** – Promoting sanitation and hygiene in the fisheries sector helps prevent foodborne illnesses, supporting overall health and well-being. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by implementing sustainable practices in fish handling and processing to minimize waste and promote safety. 4. **SDG 14: Life Below Water** – Sustainable practices in the fisheries industry contribute to the conservation of aquatic ecosystems and the responsible use of marine resources. 5. **SDG 8: Decent Work and Economic Growth** – By improving sanitation and hygiene standards, the course can enhance the economic viability of the fisheries sector and create safer working conditions. 6. **SDG 1: No Poverty** – Ensuring a safe and hygienic fishery industry can contribute to the economic stability of fishing communities, helping to alleviate poverty. By addressing these goals, the course supports efforts toward sustainable practices in the fisheries industry, public health, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131503 | Sistem Sertifikasi Produk Perikanan | Fishery Product Certification System | The course on Fishery Product Certification System typically covers the standards and processes involved in certifying fish and seafood products for safety, sustainability, and quality. It includes topics such as regulatory frameworks, certification bodies, traceability, quality assurance practices, and environmental impacts of fishing practices. | 1. **SDG 2: Zero Hunger** – Certification systems can ensure the quality and safety of fishery products, contributing to food security and access to nutritious food. 2. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting sustainable fishing practices and responsible sourcing through certification, reducing waste and encouraging efficient resource use. 3. **SDG 14: Life Below Water** – Certification systems often emphasize sustainable fisheries management, helping to protect marine ecosystems and ensure the long-term viability of fish stocks. 4. **SDG 3: Good Health and Well-being** – Ensuring the safety and quality of fishery products through certification helps prevent foodborne illnesses and supports public health. 5. **SDG 8: Decent Work and Economic Growth** – Certification can enhance the marketability of fishery products, promoting economic growth and creating jobs in the fisheries sector. 6. **SDG 17: Partnerships for the Goals** – The certification process often involves collaboration among stakeholders, including governments, NGOs, and the private sector, fostering partnerships that promote sustainable development. By addressing these areas, the course contributes to advancing multiple SDGs related to food security, health, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131603 | Standarisasi Mutu Produk Hasil Perikanan | Standardization of Quality of Fishery Products | The course on Standardization of Quality of Fishery Products focuses on the principles and practices involved in ensuring consistent quality and safety of fish and seafood products. It covers topics such as quality assessment methods, sensory evaluation, microbiological standards, and regulatory requirements. | 1. **SDG 2: Zero Hunger** – Standardizing the quality of fishery products helps ensure food safety and nutritional value, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Ensuring high quality and safety standards in fishery products helps prevent foodborne illnesses and supports public health. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting sustainable production practices and efficient resource use in the fishery industry through quality standards. 4. **SDG 14: Life Below Water** – Standardization can encourage sustainable fishing practices, helping to protect marine ecosystems and ensure the responsible use of aquatic resources. 5. **SDG 8: Decent Work and Economic Growth** – High-quality standards can enhance marketability and competitiveness of fishery products, fostering economic growth and creating jobs in the sector. 6. **SDG 17: Partnerships for the Goals** – The development and implementation of quality standards often involve collaboration among stakeholders, including industry, government, and research institutions. By addressing these aspects, the course supports efforts toward achieving multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131703 | Peraturan Perlindungan Konsumen dan Undang-Undang Pangan | Consumer Protection Regulations and Food Law | The course on Consumer Protection Regulations and Food Law examines the legal frameworks that ensure the safety and rights of consumers in the food industry. It covers key legislation related to food safety, labeling, packaging, and marketing practices. | 1. **SDG 2: Zero Hunger** – Ensuring that food products meet safety and quality standards helps secure access to safe and nutritious food, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Strong consumer protection and food law regulations help prevent foodborne illnesses and promote overall public health by ensuring food safety. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting transparency and accountability in food production and labeling, encouraging responsible consumption practices. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Effective consumer protection regulations are part of the framework for fair governance and the rule of law, ensuring that consumers’ rights are upheld. 5. **SDG 8: Decent Work and Economic Growth** – Well-regulated food markets can promote fair trade practices and economic growth within the food industry, benefiting both consumers and producers. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, industry, and consumers is essential for developing effective regulations and ensuring compliance. By addressing these areas, the course supports efforts toward achieving multiple SDGs related to food security, health, consumer rights, and economic sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131803 | Praktik Kerja Teknologi Hasil Perikanan | Fishery Product Technology Work Practices | The course on Fishery Product Technology Work Practices focuses on the practical aspects of handling, processing, and preserving fish and seafood products. Students learn about various techniques and technologies used in the fishery industry, including methods for filleting, freezing, canning, and smoking. | 1. **SDG 2: Zero Hunger** – Emphasizing the technology and practices for processing and preserving fishery products contributes to food security and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Safe handling and processing practices promote public health by reducing the risk of foodborne illnesses. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting efficient processing methods and minimizing waste in the fishery sector. 4. **SDG 14: Life Below Water** – Implementing sustainable practices in fishery technology supports the conservation of marine resources and ecosystems. 5. **SDG 8: Decent Work and Economic Growth** – Training in best practices enhances the skills of workers in the fishery industry, promoting economic growth and job creation. 6. **SDG 17: Partnerships for the Goals** – Collaboration with industry stakeholders can foster innovation and improve sustainability in fishery product technologies. By focusing on these aspects, the course can significantly contribute to advancing multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130503 | Pengemasan & Penyimpanan Produk Perikanan | Packaging & Storage of Fishery Products | The course on Packaging & Storage of Fishery Products explores the techniques and principles involved in the effective packaging and storage of fish and seafood items to maintain quality and safety. It covers various packaging materials, methods, and technologies, focusing on their impact on shelf life, freshness, and consumer appeal. | 1. **SDG 2: Zero Hunger** – Effective packaging and storage techniques help ensure the safety and quality of fishery products, contributing to food security and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Proper packaging helps prevent contamination and foodborne illnesses, supporting public health by ensuring that fishery products remain safe for consumption. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed through sustainable packaging solutions that minimize waste and encourage responsible resource use. 4. **SDG 14: Life Below Water** – Promoting sustainable practices in the storage and packaging of fishery products can help reduce environmental impacts and support the conservation of marine resources. 5. **SDG 8: Decent Work and Economic Growth** – Knowledge of effective packaging and storage practices can enhance the competitiveness of fishery products in the market, supporting economic growth and job creation in the sector. 6. **SDG 17: Partnerships for the Goals** – Collaboration with industry stakeholders, researchers, and regulators can foster innovations in packaging that enhance sustainability and safety. By addressing these topics, the course can contribute to advancing multiple SDGs related to food security, health, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130603 | Pengawasan dan Pengendalian Mutu Hasil Perikanan | Supervision And Quality Control Of Fishery Products | It looks like you may have accidentally repeated your request! If you have a specific university course in mind or a topic you’d like to know about, please let me know, and I’ll be happy to provide a brief description. | 1. **SDG 2: Zero Hunger** – Ensuring high standards of quality control in fishery products helps guarantee food safety and nutritional value, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Effective supervision and quality control measures prevent foodborne illnesses, promoting public health by ensuring safe consumption of fishery products. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by implementing quality assurance practices that promote sustainability and reduce waste in the fishery industry. 4. **SDG 14: Life Below Water** – Quality control measures support sustainable fishing practices and responsible resource management, helping to protect marine ecosystems. 5. **SDG 8: Decent Work and Economic Growth** – Proper supervision and quality control can enhance product competitiveness and marketability, supporting economic growth and job creation in the fisheries sector. 6. **SDG 17: Partnerships for the Goals** – Collaboration with stakeholders, including industry, regulatory bodies, and researchers, is essential for developing and maintaining quality standards. By focusing on these areas, the course can significantly contribute to advancing multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130703 | Teknologi Transportasi Produk Perikanan | Fishery Product Transportation Technology | The course on Fishery Product Transportation Technology focuses on the logistics and transportation methods used to move fish and seafood products from processing facilities to market. Students learn about the importance of maintaining product quality and safety during transportation, including temperature control, packaging techniques, and handling practices. | 1. **Goal 2: Zero Hunger** – Efficient transportation of fishery products can help reduce food loss and improve food security, ensuring that nutritious food reaches those in need. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in the transportation and handling of fishery products, promoting waste reduction and responsible sourcing. 3. **Goal 14: Life Below Water** – Encourages sustainable management of marine resources, including responsible transportation practices that minimize environmental impact. 4. **Goal 13: Climate Action** – Addresses the need for sustainable transport solutions that reduce greenhouse gas emissions associated with the fishing industry. By covering these areas, the course supports a holistic approach to sustainability in fisheries and transportation. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130803 | Penanganan Bahan Baku Industri | Handling of Industrial Raw Materials | The course on Handling of Industrial Raw Materials focuses on the techniques and best practices for managing and processing raw materials used in various industries, including food production, manufacturing, and materials science. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and promoting sustainable industrialization, emphasizing efficient processes in raw material handling. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the use and management of raw materials, promoting waste reduction and efficient resource use. 3. **Goal 13: Climate Action** – Addresses the need for sustainable practices in the handling and processing of materials to reduce carbon footprints and environmental impact. 4. **Goal 8: Decent Work and Economic Growth** – Supports sustainable economic growth by promoting efficient industrial processes and practices that create jobs. These connections highlight the importance of sustainability in industrial operations and resource management. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130903 | Sistem Logistik Hasil Perikanan | Fishery Product Logistics System | It seems like there’s been another repetition in your request! If you specify a particular university course or subject area you’re interested in, I’d be glad to provide a brief description. Just let me know! | 1. **Goal 2: Zero Hunger** – Focuses on efficient logistics systems to reduce food loss and ensure that fishery products are available and accessible, contributing to food security. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable logistics practices that minimize waste and promote responsible sourcing and handling of fishery products. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that logistics systems promote responsible fishing practices and reduce environmental impact. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages the development of efficient logistics infrastructure and innovative solutions for the transportation and storage of fishery products. 5. **Goal 13: Climate Action** – Addresses the need for sustainable logistics solutions that minimize carbon emissions and environmental impact in the fishery sector. These goals reflect the importance of sustainability and efficiency in fishery product logistics and their broader implications for food security and environmental health. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131003 | Pengolahan Hasil Perikanan Modern | Modern Fishery Product Processing | The course on Modern Fishery Product Processing explores contemporary techniques and technologies used in the processing of fish and seafood products. Students learn about various processing methods, including filleting, freezing, canning, smoking, and value-added product development. | 1. **Goal 2: Zero Hunger** – Enhances food security by improving the processing methods that reduce waste and extend the shelf life of fishery products. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in processing, emphasizing waste reduction, resource efficiency, and responsible sourcing of raw materials. 3. **Goal 14: Life Below Water** – Supports sustainable fishing practices and responsible management of marine resources, ensuring that processing methods do not harm ecosystems. 4. **Goal 8: Decent Work and Economic Growth** – Encourages job creation and economic growth in the fishery sector through the development of innovative processing technologies and practices. 5. **Goal 13: Climate Action** – Addresses the need for energy-efficient processing techniques that reduce greenhouse gas emissions and minimize environmental impact. These connections highlight the role of modern fishery processing in promoting sustainability, food security, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131103 | Pengolahan Hasil Perikanan Tradisional | Processing of Traditional Fishery Products | The course on Processing of Traditional Fishery Products focuses on the methods and techniques used in the preservation and processing of fish and seafood products using traditional practices. Students explore various processing methods such as salting, drying, smoking, and fermentation, which have been utilized for centuries. | 1. **Goal 2: Zero Hunger** – Supports food security by improving traditional processing methods that help preserve fishery products and reduce waste. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable processing practices that minimize waste and promote the efficient use of resources in traditional fishery processing. 3. **Goal 14: Life Below Water** – Promotes sustainable management of marine resources and encourages traditional practices that do not over-exploit fish populations. 4. **Goal 8: Decent Work and Economic Growth** – Highlights the importance of traditional fishery processing as a source of livelihood, promoting job creation and economic development in local communities. 5. **Goal 11: Sustainable Cities and Communities** – Supports local food systems and traditional practices, contributing to community resilience and sustainability. These goals emphasize the importance of integrating traditional knowledge and sustainable practices in the processing of fishery products to enhance food security and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121203 | Teknik Laboratorium Hasil Perikanan | Fishery Products Laboratory Techniques | The course on Fishery Products Laboratory Techniques focuses on the analytical and practical skills necessary for assessing the quality and safety of fish and seafood products. Students learn various laboratory techniques used to analyze chemical, microbiological, and sensory attributes of fishery products. | 1. **Goal 2: Zero Hunger** – Ensures the safety and quality of fishery products through laboratory testing, contributing to food security and public health. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by analyzing and improving the quality and safety of fishery products, which helps reduce waste and ensure responsible sourcing. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by promoting the responsible use and testing of fishery products, ensuring they are harvested sustainably. 4. **Goal 3: Good Health and Well-being** – Focuses on ensuring the safety of fishery products, which is crucial for public health and nutrition. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in laboratory techniques that can lead to innovation in fishery product processing and quality control. These connections highlight the critical role of laboratory techniques in ensuring food safety, sustainability, and public health in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121303 | Uji Sensoris dan Fisik Hasil Perikanan | Sensory and Physical Tests of Fishery Results | The course on Sensory and Physical Tests of Fishery Products focuses on the evaluation of fish and seafood quality through sensory analysis and physical testing methods. Students learn how to assess attributes such as appearance, texture, aroma, and taste using standardized sensory evaluation techniques. | 1. **Goal 2: Zero Hunger** – Ensures the quality and safety of fishery products through sensory and physical testing, contributing to food security and nutrition. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by assessing product quality, which can reduce waste and enhance consumer trust in fishery products. 3. **Goal 14: Life Below Water** – Encourages responsible fishing practices by emphasizing the importance of quality standards and sustainability in fishery products. 4. **Goal 3: Good Health and Well-being** – Focuses on the safety and sensory quality of food, which is crucial for public health and consumer satisfaction. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Supports the development of testing methods that can lead to innovations in quality control and processing within the fishery industry. These goals illustrate the significance of sensory and physical testing in promoting sustainability, quality assurance, and public health in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121403 | Uji Kimia dan Mikrobiologi Hasil Perikanan | Chemical and Microbiological Tests of Fishery Products | The course on Chemical and Microbiological Tests of Fishery Products focuses on the analytical methods used to assess the safety and quality of fish and seafood. Students learn various chemical testing techniques to detect contaminants, such as heavy metals, histamines, and additives, as well as nutritional composition analysis. | 1. **Goal 2: Zero Hunger** – Ensures food safety and quality through rigorous testing, contributing to food security and nutritional standards. 2. **Goal 3: Good Health and Well-being** – Focuses on the detection of harmful substances and pathogens, safeguarding public health and ensuring safe consumption of fishery products. 3. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by ensuring that fishery products meet safety and quality standards, which helps reduce waste and enhance consumer confidence. 4. **Goal 14: Life Below Water** – Supports sustainable fishing practices by monitoring the safety and quality of fishery products, encouraging responsible harvesting methods. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in testing methods and technologies, leading to innovations in quality control within the fishery sector. These goals highlight the critical role of chemical and microbiological testing in ensuring the safety, quality, and sustainability of fishery products. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130103 | Metodologi Penelitian dan Rancangan Percobaan | Research Methodology and Experimental Design | The course on Research Methodology and Experimental Design provides students with a comprehensive understanding of the principles and techniques involved in conducting scientific research. Students learn how to formulate research questions, develop hypotheses, and design experiments that effectively test their hypotheses. | 1. **Goal 4: Quality Education** – Enhances the ability to conduct research effectively, promoting critical thinking and scientific inquiry in educational settings. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Supports the development of innovative research methods that can lead to advancements in various fields, including science and technology. 3. **Goal 3: Good Health and Well-being** – Facilitates research that can improve health outcomes through better experimental designs in medical and environmental studies. 4. **Goal 12: Responsible Consumption and Production** – Encourages research into sustainable practices and innovations that can lead to more responsible resource use and waste management. 5. **Goal 13: Climate Action** – Promotes research methodologies that can address climate change issues, facilitating the design of experiments to study environmental impacts and mitigation strategies. By equipping students with essential research skills, this course plays a vital role in advancing knowledge and supporting sustainable development across various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130203 | Bioteknologi Hasil Perikanan | Biotechnology of Fishery Products | The course on Biotechnology of Fishery Products explores the application of biotechnological methods in the production, preservation, and enhancement of fish and seafood products. Students learn about microbial fermentation, enzymatic processes, and genetic modifications that can improve product quality, shelf life, and nutritional value. | 1. **Goal 2: Zero Hunger** – Explores biotechnological advancements that can enhance the nutritional value and safety of fishery products, contributing to food security. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices through biotechnological innovations that reduce waste and improve the efficiency of fishery product processing. 3. **Goal 14: Life Below Water** – Supports sustainable aquaculture and fisheries management through biotechnological applications, promoting responsible harvesting and resource management. 4. **Goal 3: Good Health and Well-being** – Focuses on improving food safety and quality, as well as developing functional foods that can enhance health outcomes. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in biotechnology that can lead to new products and processes in the fishery sector, enhancing competitiveness and sustainability. These goals underscore the importance of biotechnology in advancing sustainability, food security, and public health within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130303 | Manajemen Industri Hasil Perikanan | Fishery Products Industry Management | The course on Fishery Products Industry Management focuses on the principles and practices essential for effectively managing operations within the fishery products sector. Students learn about supply chain management, marketing strategies, financial planning, and regulatory compliance specific to the fishery industry. | 1. **Goal 2: Zero Hunger** – Focuses on managing fishery resources efficiently to ensure food security and the availability of nutritious fish products. 2. **Goal 8: Decent Work and Economic Growth** – Promotes sustainable economic growth and job creation in the fishery sector by emphasizing effective management practices. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the fishery industry, including waste reduction, responsible sourcing, and efficient resource management. 4. **Goal 14: Life Below Water** – Supports sustainable management of marine resources, promoting practices that protect aquatic ecosystems while ensuring industry viability. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructures and promoting innovation in fishery product management and processing. These connections highlight the role of effective management in promoting sustainability, economic development, and food security in the fishery products industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130403 | Diversifikasi dan Pengembangan Produk Perikanan | Diversification and Development of Fishery Products | The course on Diversification and Development of Fishery Products focuses on strategies for expanding and enhancing the range of fish and seafood offerings in the market. Students learn about product innovation, value-added processing, and the importance of sustainability in developing new fishery products. | 1. **Goal 2: Zero Hunger** – Promotes food security by encouraging the development of a variety of fishery products, which can help meet diverse nutritional needs. 2. **Goal 8: Decent Work and Economic Growth** – Supports economic development and job creation in the fishery sector through the diversification of products and markets. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the production and marketing of fishery products, promoting resource efficiency and waste reduction. 4. **Goal 14: Life Below Water** – Advocates for sustainable management and utilization of marine resources, ensuring that diversification efforts do not harm aquatic ecosystems. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in product development and processing techniques, enhancing the competitiveness of the fishery sector. These connections emphasize the importance of diversification in promoting sustainability, economic growth, and food security within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120503 | Teknologi Refrigerasi Hasil Perikanan | Fishery Product Refrigeration Technology | The course on Fishery Product Refrigeration Technology focuses on the principles and applications of refrigeration methods used to preserve fish and seafood products. Students learn about the importance of temperature control in maintaining product quality, safety, and shelf life. | 1. **Goal 2: Zero Hunger** – Ensures the preservation and safety of fishery products through effective refrigeration, reducing food waste and improving food security. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by minimizing spoilage and waste in the fish supply chain, enhancing resource efficiency. 3. **Goal 14: Life Below Water** – Supports sustainable fisheries by ensuring that fishery products are handled and stored properly, maintaining their quality and safety. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in refrigeration technology, leading to improved infrastructure and efficiency in the fishery sector. 5. **Goal 13: Climate Action** – Addresses energy-efficient refrigeration solutions that reduce the carbon footprint of fish processing and transportation. These goals highlight the role of refrigeration technology in promoting sustainability, food security, and efficiency within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120603 | Teknologi Pemanfaatan Makroalga dan Mikroalga | Technology for Utilizing Macroalgae and Microalgae | The course on Technology for Utilizing Macroalgae and Microalgae focuses on the various applications and processing techniques of these aquatic organisms in food, nutrition, pharmaceuticals, and biofuels. | 1. **Goal 2: Zero Hunger** – Explores the use of macroalgae and microalgae as sustainable food sources, contributing to food security and nutrition. 2. **Goal 12: Responsible Consumption and Production** – Promotes the sustainable utilization of algae, encouraging resource efficiency and waste reduction in production processes. 3. **Goal 14: Life Below Water** – Supports the sustainable harvesting and cultivation of marine resources, including algae, promoting ecosystem health. 4. **Goal 3: Good Health and Well-being** – Investigates the nutritional and health benefits of algae, contributing to improved diets and health outcomes. 5. **Goal 13: Climate Action** – Highlights the potential of algae in carbon sequestration and as a renewable resource for biofuels, helping mitigate climate change. 6. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the processing and utilization of algae for various applications, from food to bioenergy. These connections emphasize the role of algae technology in promoting sustainability, health, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120703 | Aditif Bahan Pangan | Food Additives | The course on Food Additives explores the types, functions, and regulations surrounding substances added to food products to enhance flavor, appearance, texture, and shelf life. Students learn about various categories of additives, including preservatives, emulsifiers, thickeners, colorants, and flavor enhancers. | 1. **Goal 2: Zero Hunger** – Addresses food preservation and safety through the use of additives that enhance shelf life and nutritional value, contributing to food security. 2. **Goal 3: Good Health and Well-being** – Focuses on the safety and health implications of food additives, promoting consumer health through informed choices and regulations. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in food production by examining the use and regulation of additives to minimize waste and ensure quality. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Supports innovation in food technology and processing, leading to the development of new additives that can enhance food quality and safety. 5. **Goal 17: Partnerships for the Goals** – Emphasizes collaboration among industry, regulators, and researchers to ensure the safe use of food additives and to promote public awareness. These connections highlight the importance of understanding food additives in promoting health, sustainability, and innovation in the food industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120803 | Teknologi By-Product Hasil Perikanan | Fishery Product By-Product Technology | The course on Fishery Product By-Product Technology focuses on the innovative utilization of by-products generated during fish processing. Students learn about various types of by-products, such as skin, bones, scales, and offal, and their potential applications in food, cosmetics, nutraceuticals, and animal feed. | 1. **Goal 2: Zero Hunger** – Promotes the utilization of by-products to enhance food security by creating additional food sources and reducing waste in the fishery sector. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices by maximizing resource use and minimizing waste, promoting a circular economy within the fish industry. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that by-products are utilized responsibly, reducing the environmental impact of fishing practices. 4. **Goal 8: Decent Work and Economic Growth** – Creates opportunities for job creation and economic development through the innovation and processing of fishery by-products. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in technology and processes that can effectively utilize fishery by-products, enhancing industry resilience and sustainability. These goals emphasize the importance of by-product technology in promoting sustainability, reducing waste, and enhancing economic opportunities in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120903 | Sistem Manajemen Mutu Hasil Perikanan | Fishery Product Quality Management System | The course on Fishery Product Quality Management System focuses on the frameworks and practices essential for ensuring the quality and safety of fish and seafood products throughout the supply chain. | 1. **Goal 2: Zero Hunger** – Ensures the quality and safety of fishery products, contributing to food security and the availability of nutritious food. 2. **Goal 3: Good Health and Well-being** – Focuses on maintaining high quality and safety standards in fishery products, which is crucial for public health. 3. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in the production and processing of fishery products, encouraging waste reduction and resource efficiency. 4. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that fishery products are harvested and processed in an environmentally responsible manner. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages the development and implementation of effective quality management systems that enhance the competitiveness and sustainability of the fishery industry. These connections highlight the critical role of quality management systems in promoting sustainability, health, and economic development within the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121003 | Pangan Fungsional | Functional Food | The course on Functional Food explores the science and application of foods that offer health benefits beyond basic nutrition. Students learn about the properties of functional foods, which may include bioactive compounds, probiotics, prebiotics, and fortified products. | 1. **SDG 2: Zero Hunger** – Addressing nutrition and food security through the promotion of functional foods that can enhance health and well-being. 2. **SDG 3: Good Health and Well-being** – Focusing on how functional foods can prevent diseases and improve overall health. 3. **SDG 12: Responsible Consumption and Production** – Exploring sustainable practices in the production of functional foods, including waste reduction and sustainable sourcing. 4. **SDG 4: Quality Education** – Providing education on nutrition, food science, and the role of functional foods in health. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and policymakers to promote research and development in functional foods. These connections highlight how functional food education can contribute to broader sustainability and health objectives. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121103 | Toksikologi Hasil Perikanan | Toxicology of Fishery Products | The course on Toxicology of Fishery Products examines the potential hazards and toxicological risks associated with fish and seafood consumption. Students learn about various toxins, including heavy metals, biotoxins (like those from harmful algal blooms), and chemical contaminants that can accumulate in marine organisms. | 1. **SDG 2: Zero Hunger** – Ensuring food safety and quality in fishery products, which is essential for food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Understanding the health impacts of toxins in fish and seafood, promoting safe consumption. 3. **SDG 14: Life Below Water** – Focusing on the sustainability of marine ecosystems and the effects of pollution and toxins on aquatic life. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in fishing and seafood production to minimize toxic contamination. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration among researchers, industry, and regulatory bodies to address issues related to toxins in fishery products. These connections illustrate the importance of toxicology education in promoting health, sustainability, and responsible practices in fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110203 | Penanganan Hasil Perikanan | Handling of Fishery Products | The course on Handling of Fishery Products focuses on best practices for the safe and efficient handling, storage, and transportation of fish and seafood. Students learn about the critical aspects of maintaining quality and safety, including proper techniques for receiving, processing, and preserving fishery products. | 1. **SDG 2: Zero Hunger** – Ensuring the safety, quality, and availability of fishery products, which are vital for food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Promoting safe handling practices to prevent foodborne illnesses and ensure consumer health. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the handling, processing, and distribution of fishery products to minimize waste and environmental impact. 4. **SDG 14: Life Below Water** – Supporting sustainable fisheries and responsible management practices to protect marine ecosystems. 5. **SDG 17: Partnerships for the Goals** – Fostering collaboration among stakeholders in the fisheries sector, including producers, regulators, and researchers, to enhance practices and policies. These connections highlight how education in the handling of fishery products can contribute to health, sustainability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | “23L06110302 “ | “Dasar-Dasar Teknologi Hasil Perikanan “ | “Basics of Fisheries Product Technology” | The course “Basics of Fisheries Product Technology” provides an introductory overview of the principles and practices involved in the processing and production of fish and seafood products. Students learn about the biological and chemical properties of fish, as well as various processing methods such as freezing, smoking, canning, and drying. | 1. **SDG 2: Zero Hunger** – Focusing on the production and processing of fishery products to enhance food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Addressing the nutritional value and safety of fishery products, promoting health through informed consumption. 3. **SDG 12: Responsible Consumption and Production** – Teaching sustainable practices in the processing and handling of fishery products to minimize waste and promote efficient resource use. 4. **SDG 14: Life Below Water** – Emphasizing sustainable fishing practices and the importance of protecting marine ecosystems while ensuring fishery product quality. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaboration among various stakeholders in the fisheries sector, including industry, academia, and government, to advance sustainable practices. These connections highlight the course’s role in promoting sustainability, health, and responsible practices in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110402 | Dasar-Dasar Mikrobiologi | Basics of Microbiology | The course “Basics of Microbiology” introduces students to the fundamental concepts of microbiology, focusing on the structure, function, and behavior of microorganisms. Topics covered include the classification of bacteria, viruses, fungi, and protozoa, as well as their roles in health, disease, and environmental processes. | 1. **SDG 3: Good Health and Well-being** – Understanding microbiology is crucial for health-related topics, including disease prevention, antibiotic resistance, and the role of microbes in human health. 2. **SDG 6: Clean Water and Sanitation** – Microbiology is essential for studying waterborne pathogens, sanitation, and water treatment processes. 3. **SDG 12: Responsible Consumption and Production** – Knowledge of microbial processes can inform sustainable practices in agriculture, waste management, and biotechnology. 4. **SDG 13: Climate Action** – Microbial contributions to carbon cycling and climate change can be explored, including their roles in greenhouse gas emissions and soil health. 5. **SDG 15: Life on Land** – Microbiology plays a vital role in ecosystems, including soil health, nutrient cycling, and the interactions between microorganisms and plants. These connections can help students understand the broader implications of microbiology in achieving sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120103 | Biokimia Hasil Perikanan | Biochemistry of Fishery Products | The course “Biochemistry of Fishery Products” explores the biochemical composition and processes related to fish and seafood. Students learn about the structure and function of key biomolecules, including proteins, lipids, carbohydrates, and vitamins found in fishery products. | 1. **SDG 2: Zero Hunger** – Understanding the nutritional value and biochemical properties of fishery products can enhance food security and nutrition. 2. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in fishery product processing, waste management, and minimizing environmental impacts. 3. **SDG 14: Life Below Water** – It directly relates to the conservation and sustainable use of marine resources, including the biochemical aspects of fishery products and their role in marine ecosystems. 4. **SDG 3: Good Health and Well-being** – By exploring the health benefits of fishery products, including omega-3 fatty acids and other nutrients, the course can promote dietary choices that improve health. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The biochemistry of fishery products can lead to innovations in food technology, preservation methods, and product development. These connections can help students appreciate the importance of fishery products in both human health and sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120203 | Bahan Baku Industri Hasil Perikanan | Raw Materials for the Fishery Products Industry | The course “Raw Materials for the Fishery Products Industry” focuses on the various raw materials used in the production of fish and seafood products. Students learn about different species of fish and shellfish, their nutritional profiles, and the factors affecting their quality and availability. | 1. **SDG 2: Zero Hunger** – Focusing on sustainable sourcing and utilization of fishery raw materials can contribute to food security and improved nutrition. 2. **SDG 12: Responsible Consumption and Production** – This goal addresses sustainable practices in sourcing, processing, and minimizing waste in the fishery products industry. 3. **SDG 14: Life Below Water** – The course can emphasize the importance of sustainable fisheries management and the conservation of marine ecosystems, focusing on responsible harvesting of raw materials. 4. **SDG 3: Good Health and Well-being** – Understanding the nutritional aspects of fishery raw materials can promote healthy dietary choices. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring innovative practices and technologies in the fishery products industry can foster advancements in production and sustainability. These SDGs highlight the course’s relevance to global challenges in food security, health, and sustainable resource management. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120303 | Nutrisi Hasil Perikanan | Fishery Product Nutrition | The course “Fishery Product Nutrition” examines the nutritional components and health benefits of fish and seafood products. Students learn about the essential nutrients found in these products, including proteins, omega-3 fatty acids, vitamins, and minerals, and their roles in human health. | 1. **SDG 2: Zero Hunger** – This goal relates to improving food security and nutrition through understanding the nutritional benefits of fishery products, which are often rich in essential nutrients. 2. **SDG 3: Good Health and Well-being** – The course can emphasize the health benefits of consuming fish, including omega-3 fatty acids and their role in preventing chronic diseases. 3. **SDG 12: Responsible Consumption and Production** – It can cover sustainable practices related to the consumption of fishery products, encouraging responsible dietary choices. 4. **SDG 14: Life Below Water** – The course can highlight sustainable fishing practices and the importance of preserving marine resources, connecting nutrition to environmental sustainability. 5. **SDG 4: Quality Education** – Educating students about the nutritional value of fishery products contributes to broader public awareness and knowledge about healthy eating. These connections illustrate the importance of fishery product nutrition in promoting health, sustainability, and responsible consumption. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120403 | Mikrobiologi Hasil Perikanan | Microbiology of Fishery Products | The course “Microbiology of Fishery Products” focuses on the role of microorganisms in the safety, quality, and preservation of fish and seafood. Students learn about the types of microorganisms commonly associated with fishery products, including spoilage organisms and pathogens. | 1. **SDG 2: Zero Hunger** – Understanding the microbiological aspects of fishery products is crucial for ensuring food safety and quality, which contributes to food security. 2. **SDG 3: Good Health and Well-being** – This goal relates to food safety and the prevention of foodborne illnesses associated with fishery products, as well as the nutritional benefits of consuming safe fish. 3. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in processing and preserving fishery products to minimize waste and environmental impact. 4. **SDG 14: Life Below Water** – By addressing the microbiological health of aquatic ecosystems and the sustainability of fish populations, the course supports the responsible use of marine resources. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Innovations in food safety, preservation, and processing techniques can be explored, contributing to advancements in the fishery products industry. These SDGs highlight the importance of microbiology in ensuring the safety, sustainability, and health benefits of fishery products. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110102 | PENGANTAR ILMU SEJARAH | INTRODUCTION TO HISTORICAL SCIENCE | The course aims to equip students with the analytical skills necessary for both academic and practical engagement with history. | 1. **Quality Education (Goal 4)**: The course contributes to providing quality education by fostering critical thinking and analytical skills related to historical inquiry. 2. **Gender Equality (Goal 5)**: Historical analysis can uncover past gender inequalities and promote discussions on gender roles, equality, and empowerment. 3. **Reduced Inequalities (Goal 10)**: By examining historical events and their impact on different communities, the course can highlight issues of inequality and social justice. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding historical development can inform sustainable urban planning and community development. 5. **Climate Action (Goal 13)**: Historical science may include the study of climate change’s impacts over time, contributing to awareness and action on environmental issues. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Historical perspectives can foster understanding of governance, conflict resolution, and the development of just societies. The specific connections will depend on the course content and focus. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06140302 | SEMINAR PRA SKRIPSI | PRE THESIS SEMINAR | The seminar aims to prepare students for the thesis process, ensuring they have a solid foundation to conduct independent research. | 1. **Quality Education (Goal 4)**: This goal is fundamental, as the seminar prepares students for advanced research and academic writing, enhancing their educational experience. 2. **Gender Equality (Goal 5)**: If the seminar encourages discussions on diverse perspectives and topics related to gender, it can promote awareness and understanding of gender issues. 3. **Reduced Inequalities (Goal 10)**: By addressing topics related to equity and inclusivity in research, the seminar can highlight the importance of considering diverse voices and experiences. 4. **Sustainable Cities and Communities (Goal 11)**: If students’ theses focus on urban studies or community issues, this goal may be directly relevant. 5. **Responsible Consumption and Production (Goal 12)**: Research on sustainability practices and responsible resource management can be explored, particularly in environmental studies. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Topics related to governance, justice, and the role of institutions in society may be central to students’ research. The specific SDGs addressed will depend on the individual research topics chosen by students and the overall focus of the seminar. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06140106 | SKRIPSI | THESIS | The course is designed to enhance critical thinking, analytical skills, and expertise in a chosen area, culminating in a significant contribution to the academic field. | 1. **Quality Education (Goal 4)**: Conducting a thesis represents an advanced level of education, promoting research skills and critical thinking. 2. **Gender Equality (Goal 5)**: Theses that explore gender issues, women’s rights, or gender-based violence can directly contribute to this goal. 3. **Reduced Inequalities (Goal 10)**: Research focusing on social justice, economic disparities, or marginalized communities can align with this goal. 4. **Sustainable Cities and Communities (Goal 11)**: Theses on urban planning, community development, or sustainability practices can address this goal. 5. **Responsible Consumption and Production (Goal 12)**: Research into sustainable practices, waste management, or resource conservation is relevant to this goal. 6. **Climate Action (Goal 13)**: Environmental studies or research on climate change impacts can directly contribute to this goal. 7. **Peace, Justice, and Strong Institutions (Goal 16)**: Theses that examine governance, conflict resolution, human rights, or institutional development align with this goal. Ultimately, the specific SDGs addressed will depend on the individual research focus of each thesis. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130602 | SEJARAH PARIWISATA DI INDONESIA | HISTORY OF TOURISM IN INDONESIA | The course aims to provide students with a comprehensive understanding of the multifaceted nature of tourism in Indonesia and its significance in the broader context of cultural exchange and economic development. | 1. **Decent Work and Economic Growth (Goal 8)**: This goal is directly relevant as the course likely examines tourism’s role in economic development, job creation, and sustainable employment in Indonesia. 2. **Sustainable Cities and Communities (Goal 11)**: The course can explore the impact of tourism on urban development, community dynamics, and sustainable practices in tourist destinations. 3. **Responsible Consumption and Production (Goal 12)**: Discussions about sustainable tourism practices, resource management, and minimizing environmental impact can be integral to the course. 4. **Climate Action (Goal 13)**: The history of tourism may include the environmental impacts of tourism on natural sites and the need for climate-resilient tourism practices. 5. **Cultural Diversity and Sustainable Communities (Goal 16)**: The course can highlight the importance of preserving cultural heritage and promoting inclusive tourism that respects local communities. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between government, communities, and the tourism industry is often essential for sustainable tourism development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130702 | SEJARAH MIGRASI DAN DIASPORA DI INDONESIA | HISTORY OF MIGRATION AND DIASPORA IN INDONESIA | The course aims to provide students with a nuanced understanding of migration dynamics in Indonesia, fostering awareness of its historical context and contemporary relevance. | 1. **Reduced Inequalities (Goal 10)**: The course can address issues related to the inequalities faced by migrants and diaspora communities, highlighting challenges such as discrimination and social integration. 2. **Gender Equality (Goal 5)**: Exploring the role of gender in migration patterns and experiences can promote understanding of the unique challenges faced by migrant women and their contributions to society. 3. **Sustainable Cities and Communities (Goal 11)**: The impacts of migration on urban development and community dynamics can be examined, including how to create inclusive and sustainable communities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course can focus on the legal and social frameworks surrounding migration, including the protection of migrant rights and conflict resolution in diaspora communities. 5. **Partnerships for the Goals (Goal 17)**: Understanding the role of various stakeholders, including governments, NGOs, and community organizations, in supporting migrants and diaspora can be key to fostering collaboration and sustainable development. 6. **Quality Education (Goal 4)**: The experiences of migrant populations and their access to education can be explored, addressing the barriers and opportunities that exist. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130802 | SEJARAH ASIA DAN SAMUDERA HINDIA | HISTORY OF ASIA AND THE INDIAN OCEAN | The course aims to provide students with a comprehensive understanding of the historical forces that have shaped Asia and the Indian Ocean, fostering appreciation for their complex interrelations. | 1. **Quality Education (Goal 4)**: The course promotes a deeper understanding of Asian history, fostering critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions on colonialism, trade, and migration can highlight historical inequalities and the impact of these dynamics on contemporary societies. 3. **Sustainable Cities and Communities (Goal 11)**: The historical development of urban centers and coastal communities in the Indian Ocean can provide insights into sustainable urbanization and community resilience. 4. **Climate Action (Goal 13)**: The course may explore historical environmental changes and their impacts on societies, as well as traditional practices for sustainability in the region. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining the historical context of conflicts, governance, and social justice in Asia can inform contemporary issues related to peace and stability. 6. **Partnerships for the Goals (Goal 17)**: The interconnectedness of Asian nations through trade and cultural exchange can emphasize the importance of collaboration and partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130902 | SEJARAH EROPA | EUROPEAN HISTORY | The course aims to provide students with a comprehensive understanding of Europe’s complex history and its lasting impact on global affairs. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and historical analysis, contributing to a well-rounded education. 2. **Reduced Inequalities (Goal 10)**: Discussions on social hierarchies, class struggles, and movements for equality can highlight historical inequalities and their legacy in contemporary Europe. 3. **Gender Equality (Goal 5)**: Exploring the role of women in European history, including suffrage movements and gender roles, can foster discussions on gender equality. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of conflicts, governance, and the development of democratic institutions can provide insights into current issues of justice and peace. 5. **Sustainable Cities and Communities (Goal 11)**: The evolution of urban centers in Europe and their responses to challenges like industrialization and globalization can inform discussions on sustainable urban development. 6. **Responsible Consumption and Production (Goal 12)**: Historical perspectives on economic systems, industrialization, and resource management can contribute to understanding sustainability challenges. 7. **Climate Action (Goal 13)**: The impacts of historical events, such as industrialization, on the environment can be examined, providing context for contemporary climate challenges. The specific SDGs addressed will depend on the course content and the themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131002 | SEJARAH PENGUASAAN DAN PENGAMANAN LAUT | HISTORY OF MARINE CONTROL AND SECURITY | The course aims to provide students with a comprehensive understanding of the historical and contemporary challenges in maritime governance and security, emphasizing their importance in global affairs. | 1. **Life Below Water (Goal 14)**: This goal is directly relevant, as the course may address marine conservation, overfishing, and the impacts of maritime security on ocean health. 2. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of maritime law, conflict over maritime boundaries, and international cooperation in securing maritime areas can relate to peace and justice. 3. **Sustainable Cities and Communities (Goal 11)**: Discussions on coastal communities and the role of marine resources in supporting sustainable development can be emphasized. 4. **Climate Action (Goal 13)**: The course may explore the impacts of climate change on maritime security, such as rising sea levels and their implications for coastal regions. 5. **Reduced Inequalities (Goal 10)**: Examining the impacts of maritime policies on different communities, particularly marginalized or coastal populations, can highlight issues of inequality. 6. **Partnerships for the Goals (Goal 17)**: The need for international cooperation in marine security and sustainable management of ocean resources underscores the importance of partnerships. The specific SDGs addressed will depend on the course content and themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131102 | SUFISME DAN ISLAM MODERN INDONESIA | SUFISM AND MODERN INDONESIAN ISLAM | The course aims to provide students with a nuanced understanding of Sufism’s enduring influence on Indonesian Islam and its significance in the context of globalization and modernity. | 1. **Quality Education (Goal 4)**: The course promotes understanding of religious and cultural studies, encouraging critical thinking and academic inquiry. 2. **Gender Equality (Goal 5)**: Discussions on the role of women in Sufism and modern Islamic practices in Indonesia can address gender issues and empowerment. 3. **Reduced Inequalities (Goal 10)**: Exploring the impact of Sufism on marginalized communities and promoting inclusive practices can align with this goal. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine Sufi teachings related to peace, conflict resolution, and social justice within the context of modern Indonesian Islam. 5. **Partnerships for the Goals (Goal 17)**: The role of interfaith dialogue and collaboration among various religious communities in Indonesia can emphasize the importance of partnerships for social cohesion. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131202 | SEJARAH KESEHATAN | HEALTH HISTORY | The course aims to provide students with a comprehensive understanding of the complex interplay between history, culture, and health, highlighting how past practices inform contemporary health issues. | 1. **Good Health and Well-Being (Goal 3)**: This goal is directly relevant as the course focuses on health outcomes, healthcare systems, and historical perspectives on public health. 2. **Quality Education (Goal 4)**: The course promotes educational development in the fields of health and history, enhancing critical thinking and analytical skills. 3. **Reduced Inequalities (Goal 10)**: Discussions on disparities in healthcare access and outcomes across different populations can highlight issues of inequality. 4. **Gender Equality (Goal 5)**: Exploring the historical roles of gender in health practices and access to healthcare can inform discussions on gender-related health issues. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the role of public health policies and institutions in promoting health equity and justice. 6. **Partnerships for the Goals (Goal 17)**: The historical context of collaborations in public health initiatives, both locally and globally, can underscore the importance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06123002 | SEJARAH AUSTRALIA DAN KAWASAN PASIFIK SELATAN | HISTORY OF AUSTRALIA AND THE SOUTH PACIFIC REGION | The course aims to provide students with a comprehensive understanding of the interconnected histories of Australia and the South Pacific, fostering appreciation for their diverse cultures and historical narratives. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of the history and cultures of Australia and the South Pacific, contributing to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions about the history of indigenous peoples, colonialism, and socio-economic disparities can highlight issues of inequality in the region. 3. **Gender Equality (Goal 5)**: The role of women in historical narratives and movements for rights and recognition can be examined, promoting awareness of gender issues. 4. **Sustainable Cities and Communities (Goal 11)**: The course may address the development of urban areas and the impact of historical events on community dynamics and sustainability. 5. **Climate Action (Goal 13)**: Given the vulnerability of the Pacific region to climate change, historical perspectives on environmental changes and their impacts on communities can be explored. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of governance, conflict resolution, and efforts towards reconciliation in Australia and the Pacific can inform discussions on justice and institutional development. 7. **Partnerships for the Goals (Goal 17)**: Exploring the relationships between Australia and Pacific nations can highlight the importance of international cooperation and partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06123102 | SEJARAH GEOPOLITIK AMERIKA SERIKAT | GEOPOLITICAL HISTORY OF THE UNITED STATES | The course aims to provide students with a comprehensive understanding of how historical events and decisions have shaped the U.S.’s role in the world and its ongoing influence in global affairs. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may focus on the development of governance, the rule of law, and the U.S. role in international peacekeeping and conflict resolution. 2. **Quality Education (Goal 4)**: By fostering critical thinking about historical and geopolitical issues, the course contributes to educational development and informed citizenship. 3. **Reduced Inequalities (Goal 10)**: Discussions on U.S. foreign policy, colonialism, and the impact of historical events on marginalized communities can highlight issues of inequality both domestically and internationally. 4. **Climate Action (Goal 13)**: The geopolitical implications of environmental policies and climate change, as well as the U.S.’s role in global climate agreements, can be examined. 5. **Partnerships for the Goals (Goal 17)**: The course may explore the importance of international alliances and partnerships in addressing global challenges and promoting sustainable development. 6. **Gender Equality (Goal 5)**: Examining the role of gender in U.S. foreign policy and its historical context can inform discussions on gender issues. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130102 | RUANG KOTA DALAM MODERNITAS KOLONIAL DAN PASCAKOLONIAL | URBAN SPACE IN COLONIAL AND POST-COLONIAL MODERNITY | The course aims to provide students with a nuanced understanding of how colonial and post-colonial legacies continue to shape urban landscapes and experiences today. | 1. **Sustainable Cities and Communities (Goal 11)**: This goal is directly relevant as the course examines urban planning, design, and the impact of colonial and post-colonial legacies on contemporary urban spaces. 2. **Reduced Inequalities (Goal 10)**: The course may address issues of social stratification, access to resources, and inequalities that arose during colonialism and persist in post-colonial urban contexts. 3. **Quality Education (Goal 4)**: The course promotes critical thinking and interdisciplinary approaches to understanding urban spaces, contributing to educational development. 4. **Gender Equality (Goal 5)**: Exploring the role of gender in urban development, access to public spaces, and representation in planning can inform discussions on gender issues. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the historical contexts of governance, social justice, and the impacts of colonial rule on urban institutions. 6. **Climate Action (Goal 13)**: Discussions on how urban development in colonial and post-colonial contexts has contributed to environmental challenges and climate resilience can be included. 7. **Partnerships for the Goals (Goal 17)**: The role of collaboration among various stakeholders in addressing urban challenges can highlight the importance of partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130202 | SUNGAI DAN PERKEMBANGAN PERADABAN DI NUSANTARA | RIVERS AND THE DEVELOPMENT OF CIVILIZATION IN THE archipelago | The course aims to provide students with a comprehensive understanding of the integral role rivers have played in the history and development of civilizations in the archipelago, highlighting their ongoing importance in contemporary society. | 1. **Clean Water and Sanitation (Goal 6)**: This goal is directly relevant, as the course likely discusses the importance of rivers for freshwater supply, sanitation, and water management practices. 2. **Sustainable Cities and Communities (Goal 11)**: The course may explore how rivers have influenced urban development, trade routes, and community planning within the archipelago. 3. **Climate Action (Goal 13)**: Discussions on the impact of climate change on river ecosystems and the resilience of communities that depend on these water bodies can be emphasized. 4. **Life on Land (Goal 15)**: The interrelationship between rivers, ecosystems, and biodiversity in the archipelago can be examined, highlighting the importance of conserving natural habitats. 5. **Reduced Inequalities (Goal 10)**: The course may address how access to river resources and land has shaped social inequalities and affected marginalized communities. 6. **Partnerships for the Goals (Goal 17)**: The role of collaboration among communities, governments, and organizations in managing river resources and ensuring sustainable development can be discussed. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130302 | KAJIAN MUSEUM DAN KURATORIAL | MUSEUM AND CURATORIAL STUDIES | The course aims to equip students with the skills and knowledge necessary for a career in museum studies, fostering an understanding of the critical role museums play in preserving and interpreting cultural heritage. | 1. **Quality Education (Goal 4)**: Museums serve as educational resources, and the course may focus on how curatorial practices enhance learning and public engagement with art and history. 2. **Reduced Inequalities (Goal 10)**: Discussions on representation, diversity, and access to museum spaces can highlight issues of inequality and the importance of inclusive practices in curating exhibitions. 3. **Sustainable Cities and Communities (Goal 11)**: The role of museums in urban development, community engagement, and cultural sustainability can be explored. 4. **Gender Equality (Goal 5)**: Examining the representation of women and marginalized groups in museum collections and exhibitions can inform discussions on gender equity. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may address the role of museums in promoting social justice, preserving cultural heritage, and fostering dialogue in diverse societies. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration between museums, communities, and other organizations in promoting cultural heritage and education can be emphasized. 7. **Life on Land (Goal 15)**: If the course includes discussions on natural history museums or exhibitions focused on biodiversity, it can contribute to understanding conservation issues. The specific SDGs addressed will depend on the course content and themes emphasized in discussions and projects. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130402 | FILM DAN DOKUMENTASI SEJARAH | HISTORICAL FILM AND DOCUMENTATION | The course aims to provide students with a nuanced understanding of the relationship between film, documentation, and history, equipping them with analytical skills to assess the effectiveness and impact of these mediums in conveying historical narratives. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking about historical narratives and the role of film as an educational tool, enhancing media literacy. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on representation in historical films, including marginalized voices and perspectives, which can highlight issues of inequality. 3. **Gender Equality (Goal 5)**: The representation of women and gender issues in historical films can be a focal point, addressing gender biases and promoting awareness. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine how films document social movements, conflicts, and justice issues, contributing to understanding historical contexts of peace and justice. 5. **Sustainable Cities and Communities (Goal 11)**: Historical films often depict urban spaces and community dynamics, allowing exploration of cultural heritage and urban development. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between filmmakers, historians, and communities in creating historical documentation can be emphasized, highlighting the importance of partnerships in cultural preservation. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and projects. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130502 | SEJARAH DAERAH PERBATASAN DAN PULAU-PULAU TERPENCIL DI INDONESIA | HISTORY OF BORDER AREAS AND REMOTE ISLANDS IN INDONESIA | The course aims to provide students with a comprehensive understanding of the complexities and historical narratives of Indonesia’s border areas and remote islands, highlighting their importance in the nation’s cultural and political landscape. | 1. **Reduced Inequalities (Goal 10)**: The course may address the social and economic disparities faced by communities in border areas and remote islands, highlighting issues of inequality and access to resources. 2. **Sustainable Cities and Communities (Goal 11)**: Discussions on the development and sustainability of communities in these regions can emphasize urban planning and community resilience. 3. **Life Below Water (Goal 14)**: If the course explores coastal and marine environments surrounding remote islands, it can focus on the importance of marine conservation and sustainable fishing practices. 4. **Climate Action (Goal 13)**: The vulnerability of border areas and remote islands to climate change, such as rising sea levels and environmental degradation, can be a critical topic of discussion. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The historical context of governance, security issues, and conflict resolution in border regions can inform discussions on justice and institutional development. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between local communities, governments, and NGOs in addressing the challenges faced by these areas can be emphasized, highlighting the importance of partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122302 | SEJARAH PERKOTAAN | URBAN HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of urban development, encouraging critical thinking about the past and present of cities and their role in shaping human experience. | 1. **Sustainable Cities and Communities (Goal 11)**: This goal is directly relevant as the course examines urban development, planning, and the challenges of creating sustainable and inclusive cities. 2. **Quality Education (Goal 4)**: The course fosters critical thinking and historical analysis, contributing to educational development about urban issues and history. 3. **Reduced Inequalities (Goal 10)**: Discussions may focus on social stratification, access to resources, and inequalities in urban environments, highlighting issues of equity. 4. **Gender Equality (Goal 5)**: The role of gender in urban spaces, including access to public areas and representation in urban planning, can be explored to address gender-related issues. 5. **Climate Action (Goal 13)**: The historical context of urban responses to climate change, including resilience strategies and environmental sustainability, can be a key topic. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance in urban settings, addressing issues of justice, civic engagement, and the role of institutions in urban development. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among various stakeholders (governments, communities, and NGOs) in addressing urban challenges can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122402 | PRAKTEK PENELITIAN SEJARAH | HISTORICAL RESEARCH PRACTICE | The course aims to equip students with the practical skills and critical thinking necessary to conduct thorough and responsible historical research, preparing them for academic or professional careers in the field. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and research skills, contributing to educational development and the training of informed scholars. 2. **Reduced Inequalities (Goal 10)**: Discussions about historical narratives and their impact on marginalized communities can highlight issues of inequality and the importance of inclusive historical research. 3. **Gender Equality (Goal 5)**: Exploring gender perspectives in historical research can promote awareness of gender issues and encourage a more nuanced understanding of history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the role of historical research in promoting social justice, understanding conflicts, and informing public policy. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration in historical research, such as partnerships between academic institutions, communities, and public history organizations, can underscore the importance of cooperative efforts. 6. **Climate Action (Goal 13)**: If the course includes research on environmental history or the historical impacts of climate change, it can contribute to understanding contemporary environmental issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122502 | SEJARAH DAN KEBIJAKAN CAGAR BUDAYA DAN WARISAN BUDAYA TAK BENDA | HISTORY AND POLICY OF CULTURAL RESERVATION AND INTANGIBLE CULTURAL HERITAGE | The course aims to provide students with a comprehensive understanding of the complexities surrounding cultural heritage preservation, fostering awareness of its significance for identity, community, and global diversity. | 1. **Quality Education (Goal 4)**: The course can enhance understanding of cultural heritage and its significance, contributing to educational development and awareness of cultural practices. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on the representation of marginalized communities and the importance of preserving diverse cultural expressions to promote equality. 3. **Gender Equality (Goal 5)**: Examining the role of women and gender dynamics in cultural practices and heritage can highlight gender issues and promote awareness of women’s contributions. 4. **Sustainable Cities and Communities (Goal 11)**: The course can address the role of cultural heritage in community development, urban planning, and the sustainability of local identities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Exploring the policies surrounding cultural preservation can inform discussions on governance, social justice, and the protection of cultural rights. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among governments, NGOs, and local communities in cultural preservation efforts can highlight the importance of partnerships in achieving sustainable development. 7. **Life on Land (Goal 15)**: If the course includes discussions on the relationship between cultural heritage and natural environments, it can connect to conservation and biodiversity issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122602 | SEJARAH PULAU DAN ISLAND STUDIES | HISTORY OF ISLANDS AND ISLAND STUDIES | The course aims to provide students with a comprehensive understanding of the complexities and distinctive characteristics of island life, highlighting their importance in historical and contemporary global affairs. | 1. **Sustainable Cities and Communities (Goal 11)**: The course may examine urban development, sustainability, and the unique challenges faced by island communities in terms of infrastructure and resource management. 2. **Climate Action (Goal 13)**: Given the vulnerability of islands to climate change, including rising sea levels and extreme weather events, the course can address historical and contemporary responses to these challenges. 3. **Life Below Water (Goal 14)**: Discussions on the relationship between island communities and marine ecosystems can highlight the importance of sustainable fishing practices and ocean conservation. 4. **Reduced Inequalities (Goal 10)**: The course may focus on issues of social and economic inequalities in island societies, including the impacts of colonialism and globalization. 5. **Quality Education (Goal 4)**: By fostering critical thinking about island histories and cultures, the course contributes to educational development and awareness of diverse perspectives. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining governance, conflict, and social justice issues in island contexts can inform discussions on institutional development and rights. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among island communities, governments, and international organizations in addressing shared challenges can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122702 | SEJARAH AGRARIA DAN PERDESAAN | AGRARIAN AND RURAL HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of rural life and agrarian systems, emphasizing their historical significance and contemporary relevance in global contexts. | 1. **Zero Hunger (Goal 2)**: The course likely addresses historical agricultural practices, food security, and the impact of policies on rural communities and food systems. 2. **Sustainable Cities and Communities (Goal 11)**: Discussions may focus on rural-urban linkages, land use, and sustainable development practices in rural areas. 3. **Climate Action (Goal 13)**: The historical context of agricultural practices and their environmental impacts can inform contemporary discussions on sustainability and climate resilience. 4. **Life on Land (Goal 15)**: Examining land use, conservation, and biodiversity within agrarian contexts can connect to issues of sustainable land management and ecosystem preservation. 5. **Reduced Inequalities (Goal 10)**: The course may highlight social and economic inequalities in rural areas, including issues related to land ownership, access to resources, and the role of marginalized communities. 6. **Quality Education (Goal 4)**: By fostering understanding of rural histories and practices, the course contributes to educational development and awareness of agrarian issues. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration between communities, governments, and organizations in promoting sustainable rural development can highlight the importance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122802 | SEJARAH EKONOMI | ECONOMIC HISTORY | The course aims to provide students with a comprehensive understanding of the interplay between history and economics, equipping them with the analytical tools to assess historical economic developments and their implications for contemporary issues. | 1. **No Poverty (Goal 1)**: The course can explore historical poverty trends, economic inequality, and the effectiveness of policies aimed at reducing poverty. 2. **Decent Work and Economic Growth (Goal 8)**: Discussions may focus on the evolution of labor markets, industrialization, and the development of economic policies that promote sustainable growth. 3. **Reduced Inequalities (Goal 10)**: The course may highlight historical inequalities in wealth distribution, access to resources, and the socio-economic dynamics that perpetuate these disparities. 4. **Sustainable Cities and Communities (Goal 11)**: Examining the relationship between economic development and urbanization can inform discussions about sustainable urban planning and community resilience. 5. **Quality Education (Goal 4)**: By analyzing the historical context of education and its role in economic development, the course contributes to understanding the relationship between education and economic outcomes. 6. **Climate Action (Goal 13)**: The course may address historical economic practices and their environmental impacts, informing contemporary discussions on sustainable economic policies. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing the importance of collaboration between governments, institutions, and communities in addressing economic challenges can highlight the significance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122902 | SEJARAH DAN PERSPEKTIF JENDER | HISTORY AND GENDER PERSPECTIVE | The course aims to provide students with a critical understanding of how gender shapes historical narratives, encouraging them to analyze the past through a nuanced and inclusive lens. | 1. **Gender Equality (Goal 5)**: This goal is directly relevant as the course examines the historical context of gender roles, inequalities, and movements for women’s rights and empowerment. 2. **Quality Education (Goal 4)**: The course promotes critical thinking and awareness of gender issues in historical contexts, contributing to educational development. 3. **Reduced Inequalities (Goal 10)**: Discussions may focus on various forms of inequality beyond gender, including class, race, and ethnicity, and their historical implications. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the role of gender in conflicts, justice movements, and the development of institutions that promote equality and rights. 5. **Sustainable Cities and Communities (Goal 11)**: Examining the intersection of gender with urban development and community planning can inform discussions about inclusive and sustainable cities. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among various stakeholders in promoting gender equality and addressing historical injustices can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121602 | BAHASA BELANDA SUMBER | DUTCH SOURCE | The course aims to provide students with a deep understanding of Dutch historical sources, fostering critical thinking about their role in shaping narratives and our understanding of the past. | 1. **Quality Education (Goal 4)**: The course promotes critical analysis and research skills related to historical sources, enhancing educational development and fostering an understanding of Dutch history. 2. **Reduced Inequalities (Goal 10)**: If the course examines historical sources related to social inequalities, colonialism, or marginalized communities, it can highlight issues of inequality and justice. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of historical documents can inform discussions on governance, legal systems, and the evolution of institutions in the Netherlands, addressing themes of justice and accountability. 4. **Sustainable Cities and Communities (Goal 11)**: Exploring the impact of historical sources on urban development, architecture, and community planning in Dutch cities can contribute to discussions on sustainable development. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, archivists, and communities in preserving and interpreting historical sources can highlight the importance of partnerships in cultural heritage. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121702 | TEORI PERUBAHAN SOSIAL | THEORY OF SOCIAL CHANGE | The course aims to provide students with a comprehensive understanding of the complexities of social change, equipping them with theoretical tools to analyze contemporary social dynamics and historical transformations. | 1. **No Poverty (Goal 1)**: The course may examine theories and practices aimed at reducing poverty and improving economic conditions in various contexts. 2. **Gender Equality (Goal 5)**: Discussions may focus on gender roles in social movements and the importance of gender equality in driving social change. 3. **Reduced Inequalities (Goal 10)**: Theories of social change often address issues of inequality, examining how social movements and policies can promote equity. 4. **Quality Education (Goal 4)**: Education is often a key focus in theories of social change, emphasizing its role in empowering individuals and communities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course can explore how social change impacts governance, justice, and the establishment of strong institutions. 6. **Sustainable Cities and Communities (Goal 11)**: Theories may address urbanization, community development, and the role of social movements in creating sustainable urban environments. 7. **Climate Action (Goal 13)**: Social change theories can also relate to environmental movements and strategies for addressing climate change and promoting sustainability. 8. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various stakeholders in driving social change can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121802 | SEJARAH POLITIK | POLITICAL HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of political history, encouraging critical analysis of how past events shape contemporary political landscapes. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: This goal is directly relevant as the course likely explores the development of political institutions, governance structures, and the rule of law, including discussions on conflict and justice. 2. **Reduced Inequalities (Goal 10)**: The course may address issues of political inequality, representation, and the impact of political decisions on marginalized groups. 3. **Quality Education (Goal 4)**: By fostering critical thinking and analysis of political systems and historical events, the course contributes to educational development and informed citizenship. 4. **Gender Equality (Goal 5)**: Examining the role of women in political movements and decision-making throughout history can inform discussions on gender equity in politics. 5. **Sustainable Cities and Communities (Goal 11)**: The course may explore how political decisions influence urban development, community governance, and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among political entities, civil society, and international organizations in addressing political challenges can be emphasized. 7. **No Poverty (Goal 1)**: The relationship between political policies and economic conditions can be discussed, particularly in terms of poverty alleviation and social welfare. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121902 | SEJARAH SOSIAL | SOCIAL HISTORY | The course aims to provide students with a nuanced understanding of the complexities of social life and how social history contributes to a comprehensive view of the past, enriching their appreciation of human experiences. | 1. **Reduced Inequalities (Goal 10)**: The course likely examines social stratification, class dynamics, and the historical context of inequalities related to race, gender, and socioeconomic status. 2. **Quality Education (Goal 4)**: By fostering critical analysis of social issues and historical contexts, the course contributes to educational development and promotes informed citizenship. 3. **Gender Equality (Goal 5)**: Exploring the roles and experiences of different genders throughout history can inform discussions about gender equality and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may address social movements, conflict, and the quest for justice, examining how social history influences governance and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Discussions may focus on the evolution of communities, urbanization, and social dynamics within cities, contributing to understanding sustainable community development. 6. **No Poverty (Goal 1)**: The historical context of poverty and social welfare systems can be analyzed, focusing on how societies have addressed poverty throughout history. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among communities and organizations in social movements can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122002 | HISTORIOGRAFI INDONESIA | INDONESIAN HISTORIOGRAPHY | The course aims to provide students with a comprehensive understanding of Indonesian historiography, fostering critical thinking about how history is constructed and the implications for understanding Indonesia’s past and present. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and historical analysis, contributing to educational development and fostering a deeper understanding of Indonesia’s history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different narratives in historiography address or overlook issues of inequality, including those related to ethnicity, gender, and class. 3. **Gender Equality (Goal 5)**: Examining the representation of women and gender issues in Indonesian historiography can provide insights into gender dynamics and promote awareness of women’s contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore how historical narratives influence contemporary governance, justice, and societal cohesion in Indonesia. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the diverse cultural and historical contexts within Indonesia, the course can contribute to understanding and promoting cultural heritage and sustainable community development. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among historians, communities, and institutions in preserving and interpreting Indonesian history can highlight the role of partnerships in cultural and historical preservation. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122102 | SEJARAH INDONESIA KONTEMPORER (1950-1998) | CONTEMPORARY INDONESIAN HISTORY (1950-1998) | The course aims to provide students with a nuanced understanding of Indonesia’s contemporary history, encouraging critical analysis of the factors that shaped the nation and its trajectory toward the present. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of Indonesia’s historical context, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic inequalities that emerged during this period, including issues related to ethnic groups, class, and political representation. 3. **Gender Equality (Goal 5)**: The course may examine the roles of women in Indonesian society and politics, highlighting gender issues and women’s contributions during significant historical events. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of political changes, conflicts, and the establishment of governance structures can inform discussions on justice, accountability, and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development during this period can contribute to understanding sustainable practices and the challenges faced by urban areas. 6. **Climate Action (Goal 13)**: If the course discusses environmental issues and policies that arose during the period, it can connect to contemporary climate challenges. 7. **Partnerships for the Goals (Goal 17)**: The role of collaboration among various political and social movements in shaping Indonesia’s history during this period can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122202 | SEJARAH SULAWESI SELATAN MODERN DAN KONTEMPORER (1900-1999) | MODERN AND CONTEMPORARY HISTORY OF SOUTH SULAWESI (1900-1999) | The course aims to provide students with a comprehensive understanding of South Sulawesi’s modern and contemporary history, highlighting its unique contributions to the broader narrative of Indonesia. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of historical contexts, contributing to educational development and informed citizenship in the region. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities experienced by different communities in South Sulawesi, including issues related to ethnicity and class. 3. **Gender Equality (Goal 5)**: The roles of women in the history of South Sulawesi, particularly during significant events, can be explored to highlight gender dynamics and contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, social movements, and the establishment of governance in South Sulawesi, addressing themes of justice, reconciliation, and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development in South Sulawesi during this period can contribute to understanding sustainable practices and local governance. 6. **Life on Land (Goal 15)**: If the course discusses land use, agricultural practices, or environmental issues, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among local communities, governments, and organizations in shaping South Sulawesi’s development can be emphasized, highlighting the role of partnerships in achieving social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120902 | HISTORIOGRAFI UMUM | GENERAL HISTORIOGRAPHY | The course aims to equip students with a foundational understanding of historiographical concepts, encouraging them to engage critically with historical texts and debates. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills in understanding historical narratives and methodologies, contributing to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different historiographical approaches address or overlook issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: Examining how gender has been represented in historiography can provide insights into historical narratives and promote awareness of women’s contributions and experiences. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the role of historiography in shaping collective memory, justice, and governance, addressing how history influences contemporary institutions. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying diverse historical perspectives, the course can promote cultural understanding and contribute to sustainable community development. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, educators, and communities in preserving and interpreting history can highlight the importance of partnerships in cultural heritage. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121002 | SEJARAH INDONESIA MODERN (1900-1950) | HISTORY OF MODERN INDONESIA (1900-1950) | The course aims to provide students with a comprehensive understanding of the pivotal events and themes in Indonesia’s modern history, highlighting the complexities of its path to independence. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Indonesia’s historical context, fostering critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic inequalities during the colonial period and the struggle for independence, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in the independence movement and societal changes can be explored, promoting awareness of gender issues. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the emergence of political movements, governance structures, and the quest for justice during the transition from colonial rule to independence. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development in Indonesian cities during this period can contribute to understanding the foundations of sustainable urban practices. 6. **No Poverty (Goal 1)**: The impact of economic policies during the colonial period and their effects on poverty can be analyzed, addressing historical contexts of economic development. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various groups and communities in the independence movement can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121102 | SEJARAH SULAWESI SELATAN MODERN AWAL (1700-1900) | HISTORY OF EARLY MODERN SULAWESI (1700-1900) | The course aims to provide students with a comprehensive understanding of the complexities of early modern Sulawesi, highlighting its significance in the broader context of Indonesian history and colonialism. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Sulawesi’s historical context, fostering critical thinking and educational development related to regional history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, colonialism, and the impact of European powers on local communities, highlighting issues of inequality and justice. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in society during this period can be explored, promoting awareness of gender dynamics and historical contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, governance, and the establishment of local and colonial institutions, addressing themes of justice and societal organization. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community structures in Sulawesi during this period can contribute to understanding sustainable practices and local governance. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions, it can connect to sustainable land management and biodiversity issues. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local leaders, colonial authorities, and communities can highlight the importance of partnerships in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121202 | SEJARAH PERADABAN ISLAM | HISTORY OF ISLAMIC CIVILIZATION | The course aims to provide students with a comprehensive understanding of the rich and diverse history of Islamic civilization, emphasizing its contributions to global culture and its ongoing relevance today. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and understanding of Islamic history, contributing to educational development and intercultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may address social hierarchies and inequalities within Islamic societies, including issues related to class, gender, and ethnicity. 3. **Gender Equality (Goal 5)**: The roles of women in Islamic history and their contributions to society can be examined, promoting awareness of gender dynamics and rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the development of legal and political systems within Islamic civilizations, addressing themes of justice, governance, and conflict resolution. 5. **Sustainable Cities and Communities (Goal 11)**: Examining the historical development of urban centers in Islamic civilization can provide insights into sustainable practices and community governance. 6. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration among diverse cultural and religious communities throughout Islamic history, highlighting the importance of partnerships in achieving social harmony. 7. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental practices in Islamic societies, it can connect to sustainable land management and biodiversity. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121302 | SEJARAH KAWASAN TIMUR INDONESIA | HISTORY OF THE EASTERN REGION OF INDONESIA | The course aims to provide students with a comprehensive understanding of the unique history and complexities of Indonesia’s eastern regions, emphasizing their significance within the broader narrative of Indonesian history. | 1. **Quality Education (Goal 4)**: The course fosters a deeper understanding of the unique historical contexts and cultures of the eastern region, promoting critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic disparities within the region, including issues related to ethnicity, class, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in the history of the eastern region can be explored, highlighting gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine historical conflicts, governance structures, and the establishment of justice systems in the region. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urban development and community structures in the eastern region can provide insights into sustainable practices and local governance. 6. **Life Below Water (Goal 14)**: If the course discusses maritime history and the importance of marine resources to the communities, it can connect to sustainable ocean practices. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local communities, governments, and organizations in historical contexts can highlight the importance of partnerships for development and social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121402 | GEOGRAFI SEJARAH | HISTORICAL GEOGRAPHY | The course aims to equip students with analytical skills to understand the significance of geographical contexts in shaping historical events and human experiences, fostering a deeper appreciation for the complexities of past societies. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and geographical literacy, contributing to educational development and a better understanding of spatial relationships in history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how geographical factors influence social and economic inequalities, including issues related to access to resources and opportunities. 3. **Sustainable Cities and Communities (Goal 11)**: Examining the historical development of urban areas and their spatial organization can inform contemporary discussions on sustainable urban planning and community development. 4. **Climate Action (Goal 13)**: The course may explore historical climate changes and their impacts on societies, contributing to an understanding of past adaptations and current challenges. 5. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental changes throughout history, it can connect to sustainable land management and biodiversity preservation. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Historical geography can provide insights into territorial conflicts, governance, and the role of geography in shaping political institutions. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among historians, geographers, and communities in understanding and addressing geographical issues can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121502 | SEJARAH MARITIM | MARITIME HISTORY | The course aims to provide students with a comprehensive understanding of maritime history’s significance in shaping global interactions and cultural developments, highlighting the enduring importance of the sea in human history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking about maritime developments and their historical contexts, enhancing educational outcomes. 2. **Sustainable Cities and Communities (Goal 11)**: Examining the development of coastal cities and communities can provide insights into sustainable urban planning and resource management. 3. **Life Below Water (Goal 14)**: The course can address issues related to marine conservation, fishing practices, and the impact of human activities on ocean health throughout history. 4. **Climate Action (Goal 13)**: Discussions may focus on the historical impacts of climate change on maritime societies and trade routes, as well as adaptations to changing environmental conditions. 5. **Reduced Inequalities (Goal 10)**: The course may explore the social and economic inequalities that arose from maritime trade and colonial practices, highlighting issues related to exploitation and justice. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The role of maritime law, trade agreements, and conflicts over maritime resources can inform discussions about governance and justice in maritime contexts. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among nations, communities, and organizations in maritime endeavors can highlight the importance of partnerships in sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120202 | METODE SEJARAH | HISTORICAL METHOD | The course aims to equip students with the analytical skills and methodologies necessary for effective historical inquiry, fostering a deeper understanding of the complexities involved in interpreting the past. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills, fostering a deeper understanding of historical narratives and methodologies, which contributes to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may address how different historical methodologies can highlight or obscure issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: The course may explore the importance of gender-sensitive methodologies in historical research, promoting awareness of women’s roles and contributions in history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of historical methods can inform discussions about how historical narratives shape our understanding of justice, governance, and societal values. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, educators, and communities in preserving and interpreting history can highlight the importance of partnerships in achieving a comprehensive understanding of the past. 6. **Sustainable Cities and Communities (Goal 11)**: If the course discusses methodologies related to urban history and community studies, it can contribute to understanding the development of sustainable practices in urban contexts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120302 | MEDIA BARU UNTUK SEJARAWAN | NEW MEDIA FOR HISTORIANS | The course aims to equip students with the skills and knowledge necessary to effectively integrate new media into their historical practice, enhancing their ability to communicate and engage with diverse audiences. | 1. **Quality Education (Goal 4)**: The course enhances digital literacy and critical thinking skills among historians, contributing to innovative educational practices and learning experiences. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how new media can provide platforms for marginalized voices and promote diverse historical narratives, addressing issues of representation and access. 3. **Gender Equality (Goal 5)**: The course may explore the role of new media in highlighting women’s histories and contributions, promoting gender-sensitive approaches to historical storytelling. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The use of new media in promoting transparency, accountability, and historical awareness can inform discussions about governance and civic engagement. 5. **Sustainable Cities and Communities (Goal 11)**: If the course addresses the role of digital media in urban studies and community engagement, it can contribute to sustainable urban development and participatory governance. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, technologists, and communities in using new media can highlight the importance of partnerships in historical research and education. 7. **Life on Land (Goal 15)**: If the course explores environmental history through new media, it can address sustainability and conservation efforts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120402 | SEJARAH ASIA TENGGARA | HISTORY OF SOUTHEAST ASIA | The course aims to provide students with a comprehensive understanding of the complexities and interconnections that define the history of Southeast Asia, fostering a greater appreciation for its significance in the global context. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Southeast Asian history, fostering critical thinking and intercultural awareness, which contribute to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities within and among Southeast Asian countries, addressing issues of class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women throughout Southeast Asian history can be examined, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore historical conflicts, colonial legacies, and the development of governance and justice systems in the region. 5. **Sustainable Cities and Communities (Goal 11)**: Examining urbanization and community development in Southeast Asian cities can provide insights into sustainable practices and local governance. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among countries, communities, and organizations in addressing regional challenges can highlight the importance of partnerships in promoting sustainable development. 7. **Life Below Water (Goal 14)**: If the course addresses maritime history and the significance of coastal and marine resources, it can connect to sustainable ocean practices. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120502 | SEJARAH INDONESIA MODERN AWAL (1600-1900) | EARLY MODERN INDONESIAN HISTORY (1600-1900) | The course aims to provide students with a comprehensive understanding of the complexities of early modern Indonesian history, emphasizing the interactions between local and global forces that shaped the region during this transformative period. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of Indonesia’s historical context, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, colonial impacts, and the inequalities that emerged during the early modern period, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in society and politics during this period can be explored, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, colonial governance, and the establishment of justice systems, addressing themes of justice and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring the growth of urban centers and community dynamics can provide insights into sustainable practices and local governance during the period. 6. **Life Below Water (Goal 14)**: If the course discusses maritime trade and coastal communities, it can connect to sustainable management of ocean resources. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local leaders, colonial powers, and communities in shaping history can highlight the importance of partnerships in achieving social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120602 | SEJARAH SULAWESI SELATAN KUNO S/D 1700 | HISTORY OF ANCIENT SOUTH SULAWESI TO 1700 | The course aims to provide students with a comprehensive understanding of the rich and diverse history of ancient South Sulawesi, highlighting its significance within the broader context of Indonesian and Southeast Asian history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and historical understanding, enhancing educational outcomes related to the region’s past. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, power dynamics, and inequalities within ancient societies, highlighting issues related to class and ethnic diversity. 3. **Gender Equality (Goal 5)**: The roles of women in ancient South Sulawesi societies can be explored, providing insights into gender dynamics and contributions throughout history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance structures, conflict resolution, and social organization in ancient societies, addressing themes of justice and societal cohesion. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the cultural practices and community structures of ancient South Sulawesi, the course can promote understanding of cultural heritage and sustainable practices. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions in ancient societies, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among ancient communities and external influences (like trade networks) can highlight the importance of partnerships in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120702 | SUMBER-SUMBER SEJARAH | HISTORICAL SOURCES | The course aims to equip students with the skills necessary to identify, evaluate, and effectively utilize historical sources in their research, fostering a deeper understanding of the complexities of interpreting the past. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills in evaluating various historical sources, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different sources reflect diverse perspectives and experiences, addressing issues related to representation and access to historical narratives. 3. **Gender Equality (Goal 5)**: The examination of historical sources can include a focus on women’s contributions and experiences, promoting awareness of gender dynamics in historical documentation. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing historical sources can inform discussions about the development of legal systems, governance, and the role of history in shaping justice and institutional integrity. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: Understanding diverse historical sources can foster appreciation for cultural heritage and promote sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, archivists, and communities in preserving and interpreting historical sources can highlight the importance of partnerships in historical scholarship. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120802 | TEORI DAN METODOLOGI SEJARAH | HISTORICAL THEORY AND METHODOLOGY | The course aims to provide students with a solid foundation in the theoretical and methodological tools necessary for effective historical research, fostering a deeper understanding of how historians construct knowledge about the past. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and analytical skills, promoting a deeper understanding of historical contexts and methodologies, which contributes to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different historical theories address or overlook issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: The course can explore gender-sensitive methodologies and theories in historical research, promoting awareness of women’s roles and contributions throughout history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing historical theories can inform discussions about how historical narratives shape our understanding of justice, governance, and societal values. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: Understanding diverse historical methodologies can foster appreciation for cultural heritage and promote sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, researchers, and communities in applying theoretical frameworks can highlight the importance of partnerships in advancing historical scholarship. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110202 | PENGANTAR SEJARAH DUNIA | INTRODUCTION TO WORLD HISTORY | The course aims to provide students with a comprehensive understanding of world history, highlighting the complexities and interconnections that have shaped human experiences across different regions and time periods. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and a comprehensive understanding of world history, promoting educational development and global awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may address social, economic, and political inequalities throughout history, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The course can explore the roles and contributions of women across different cultures and historical periods, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining historical conflicts, governance systems, and justice movements can inform discussions about the development of peace and strong institutions. 5. **Sustainable Cities and Communities (Goal 11)**: The course may address the development of urban centers and the impact of historical events on community structures, contributing to understanding sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing the interconnectedness of global histories can highlight the importance of collaboration among nations and cultures in addressing contemporary challenges. 7. **Climate Action (Goal 13)**: If the course discusses historical environmental changes and their impacts on societies, it can connect to an understanding of current climate challenges and adaptations. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110302 | PENGANTAR SEJARAH INDONESIA | INTRODUCTION TO INDONESIAN HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of Indonesian history, fostering an appreciation for the factors that have shaped the nation and its identity. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and an understanding of Indonesia’s rich history, enhancing educational outcomes and cultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities within Indonesia, including issues related to ethnicity, class, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women throughout Indonesian history can be explored, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine historical conflicts, colonial legacies, and the development of governance and justice systems in Indonesia. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying Indonesia’s diverse cultures and historical contexts, the course can foster appreciation for cultural heritage and promote sustainable community practices. 6. **Life Below Water (Goal 14)**: If the course discusses maritime history and the significance of marine resources to Indonesian societies, it can connect to sustainable ocean practices. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various cultural and ethnic groups in Indonesia can highlight the importance of partnerships in fostering national unity and social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110402 | PENGANTAR ILMU SOSIAL DAN HUMANIORA | INTRODUCTION TO SOCIAL SCIENCES AND HUMANITIES | The course aims to provide students with a comprehensive understanding of the diverse fields within social sciences and humanities, encouraging critical engagement with the complexities of human experiences and societal structures. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, analytical skills, and interdisciplinary approaches, enhancing overall educational outcomes. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social structures, power dynamics, and inequalities related to race, class, gender, and access to resources. 3. **Gender Equality (Goal 5)**: The course can explore gender dynamics and the roles of women in society, promoting awareness of gender issues and rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing social and political structures can inform discussions about justice, governance, and the role of civil society in promoting peace. 5. **Sustainable Cities and Communities (Goal 11)**: The course may address issues related to urbanization, community development, and social sustainability, fostering understanding of sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among different disciplines and communities can highlight the importance of partnerships in addressing complex social issues. 7. **Climate Action (Goal 13)**: If the course discusses the social dimensions of environmental issues, it can connect to understanding human impacts on climate and the importance of sustainable practices. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110502 | PENGANTAR SEJARAH PUBLIK | INTRODUCTION TO PUBLIC HISTORY | The course aims to provide students with a foundational understanding of public history, equipping them with the skills to engage with historical narratives in meaningful ways and to contribute to the public understanding of history. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and public engagement with history, enhancing educational outcomes and promoting lifelong learning. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how public history can provide platforms for marginalized voices and diverse narratives, addressing issues of representation and equity in historical interpretation. 3. **Gender Equality (Goal 5)**: The course can explore the role of women in public history and the importance of including women’s perspectives in historical narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Engaging with historical narratives can inform discussions about justice, reconciliation, and the role of history in shaping civic identity and governance. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By emphasizing community engagement and local histories, the course promotes appreciation for cultural heritage and sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Highlighting collaboration among historians, communities, and institutions can underscore the importance of partnerships in preserving and interpreting history. 7. **Sustainable Cities and Communities (Goal 11)**: If the course discusses the role of historical interpretation in urban planning and community development, it can contribute to understanding sustainable practices in local contexts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110602 | BAHASA BELANDA | DUTCH LANGUAGE | The course aims to provide students with a practical understanding of the Dutch language, enabling them to communicate effectively in various contexts while fostering an appreciation for the culture and heritage of Dutch-speaking communities. | 1. **Quality Education (Goal 4)**: Learning a language enhances educational outcomes, critical thinking, and communication skills, promoting overall literacy and learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Language education can address inequalities by providing access to resources, enhancing opportunities for non-native speakers, and promoting inclusivity in education. 3. **Gender Equality (Goal 5)**: The course can explore the role of language in shaping gender dynamics and promoting gender-sensitive communication, enhancing awareness of women’s rights and issues. 4. **Cultural Diversity and Sustainable Communities (Goal 11)**: Learning Dutch promotes cultural understanding and appreciation of Dutch heritage, fostering a sense of community and intercultural dialogue. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Language skills can empower individuals to engage in civic discourse, participate in governance, and access legal and social services, promoting justice and strong institutions. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among language learners, educators, and communities can highlight the importance of partnerships in language education and cultural exchange. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110702 | SEJARAH INDONESIA KUNO S/D 1600 | ANCIENT INDONESIAN HISTORY TO 1600 | The course aims to provide students with a comprehensive understanding of ancient Indonesian history, highlighting the region’s diversity and its significance in the broader context of Southeast Asian history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and understanding of Indonesia’s early history, enhancing educational outcomes and cultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies and power dynamics within ancient Indonesian societies, addressing issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in ancient Indonesian societies can be explored, providing insights into gender dynamics and women’s roles throughout history. 4. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the diverse cultures and historical contexts of ancient Indonesia, the course can foster appreciation for cultural heritage and promote sustainable practices within communities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance structures and societal organization in ancient Indonesia, addressing themes of justice and social cohesion. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions in ancient societies, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing the interconnectedness of ancient Indonesian communities and their interactions with neighboring regions can highlight the importance of collaboration in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120102 | PENGANTAR KAJIAN HERITAGE | INTRODUCTION TO HERITAGE STUDIES | The course aims to provide students with a foundational understanding of heritage studies, equipping them with the knowledge to engage critically with issues related to cultural heritage in a globalized world. | 1. **Quality Education (Goal 4)**: The course promotes understanding of heritage as an educational tool, fostering critical thinking and interdisciplinary approaches to learning. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how heritage preservation can address social inequalities and promote inclusivity by recognizing diverse cultural narratives. 3. **Gender Equality (Goal 5)**: The course can explore the role of women in heritage practices and the importance of gender-sensitive approaches to heritage conservation. 4. **Sustainable Cities and Communities (Goal 11)**: Heritage studies often emphasize the role of cultural heritage in urban planning and community development, promoting sustainable practices in preserving historical sites. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Understanding the role of heritage in fostering community identity and social cohesion can contribute to discussions about peacebuilding and justice. 6. **Life on Land (Goal 15)**: If the course examines the relationship between cultural heritage and environmental sustainability, it can connect to issues of land management and biodiversity conservation. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among communities, governments, and organizations in heritage preservation can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111002 | Pengantar Fisioterapi | Introduction to Physiotherapy | is a foundational course that explores the principles and practices of physiotherapy as a healthcare profession | SDG 3: Good Health and Well-being – This goal is central to physiotherapy, focusing on promoting health, preventing injuries, and providing rehabilitation services. SDG 4: Quality Education – Physiotherapy programs educate students on health practices, research, and patient care, contributing to quality education in healthcare. SDG 5: Gender Equality – Discussions about gender-related health issues and access to physiotherapy services can highlight gender disparities in healthcare. SDG 10: Reduced Inequalities – The course may address barriers to accessing physiotherapy for marginalized populations, aiming to reduce health inequalities. SDG 17: Partnerships for the Goals – Collaborations between physiotherapy educators, healthcare providers, and communities can be emphasized, fostering partnerships to improve health outcomes. These goals align with the holistic approach of physiotherapy, which emphasizes overall well-being and equitable access to health services. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131504 | Manajemen Fisioterapi Pra Klinik | Pre-Clinical Physiotherapy Managemen | is a course designed to prepare students for hands-on clinical practice in physiotherapy | Good Health and Well-Being (SDG 3): This is a primary focus, emphasizing the importance of health care, rehabilitation, and promoting physical well-being. Quality Education (SDG 4): The course itself contributes to quality education by training future physiotherapists in effective management practices and patient care. Gender Equality (SDG 5): Discussions may include the role of gender in health care access and the need for equitable treatment in physiotherapy. Reduced Inequalities (SDG 10): Courses often address disparities in health care access and outcomes among different populations. Sustainable Cities and Communities (SDG 11): There may be a focus on creating healthier environments and communities through accessible health services. Partnerships for the Goals (SDG 17): Collaboration among health professionals, patients, and community organizations is often emphasized in physiotherapy education. These SDGs provide a framework for understanding the broader impact of physiotherapy on health systems and community well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131602 | Etika Profesi, Hukum dan Sistem Kesehatan Nasional | Professional Ethics, Law and National Health System | is a course that examines the legal and ethical frameworks guiding healthcare practices | Good Health and Well-Being (SDG 3): The course will likely focus on health care policies, ethics, and legal frameworks that ensure access to quality health services. Reduced Inequalities (SDG 10): Discussions may include equitable access to health care and addressing disparities in health outcomes among different populations. Quality Education (SDG 4): The course contributes to professional education by teaching ethical practices and legal standards in health care. Gender Equality (SDG 5): Ethical considerations around gender in health care, including reproductive rights and access to services, may be explored. Partnerships for the Goals (SDG 17): Emphasis on collaboration between health professionals, legal experts, and policymakers to improve health systems. These goals help frame the ethical and legal responsibilities of health professionals within the broader context of sustainable health care. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140102 | Seminar Proposal | Proposal Seminar | is a course designed to guide students in developing research proposals for academic or professional projects | Quality Education (SDG 4): Emphasis on research methodologies and the importance of effective education proposals. Good Health and Well-Being (SDG 3): If proposals relate to health initiatives, this goal will be central to discussions. Reduced Inequalities (SDG 10): Proposals may focus on addressing social, economic, and health disparities. Sustainable Cities and Communities (SDG 11): Urban planning or community development proposals often align with this goal. Climate Action (SDG 13): Proposals addressing environmental sustainability or climate change mitigation. Partnerships for the Goals (SDG 17): Collaborating with various stakeholders for successful proposal implementation. Courses like Proposal Seminar encourage students to think critically about how their work can contribute to achieving these broader sustainability goals. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140204 | Skripsi | Thesis | is a course that involves the in-depth research and writing of a scholarly document, typically required for the completion of a graduate or postgraduate degree | Quality Education (SDG 4): Emphasis on research methodologies, critical thinking, and academic writing. Good Health and Well-Being (SDG 3): Relevant for theses focused on health sciences, public health, or medical research. Reduced Inequalities (SDG 10): Research may explore social, economic, or health disparities. Sustainable Cities and Communities (SDG 11): Topics related to urban planning, community development, or sustainability practices. Climate Action (SDG 13): Theses on environmental science, climate change, or sustainability initiatives. Partnerships for the Goals (SDG 17): Emphasis on collaboration between various stakeholders in research and implementation. By addressing these SDGs, students can contribute to meaningful research that aligns with global sustainability objectives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140300 | Uji Kompetensi | competence test | is a course designed to assess students’ knowledge, skills, and competencies in a specific field of study or practice | Quality Education (SDG 4): The course is likely aimed at ensuring students demonstrate knowledge and skills necessary for their field, contributing to quality education. Good Health and Well-Being (SDG 3): If the competence test is in a health-related field, this goal would be particularly relevant, emphasizing the importance of health literacy and effective practices. Reduced Inequalities (SDG 10): Competence tests may assess understanding of how to provide equitable services and address disparities in various contexts. Sustainable Cities and Communities (SDG 11): If the test involves urban planning or community services, this goal would be pertinent. Decent Work and Economic Growth (SDG 8): Tests in vocational programs may focus on skills that contribute to decent work and economic opportunities. Partnerships for the Goals (SDG 17): Emphasizing the importance of collaboration and teamwork skills relevant to many professions. These SDGs can help frame the competencies students are expected to demonstrate, highlighting their relevance to global sustainability objectives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140400 | Objective Structured Clinical Examination (OSCE) | Objective Structured Clinical Examination (OSCE) | is a course designed to prepare students for practical assessments in clinical settings | Good Health and Well-Being (SDG 3): OSCEs are designed to assess clinical skills and competencies critical for providing quality health care. Quality Education (SDG 4): The OSCE format emphasizes effective teaching and assessment methods, ensuring that students acquire essential clinical skills. Reduced Inequalities (SDG 10): Training may focus on providing equitable care and understanding disparities in health access and outcomes. Gender Equality (SDG 5): OSCE scenarios may include considerations of gender in health care, promoting awareness of gender-specific health issues. Partnerships for the Goals (SDG 17): Collaboration among healthcare professionals, educators, and patients is emphasized in the training and evaluation process. These SDGs help frame the objectives of OSCEs, ensuring that they not only assess clinical skills but also promote broader health and social equity goals. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130804 | Manajemen Fisioterapi Olahraga dan Kebugaran | Sports and Fitness Physiotherapy Management | is a course that focuses on the assessment, treatment, and rehabilitation of sports-related injuries and conditions | Good Health and Well-Being (SDG 3): This goal is central, focusing on promoting physical health, injury prevention, and rehabilitation for athletes and active individuals. Quality Education (SDG 4): The course contributes to quality education by training future physiotherapists in effective management practices and sports science. Reduced Inequalities (SDG 10): Discussions may involve ensuring access to physiotherapy and fitness resources for diverse populations, including underrepresented groups. Gender Equality (SDG 5): The course might explore gender issues in sports, including equal access to training and support for male and female athletes. Sustainable Cities and Communities (SDG 11): Emphasis on creating supportive environments for physical activity and fitness within communities. Decent Work and Economic Growth (SDG 8): Training future professionals to enhance employment opportunities in the sports and fitness industry. These SDGs provide a framework for understanding the broader impact of sports and fitness physiotherapy on health systems and community well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130904 | Manajemen Fisioterapi Kardiovaskulopulmonal | Cardiovascular Pulmonary Physiotherapy Management | is a course that focuses on the assessment and treatment of patients with cardiovascular and pulmonary conditions | Good Health and Well-Being (SDG 3): The primary focus is on managing and rehabilitating patients with cardiovascular and pulmonary conditions to improve their health outcomes. Quality Education (SDG 4): The course emphasizes training and equipping students with the skills needed for effective assessment and treatment in cardiovascular and pulmonary physiotherapy. Reduced Inequalities (SDG 10): There may be discussions on ensuring equitable access to physiotherapy services for all populations, particularly underserved communities. Sustainable Cities and Communities (SDG 11): The course may explore how urban design and community resources can promote cardiovascular health and physical activity. Decent Work and Economic Growth (SDG 8): Preparing students for careers in healthcare contributes to economic growth and the availability of skilled professionals in this field. By addressing these SDGs, the course highlights the importance of holistic and equitable approaches to health care in cardiovascular and pulmonary physiotherapy. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131002 | Biostatistik | Biostatistics | is a course that focuses on the application of statistical methods to the analysis of biological, health, and medical data | Good Health and Well-Being (SDG 3): Biostatistics plays a crucial role in public health research, epidemiology, and understanding health trends, helping to improve health outcomes. Quality Education (SDG 4): The course contributes to quality education by teaching students statistical methods and analytical skills essential for research in health sciences. Reduced Inequalities (SDG 10): Biostatistical analysis can help identify health disparities and inform policies aimed at reducing inequalities in health access and outcomes. Sustainable Cities and Communities (SDG 11): Biostatistics can be applied to study urban health issues, environmental impacts on health, and community health initiatives. Partnerships for the Goals (SDG 17): Emphasizing the importance of data sharing and collaboration between researchers, healthcare providers, and policymakers to address health challenges. By addressing these SDGs, a Biostatistics course highlights the importance of data in driving health improvements and informed decision-making in public health. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131104 | Manajemen Fisioterapi Geriatri | Geriatric Physiotherapy Management | is a course focused on the assessment and treatment of older adults, addressing the unique physical and functional challenges they face | Good Health and Well-Being (SDG 3): The primary focus is on improving the health outcomes and quality of life for older adults through rehabilitation and management of age-related conditions. Quality Education (SDG 4): The course contributes to the education of future physiotherapists, equipping them with the skills necessary to care for the elderly population effectively. Reduced Inequalities (SDG 10): Discussions may include ensuring equitable access to physiotherapy services for older adults, particularly those from underserved communities. Gender Equality (SDG 5): Addressing gender-specific health issues and ensuring equal access to care for all genders among the elderly. Sustainable Cities and Communities (SDG 11): Exploring how community design and resources can support active aging and improve accessibility for older adults. Decent Work and Economic Growth (SDG 8): Preparing students for careers in geriatric care, contributing to the workforce needed to support an aging population. By addressing these SDGs, the course highlights the importance of geriatric physiotherapy in promoting health and well-being among older adults in a sustainable and equitable manner. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131204 | Manajemen Fisioterapi Pediatri | Pediatric Physiotherapy Management | is a course that focuses on the assessment, treatment, and rehabilitation of infants, children, and adolescents with various physical and developmental challenges | Good Health and Well-Being (SDG 3): The course focuses on improving the health and well-being of children through rehabilitation and management of pediatric conditions. Quality Education (SDG 4): It contributes to the education and training of future physiotherapists, emphasizing skills specific to pediatric care. Reduced Inequalities (SDG 10): Discussions may address ensuring equitable access to physiotherapy services for children from diverse backgrounds and those with disabilities. Gender Equality (SDG 5): The course may explore gender-related issues in pediatric health care, ensuring equitable treatment and access for all genders. Sustainable Cities and Communities (SDG 11): Emphasis on creating environments that support active play and movement for children, promoting overall health. Decent Work and Economic Growth (SDG 8): Training students for careers in pediatric physiotherapy contributes to the healthcare workforce and economic stability. By addressing these SDGs, the course highlights the role of pediatric physiotherapy in fostering healthy development and well-being for children in a sustainable and equitable manner. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131302 | Aktivitas Fungsional, Pemeliharaan Diri dan Rekreasi | Functional Activities, Self-Care and Recreation | is a course focused on enhancing individuals’ ability to perform daily activities and engage in leisure pursuits, particularly in the context of rehabilitation and health promotion | Good Health and Well-Being (SDG 3): The course emphasizes the importance of physical and mental health through functional activities and self-care practices. Quality Education (SDG 4): It contributes to the education and training of students, focusing on the skills needed to promote self-care and functional independence in various populations. Reduced Inequalities (SDG 10): Discussions may cover how to ensure access to recreational and self-care activities for individuals with disabilities and from marginalized communities. Sustainable Cities and Communities (SDG 11): The course may explore how community design can support active living and accessibility for all, promoting participation in recreational activities. Gender Equality (SDG 5): Addressing the specific needs of different genders in self-care and recreational opportunities. Decent Work and Economic Growth (SDG 8): Fostering skills that may lead to careers in health promotion, recreation, and community services. By addressing these SDGs, the course highlights the role of functional activities and self-care in enhancing quality of life and promoting well-being across diverse populations. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131402 | Fisioterapi Komunitas | Community Physiotherapy | is a course that focuses on delivering physiotherapy services within community settings, emphasizing health promotion, prevention, and rehabilitation for diverse populations | Good Health and Well-Being (SDG 3): The course focuses on improving health outcomes for community members through accessible physiotherapy services and preventive care. Quality Education (SDG 4): It contributes to the education of future physiotherapists, emphasizing community health, patient education, and public health principles. Reduced Inequalities (SDG 10): Discussions may cover strategies to provide equitable access to physiotherapy services for underserved populations and address health disparities. Sustainable Cities and Communities (SDG 11): The course may explore how community design and resources can promote health and well-being, emphasizing the importance of accessible health services. Partnerships for the Goals (SDG 17): Emphasizing collaboration with community organizations, local governments, and other health professionals to enhance health initiatives. Gender Equality (SDG 5): Addressing the specific health needs and access issues for different genders within the community. By addressing these SDGs, the course highlights the importance of community-based approaches to physiotherapy in promoting health, equity, and sustainability. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130102 | Promosi Kesehatan | Health Promotion | is a course focused on strategies and interventions designed to enhance health and prevent disease within individuals and communities | Good Health and Well-Being (SDG 3): The primary focus is on improving health outcomes through effective health promotion strategies, prevention, and education. Quality Education (SDG 4): The course contributes to the education of students on health promotion theories, practices, and interventions. Reduced Inequalities (SDG 10): Discussions may include strategies to address health disparities and promote equitable access to health resources and education. Gender Equality (SDG 5): Exploring how health promotion can address gender-specific health issues and empower individuals of all genders. Sustainable Cities and Communities (SDG 11): Emphasizing the role of community design and resources in promoting health and active living. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among health organizations, communities, and policymakers to implement effective health promotion initiatives. By addressing these SDGs, the course underscores the critical role of health promotion in fostering overall community well-being and achieving sustainable health outcomes. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130202 | Manajemen Fisioterapi Integumen | Integumentary Physiotherapy Management | is a course that focuses on the assessment and treatment of conditions affecting the integumentary system, including the skin, hair, nails, and related structures | Good Health and Well-Being (SDG 3): The course focuses on managing and rehabilitating patients with integumentary system issues, such as wounds and skin conditions, to improve health outcomes. Quality Education (SDG 4): It contributes to the education of future physiotherapists by teaching the necessary skills and knowledge for effective integumentary care. Reduced Inequalities (SDG 10): Discussions may address ensuring equitable access to physiotherapy services for all patients, including those from marginalized communities. Sustainable Cities and Communities (SDG 11): Emphasizing the role of community resources and environment in supporting skin health and access to care. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among healthcare professionals, patients, and community organizations for effective integumentary health management. By addressing these SDGs, the course emphasizes the importance of integumentary physiotherapy in promoting overall health and well-being within diverse populations. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130302 | Manajemen Fisioterapi Interna | Internal Physiotherapy Management | is a course that focuses on the assessment and treatment of internal medical conditions, often related to the body’s internal systems such as the cardiovascular, respiratory, gastrointestinal, and urinary systems | Good Health and Well-Being (SDG 3): The primary focus is on managing and rehabilitating patients with internal conditions, such as those affecting the musculoskeletal or respiratory systems, to improve overall health outcomes. Quality Education (SDG 4): The course contributes to the education and training of future physiotherapists, providing them with the knowledge and skills necessary for effective internal management. Reduced Inequalities (SDG 10): Discussions may involve ensuring equitable access to physiotherapy services for all individuals, particularly those from disadvantaged backgrounds. Gender Equality (SDG 5): Addressing gender-specific health issues and ensuring that all patients receive appropriate care based on their needs. Partnerships for the Goals (SDG 17): Emphasizing collaboration among healthcare professionals, patients, and community organizations to enhance the effectiveness of internal physiotherapy management. By addressing these SDGs, the course highlights the importance of internal physiotherapy in promoting health, equity, and sustainable health practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130402 | Manajemen Fisioterapi Kesehatan Wanita | Women’s Health Physiotherapy Management | is a course focused on the unique physiotherapy needs related to women’s health issues across the lifespan | Good Health and Well-Being (SDG 3): The course focuses on addressing health issues specific to women, such as reproductive health, pregnancy, and menopause, promoting overall well-being. Quality Education (SDG 4): It contributes to the education of future physiotherapists by equipping them with the knowledge and skills necessary for effective management of women’s health conditions. Gender Equality (SDG 5): The course emphasizes the importance of addressing gender-specific health issues and empowering women through informed care and support. Reduced Inequalities (SDG 10): Discussions may include strategies to ensure equitable access to physiotherapy services for women from diverse backgrounds and marginalized communities. Sustainable Cities and Communities (SDG 11): Exploring how community resources and environments can support women’s health and accessibility to care. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among healthcare providers, community organizations, and advocacy groups to enhance women’s health services. By addressing these SDGs, the course underscores the critical role of women’s health physiotherapy in promoting health equity and well-being for women across different life stages. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130502 | Manajemen Pelayanan Fisioterapi | Physiotherapy Service Management | is a course focused on the principles and practices involved in managing physiotherapy services within healthcare settings | Good Health and Well-Being (SDG 3): The course focuses on the effective management of physiotherapy services to improve patient outcomes and promote overall health. Quality Education (SDG 4): It contributes to the education of future healthcare managers by teaching principles of service delivery, management, and quality improvement in physiotherapy. Reduced Inequalities (SDG 10): Discussions may include strategies to ensure equitable access to physiotherapy services for diverse populations, including underserved communities. Decent Work and Economic Growth (SDG 8): Preparing students for leadership roles in physiotherapy can contribute to the healthcare workforce and support economic growth in the sector. Partnerships for the Goals (SDG 17): Emphasizing collaboration with healthcare teams, organizations, and community stakeholders to enhance service delivery and patient care. Sustainable Cities and Communities (SDG 11): Exploring how community health needs can be met through effective physiotherapy service management. By addressing these SDGs, the course highlights the importance of management practices in promoting health equity, quality care, and sustainable health systems. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130602 | Sosiologi Antropologi | Anthropological Sociology | is a course that explores the intersection of anthropology and sociology, examining how cultural, social, and structural factors influence human behavior and social practices | Reduced Inequalities (SDG 10): The course often explores social structures, power dynamics, and inequalities within and between societies. Quality Education (SDG 4): It emphasizes critical thinking and understanding diverse cultural perspectives, contributing to broader educational goals. Gender Equality (SDG 5): Many courses examine gender roles, identities, and issues related to gender inequality in different cultural contexts. Good Health and Well-Being (SDG 3): Discussions may include the cultural determinants of health and how societal factors impact well-being. Sustainable Cities and Communities (SDG 11): The course might address urbanization, community dynamics, and the impact of cultural practices on sustainability. Partnerships for the Goals (SDG 17): Highlighting the importance of collaborative approaches to address social issues and promote community development. By addressing these SDGs, the course underscores the relevance of anthropological sociology in understanding and addressing complex social challenges. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130703 | Manajemen Fisioterapi Ergonomi dan Kesehatan Kerja | Ergonomics and Occupational Health Physiotherapy Management | is a course that focuses on the application of ergonomic principles and occupational health strategies to prevent and manage work-related injuries and promote employee well-being | SDG 3: Good Health and Well-Being – Focuses on promoting physical and mental health, which is a central aspect of occupational health and ergonomics. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of promoting safe and secure working environments, which is directly related to ergonomic practices and occupational health. SDG 4: Quality Education – If the course involves training and educating future practitioners, it contributes to ensuring inclusive and equitable quality education. SDG 10: Reduced Inequalities – Addresses workplace inclusivity and accessibility, ensuring that all individuals have equal opportunities in the workforce. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in workplace design and health interventions that enhance productivity and worker well-being. Integrating these SDGs into the curriculum can help future professionals understand their role in promoting sustainable development through health and safety practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121202 | Bahasa Inggris Fisioterapi | Physiotherapy English | is a course designed to enhance the language skills of physiotherapy students, enabling them to communicate effectively in clinical and academic settings | SDG 3: Good Health and Well-Being – This is a primary focus of physiotherapy, aiming to improve health outcomes and promote rehabilitation. SDG 4: Quality Education – The course contributes to providing quality education and training for future healthcare professionals. SDG 10: Reduced Inequalities – Physiotherapy practices can promote inclusivity by addressing health disparities among different populations. SDG 8: Decent Work and Economic Growth – Emphasizing the importance of healthy workplaces and workforce participation. SDG 17: Partnerships for the Goals – If the course includes collaborative projects or partnerships with health organizations, it can promote global health initiatives. By integrating these SDGs, the course can prepare students to contribute to sustainable health practices and policies. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121302 | Farmakologi Fisioterapi | Physiotherapy Pharmacology | is a course that focuses on the principles of pharmacology as they relate to physiotherapy practice | SDG 3: Good Health and Well-Being – Focuses on understanding medications that enhance patient recovery, pain management, and overall health outcomes. SDG 4: Quality Education – Contributes to providing quality education in pharmacology for healthcare professionals, ensuring they are well-equipped to make informed decisions about medication use. SDG 10: Reduced Inequalities – Addresses the importance of equitable access to medications and understanding how pharmacology can be applied to diverse populations. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective medication management in supporting a productive workforce and reducing absenteeism. SDG 9: Industry, Innovation, and Infrastructure – Involves understanding the role of pharmaceuticals in healthcare innovation and the development of new treatments. Incorporating these SDGs into the curriculum can help future physiotherapists use pharmacological knowledge to enhance patient care and promote sustainable health practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121403 | Manajemen Fisioterapi Neuromuskular Sistem Saraf Pusat | Central Nervous System Neuromuscular Physiotherapy Management | is a course focused on the assessment and treatment of patients with conditions affecting the central nervous system, such as stroke, traumatic brain injury, multiple sclerosis, and spinal cord injuries | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes for individuals with neurological conditions, promoting rehabilitation and quality of life. SDG 4: Quality Education – Contributes to the education and training of healthcare professionals in specialized areas of physiotherapy, ensuring high standards of care. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services for individuals with neurological impairments, promoting inclusivity. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of rehabilitation in enabling individuals to participate in the workforce, enhancing their economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration with various healthcare sectors and organizations to improve treatment approaches and patient outcomes in neuromuscular rehabilitation. Incorporating these SDGs into the curriculum can help prepare students to address complex health challenges and promote sustainable health practices in their future careers. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121502 | Manajemen Fisioterapi Neuromuskular Sistem Saraf Tepi | Neuromuscular Physiotherapy Management of the Peripheral Nervous System | is a course focused on the assessment and treatment of conditions affecting the peripheral nervous system, including peripheral neuropathies, radiculopathies, and nerve injuries | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes for patients with peripheral nerve disorders, enhancing their quality of life and rehabilitation. SDG 4: Quality Education – Contributes to providing comprehensive education and training for physiotherapy professionals in specialized areas related to the peripheral nervous system. SDG 10: Reduced Inequalities – Promotes equitable access to physiotherapy services for individuals with neuromuscular conditions, addressing health disparities. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective rehabilitation in helping individuals return to work and participate fully in society. SDG 17: Partnerships for the Goals – Encourages collaboration between healthcare providers, educational institutions, and community organizations to enhance treatment and support for patients. Incorporating these SDGs into the curriculum can help future physiotherapists understand their role in promoting health equity and sustainable practices in healthcare. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121603 | Manajemen Fisioterapi Muskuloskeletal Bedah | Surgical Musculoskeletal Physiotherapy Management | is a course that focuses on the rehabilitation of patients who have undergone surgical procedures related to the musculoskeletal system | SDG 3: Good Health and Well-Being – Focuses on post-surgical rehabilitation, promoting recovery, pain management, and overall health for patients with musculoskeletal conditions. SDG 4: Quality Education – Contributes to the education and training of physiotherapists, ensuring they have the necessary skills and knowledge to provide effective care. SDG 10: Reduced Inequalities – Addresses the need for equitable access to rehabilitation services for all patients, regardless of socioeconomic status or background. SDG 8: Decent Work and Economic Growth – Highlights the importance of rehabilitation in helping individuals return to work and maintain productivity after surgery. SDG 17: Partnerships for the Goals – Encourages collaboration with other healthcare professionals and organizations to improve surgical outcomes and patient care. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient outcomes in musculoskeletal rehabilitation. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121703 | Manajemen Fisioterapi Muskuloskeletal Nonbedah | Nonsurgical Musculoskeletal Physiotherapy Management | is a course focused on the assessment, treatment, and rehabilitation of musculoskeletal conditions that do not require surgical intervention | SDG 3: Good Health and Well-Being – Focuses on promoting physical health and well-being through non-invasive treatment methods for musculoskeletal conditions. SDG 4: Quality Education – Provides comprehensive education and training for physiotherapy students, ensuring they are well-equipped to manage musculoskeletal disorders effectively. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services, ensuring that all individuals can receive care for musculoskeletal issues. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective physiotherapy in enabling individuals to maintain their work capacity and productivity. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare providers, educational institutions, and community organizations to enhance patient care and access to services. Incorporating these SDGs into the curriculum can help prepare future physiotherapists to promote sustainable health practices and improve outcomes for patients with musculoskeletal conditions. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121802 | Epidemiologi | Epidemiology | is a course that focuses on the study of how diseases and health conditions affect populations, exploring their distribution, determinants, and control | SDG 3: Good Health and Well-Being – Focuses on understanding and controlling diseases, improving health outcomes, and promoting public health initiatives. SDG 4: Quality Education – Provides essential education and training for students in the principles and practices of epidemiology, fostering a knowledgeable workforce. SDG 10: Reduced Inequalities – Addresses health disparities by studying the distribution of diseases across different populations and identifying factors contributing to inequalities. SDG 17: Partnerships for the Goals – Encourages collaboration with public health organizations, governmental bodies, and other stakeholders to enhance research and intervention efforts. SDG 11: Sustainable Cities and Communities – Can include studies on urban health, the impact of environmental factors on disease, and the development of sustainable health policies. By integrating these SDGs into the curriculum, the course can prepare students to contribute to global health efforts and address public health challenges effectively. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120502 | Fisiologi latihan | Exercise physiology | is a course that focuses on the physiological responses and adaptations of the body to exercise and physical activity | SDG 3: Good Health and Well-Being – Focuses on the role of physical activity in promoting overall health, preventing disease, and managing chronic conditions. SDG 4: Quality Education – Provides essential education and training for students, ensuring they understand the science behind exercise and its effects on the body. SDG 10: Reduced Inequalities – Addresses the importance of inclusive exercise programs that cater to diverse populations, promoting equal access to physical activity for all. SDG 8: Decent Work and Economic Growth – Emphasizes the role of physical fitness in enhancing productivity and work performance, contributing to economic growth. SDG 17: Partnerships for the Goals – Encourages collaboration with health organizations, community groups, and other stakeholders to promote exercise and physical activity initiatives. By integrating these SDGs into the curriculum, the course can prepare students to advocate for healthy lifestyles and contribute to public health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120605 | Terapi Latihan | Exercise Therapy | is a course focused on the use of physical activity and structured exercise as a therapeutic intervention for various health conditions | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes through manual therapy techniques that relieve pain, enhance mobility, and promote overall well-being. SDG 4: Quality Education – Provides comprehensive training in manual therapy techniques, ensuring students gain the necessary skills and knowledge to practice effectively. SDG 10: Reduced Inequalities – Encourages the provision of accessible manual therapy services, promoting equitable health care for diverse populations. SDG 8: Decent Work and Economic Growth – Highlights the role of effective manual therapy in enhancing physical health, which can contribute to workforce productivity and economic sustainability. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare professionals, educational institutions, and community organizations to improve access to manual therapy services. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient outcomes through manual therapy and manipulation techniques. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120703 | Terapi Manual dan Manipulasi | Manual Therapy and Manipulation | is a course focused on hands-on techniques used to treat musculoskeletal conditions and improve function | SDG 3: Good Health and Well-Being – Focuses on enhancing physical health through pain relief, improved mobility, and overall well-being for patients. SDG 4: Quality Education – Provides students with the knowledge and skills necessary for effective practice in manual therapy, ensuring high-quality training. SDG 10: Reduced Inequalities – Promotes equitable access to manual therapy services, ensuring that diverse populations can receive appropriate care. SDG 8: Decent Work and Economic Growth – Supports the workforce by improving physical health, which can enhance productivity and reduce absenteeism. SDG 17: Partnerships for the Goals – Encourages collaboration with other healthcare professionals and organizations to improve treatment outcomes and access to services. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient care through manual therapy techniques. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120802 | Psikologi Kesehatan | Health Psychology | is a course that examines the psychological factors that influence health, illness, and healthcare | SDG 3: Good Health and Well-Being – Focuses on understanding the psychological factors that affect health, illness, and healthcare, promoting overall well-being. SDG 4: Quality Education – Provides comprehensive education and training for students in the principles of health psychology, preparing them for effective practice. SDG 10: Reduced Inequalities – Addresses health disparities by exploring how psychological factors influence health behaviors and access to care across different populations. SDG 8: Decent Work and Economic Growth – Highlights the importance of mental health in the workplace, supporting employee well-being and productivity. SDG 17: Partnerships for the Goals – Encourages collaboration with healthcare providers, community organizations, and policymakers to promote mental health initiatives and improve health outcomes. Integrating these SDGs into the curriculum can help prepare students to advocate for holistic approaches to health that consider both psychological and physical well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120902 | Kewirausahaan | Entrepreneurship | is a course that focuses on the principles, practices, and challenges of starting and managing a business | SDG 8: Decent Work and Economic Growth – Encourages the creation of jobs and sustainable economic growth through new business ventures and innovation. SDG 9: Industry, Innovation, and Infrastructure – Focuses on fostering innovation and building resilient infrastructure, promoting sustainable industrialization. SDG 4: Quality Education – Provides students with the knowledge and skills necessary for entrepreneurial success, promoting lifelong learning and personal development. SDG 10: Reduced Inequalities – Encourages inclusive entrepreneurship by addressing barriers faced by marginalized groups, promoting equal opportunities. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration and partnerships in entrepreneurship, fostering networks that can support sustainable business practices. By integrating these SDGs into the curriculum, the course can prepare students to develop innovative solutions that contribute to sustainable development and economic growth. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121002 | Manajemen Bencana dan Kegawatdaruratan | Disaster and Emergency Management | is a course that focuses on the principles and practices involved in preparing for, responding to, recovering from, and mitigating the impacts of disasters and emergencies | SDG 3: Good Health and Well-Being – Focuses on ensuring health and safety during emergencies and disasters, promoting effective response and recovery strategies. SDG 11: Sustainable Cities and Communities – Aims to make cities and communities resilient to disasters by developing and implementing effective risk reduction strategies. SDG 13: Climate Action – Addresses the importance of managing risks associated with climate change and natural disasters, promoting adaptation and mitigation efforts. SDG 4: Quality Education – Provides education and training in disaster preparedness and response, equipping students with the skills needed to manage emergencies effectively. SDG 16: Peace, Justice, and Strong Institutions – Emphasizes the role of strong governance and institutions in disaster risk reduction and emergency management. SDG 17: Partnerships for the Goals – Encourages collaboration between governments, NGOs, and communities to enhance disaster resilience and response efforts. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable disaster management practices and improve community resilience. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121103 | Metodologi Penelitian | Research methodology | is a course that focuses on the principles and techniques of conducting research, emphasizing the systematic process of inquiry | SDG 3: Good Health and Well-Being – Focuses on health and safety during disasters, ensuring effective emergency response and public health preparedness. SDG 11: Sustainable Cities and Communities – Aims to make communities resilient to disasters through planning and risk reduction strategies. SDG 13: Climate Action – Addresses disaster risks related to climate change, promoting adaptive measures and mitigation strategies. SDG 4: Quality Education – Provides education and training in disaster preparedness, equipping students with essential skills for effective emergency management. SDG 16: Peace, Justice, and Strong Institutions – Emphasizes the importance of governance and institutions in managing disasters and ensuring effective responses. SDG 17: Partnerships for the Goals – Encourages collaboration among governments, NGOs, and communities to enhance disaster resilience and recovery efforts. Integrating these SDGs into the curriculum can prepare students to contribute to sustainable disaster management practices and strengthen community resilience. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112002 | Komunikasi Profesional | Professional Communication | is a course that focuses on the skills and strategies needed for effective communication in professional settings | SDG 4: Quality Education – Provides essential skills in effective communication, fostering learning and development in various professional contexts. SDG 8: Decent Work and Economic Growth – Enhances employability and career prospects by equipping students with strong communication skills necessary for the workplace. SDG 10: Reduced Inequalities – Promotes inclusive communication practices that help bridge gaps among diverse populations, ensuring everyone has a voice. SDG 16: Peace, Justice, and Strong Institutions – Encourages transparent and effective communication in governance and organizations, supporting accountability and participation. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration and communication in building partnerships among various stakeholders to achieve shared goals. By integrating these SDGs into the curriculum, the course can prepare students to engage effectively in professional environments and contribute to sustainable development initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112104 | Fisiologi | Physiology | is a course that explores the functions and mechanisms of the human body at various levels, from cellular processes to organ systems | SDG 3: Good Health and Well-Being – Focuses on understanding bodily functions and processes, which is essential for promoting health, preventing disease, and improving overall well-being. SDG 4: Quality Education – Provides foundational knowledge necessary for various health-related fields, ensuring students receive high-quality education in biological sciences. SDG 10: Reduced Inequalities – Addresses health disparities by understanding physiological differences among populations, which can inform equitable health interventions. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in healthcare and related fields, supporting economic growth through well-trained professionals. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and research organizations to advance physiological research and its applications. Integrating these SDGs into the curriculum can help students understand the broader impact of physiology on health and society, preparing them to contribute to sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112202 | Biologi Molekular | Molecular Biology | is a course that focuses on the molecular mechanisms underlying biological processes, particularly at the level of genes, proteins, and cellular interactions | SDG 3: Good Health and Well-Being – Focuses on understanding the molecular basis of health and disease, which is crucial for developing new treatments and therapies. SDG 4: Quality Education – Provides foundational knowledge in molecular biology, ensuring students gain essential skills for careers in healthcare, research, and biotechnology. SDG 10: Reduced Inequalities – Supports research into genetic and molecular factors that contribute to health disparities, promoting equitable healthcare solutions. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in biotechnology and pharmaceuticals, contributing to sustainable industrial practices and technological advancements. SDG 17: Partnerships for the Goals – Promotes collaboration among academic institutions, research organizations, and industries to advance scientific knowledge and applications in molecular biology. By integrating these SDGs into the curriculum, the course can prepare students to contribute to advancements in health, research, and biotechnology, supporting sustainable development. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120104 | Proses Fisioterapi | Physiotherapy Process | is a course that outlines the systematic approach physiotherapists use to assess, diagnose, and treat patients | SDG 3: Good Health and Well-Being – Focuses on improving patient outcomes through effective physiotherapy interventions, promoting rehabilitation and overall health. SDG 4: Quality Education – Provides students with comprehensive training in physiotherapy processes, ensuring they acquire the necessary knowledge and skills for effective practice. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services, promoting inclusive care for diverse populations. SDG 8: Decent Work and Economic Growth – Highlights the role of physiotherapy in enabling individuals to return to work and contribute to economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between physiotherapy professionals, healthcare providers, and community organizations to enhance service delivery and patient care. By integrating these SDGs into the curriculum, the course can prepare students to make meaningful contributions to health and rehabilitation, supporting sustainable development initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120202 | Dasar Pemeriksaan Laboratorium | Basics of Laboratory Examination | is a course that provides foundational knowledge and skills related to clinical laboratory testing and its role in healthcare | SDG 3: Good Health and Well-Being – Focuses on the role of laboratory examinations in diagnosing and monitoring health conditions, ultimately improving patient care and health outcomes. SDG 4: Quality Education – Provides foundational knowledge and skills in laboratory practices, ensuring students receive high-quality education relevant to health sciences. SDG 10: Reduced Inequalities – Supports equitable access to laboratory services, which can help address health disparities by improving diagnostic capabilities in underserved communities. SDG 9: Industry, Innovation, and Infrastructure – Encourages the development of innovative laboratory techniques and practices that enhance the efficiency and effectiveness of health services. SDG 17: Partnerships for the Goals – Promotes collaboration between educational institutions, healthcare providers, and research organizations to improve laboratory practices and outcomes. Integrating these SDGs into the curriculum can prepare students to contribute to advancements in laboratory science and public health, supporting sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120302 | Dasar Pemeriksaan Radiologi | Basics of Radiological Examination | is a course that introduces students to the principles and practices of radiology, focusing on the use of imaging technologies for diagnosing and monitoring medical conditions | SDG 3: Good Health and Well-Being – Focuses on the importance of radiological examinations in diagnosing and monitoring health conditions, contributing to improved patient care and health outcomes. SDG 4: Quality Education – Provides essential knowledge and skills in radiological techniques, ensuring students receive quality education relevant to medical imaging. SDG 10: Reduced Inequalities – Supports equitable access to radiological services, which can help address health disparities by improving diagnostic capabilities in underserved populations. SDG 9: Industry, Innovation, and Infrastructure – Encourages advancements in radiological technology and practices, contributing to innovative solutions in healthcare delivery. SDG 17: Partnerships for the Goals – Promotes collaboration among educational institutions, healthcare providers, and research organizations to enhance the effectiveness and accessibility of radiological services. Integrating these SDGs into the curriculum can prepare students to contribute to advancements in medical imaging and public health, supporting sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120404 | Elektroterapi dan Sumber Fisis | Electrotherapy and Physical Sources | is a course that focuses on the principles and applications of various electrotherapy modalities and physical agents used in physiotherapy for rehabilitation and pain management | SDG 3: Good Health and Well-Being – Focuses on using electrotherapy and physical modalities to improve patient outcomes, manage pain, and enhance rehabilitation. SDG 4: Quality Education – Provides essential training in the principles and applications of electrotherapy, ensuring students acquire the necessary skills for effective practice. SDG 10: Reduced Inequalities – Promotes access to effective therapeutic modalities for diverse populations, helping to reduce health disparities in treatment options. SDG 8: Decent Work and Economic Growth – Emphasizes the role of physiotherapy and electrotherapy in enabling individuals to return to work and enhance their quality of life. SDG 17: Partnerships for the Goals – Encourages collaboration between healthcare professionals, educational institutions, and technology providers to improve the delivery and effectiveness of therapeutic interventions. Integrating these SDGs into the curriculum can prepare students to utilize electrotherapy and physical sources effectively, contributing to sustainable health practices and improved patient care. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111102 | Fisika Kesehatan | Health Physics | is a course that focuses on the application of physics principles to the protection of humans and the environment from the potential hazards of ionizing radiation | SDG 3: Good Health and Well-Being – Focuses on ensuring safety in the use of radiation in medical and therapeutic applications, promoting public health and safety. SDG 4: Quality Education – Provides students with comprehensive knowledge and skills related to radiation safety, enhancing education in health physics and related fields. SDG 10: Reduced Inequalities – Promotes equitable access to safe healthcare technologies and practices, ensuring all populations benefit from radiation-related medical procedures. SDG 9: Industry, Innovation, and Infrastructure – Encourages advancements in radiation technology and safety practices, contributing to innovative solutions in healthcare and industry. SDG 17: Partnerships for the Goals – Promotes collaboration among educational institutions, healthcare providers, and regulatory bodies to enhance safety standards and practices in health physics. By integrating these SDGs into the curriculum, the course can prepare students to contribute to safe and effective practices in radiation use, supporting public health and safety initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111202 | Anatomi | Anatomy | is a foundational course that explores the structure and organization of the human body | SDG 3: Good Health and Well-Being – Provides foundational knowledge about the human body, which is essential for understanding health, disease, and effective medical treatments. SDG 4: Quality Education – Offers comprehensive education in the structure and function of the body, ensuring students acquire the necessary skills for healthcare professions. SDG 10: Reduced Inequalities – Supports the understanding of anatomical variations among diverse populations, which can inform equitable healthcare practices. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in healthcare and related fields, enhancing job opportunities and economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions and healthcare organizations to improve anatomical education and research. By integrating these SDGs into the curriculum, the course can prepare students to apply anatomical knowledge in ways that promote health, equity, and sustainable development. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111302 | Anatomi Terapan Fisioterapi | Applied Anatomy Physiotherapy | is a course that focuses on the practical application of anatomical knowledge to clinical practice in physiotherapy | SDG 3: Good Health and Well-Being – Focuses on understanding anatomical structures and functions to improve health outcomes and rehabilitation strategies for patients. SDG 4: Quality Education – Provides essential education and training in applied anatomy, ensuring students are well-prepared for careers in physiotherapy and related fields. SDG 10: Reduced Inequalities – Promotes inclusive practices in physiotherapy by considering anatomical differences across diverse populations, helping to reduce health disparities. SDG 8: Decent Work and Economic Growth – Contributes to the development of a skilled workforce in healthcare, supporting economic growth through effective rehabilitation services. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance applied anatomy education and patient care. By integrating these SDGs into the curriculum, the course can prepare students to use their knowledge of applied anatomy to promote health, equity, and sustainable practices in physiotherapy. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111402 | Logika dan Filsafat Ilmu | Logic and Philosophy of Science | is a course that explores the principles of logical reasoning and the foundational concepts underlying scientific inquiry | SDG 4: Quality Education – Promotes critical thinking, reasoning, and analytical skills essential for understanding scientific concepts and methodologies. SDG 3: Good Health and Well-Being – Encourages a better understanding of the philosophy behind scientific research, including health sciences, which can lead to more informed health decisions and policies. SDG 10: Reduced Inequalities – Fosters an understanding of the ethical implications of scientific research and technology, promoting equitable access to scientific knowledge and innovations. SDG 9: Industry, Innovation, and Infrastructure – Supports the development of a strong foundation in logical reasoning and scientific inquiry, which is crucial for innovation and technological advancements. SDG 17: Partnerships for the Goals – Encourages interdisciplinary collaboration between philosophy and science, fostering partnerships that enhance research quality and public understanding of science. By integrating these SDGs into the curriculum, the course can help students develop a well-rounded understanding of science and its implications, contributing to informed decision-making and sustainable practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111502 | Teknologi Informasi | Information Technology | is a course that introduces students to the principles and practices of managing and using technology to support organizational needs and enhance productivity | SDG 4: Quality Education – Enhances access to educational resources and tools, promoting digital literacy and skills necessary for the modern workforce. SDG 8: Decent Work and Economic Growth – Supports job creation and economic growth through the development of IT skills, fostering innovation and entrepreneurship. SDG 9: Industry, Innovation, and Infrastructure – Promotes the development of resilient infrastructure and innovative technologies that drive progress in various sectors. SDG 10: Reduced Inequalities – Encourages equitable access to technology, helping to bridge the digital divide and promote inclusivity in education and employment. SDG 17: Partnerships for the Goals – Fosters collaboration between educational institutions, industries, and communities to leverage technology for sustainable development. SDG 3: Good Health and Well-Being – Supports the use of IT in healthcare settings, enhancing patient care through health informatics and telemedicine solutions. By integrating these SDGs into the curriculum, the course can prepare students to utilize technology effectively in ways that promote sustainability, equity, and innovation. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111804 | Patologi Terapan Fisioterapi | Physiotherapy Applied Pathology | is a course that focuses on understanding various pathological conditions and their implications for physiotherapy practice | SDG 3: Good Health and Well-Being – Focuses on understanding the impact of various pathologies on health and recovery, informing effective physiotherapy interventions. SDG 4: Quality Education – Provides comprehensive education on applied pathology, ensuring students acquire essential knowledge for their future practice in physiotherapy. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services for patients with various health conditions, promoting inclusive care. SDG 8: Decent Work and Economic Growth – Enhances the workforce’s capability in healthcare, contributing to better job prospects and economic productivity in the physiotherapy sector. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare providers, educational institutions, and research organizations to improve patient care and outcomes. By integrating these SDGs into the curriculum, the course can prepare students to effectively address health challenges and contribute to sustainable health practices in their communities. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111904 | Biomekanik dan Kinesiologi | Biomechanics and Kinesiology | is a course that explores the mechanical principles of movement and the study of human motion | SDG 3: Good Health and Well-Being – Focuses on understanding human movement and its impact on health, promoting physical activity and rehabilitation strategies. SDG 4: Quality Education – Provides essential knowledge and skills in biomechanics and kinesiology, ensuring students are well-prepared for careers in health and fitness. SDG 10: Reduced Inequalities – Promotes inclusive practices in physical activity and rehabilitation, helping to address disparities in access to movement-based therapies. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in health, fitness, and rehabilitation sectors, supporting economic growth through enhanced productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and community organizations to promote healthy movement and physical activity. By integrating these SDGs into the curriculum, the course can prepare students to apply biomechanical and kinesiological principles to improve health outcomes and foster sustainable practices in physical activity and rehabilitation. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110102 | Filsafat Eksistensi Manusia | Philosophy of Human Existence | explores fundamental questions about what it means to be human. It examines themes such as consciousness, identity, free will, morality, and the nature of reality. | 1. SDG 4: Quality Education: This course promotes critical thinking and philosophical inquiry, encouraging students to explore fundamental questions about existence, ethics, and human rights, thus enriching their educational experience. 2. SDG 10: Reduced Inequalities: By examining concepts of identity, agency, and social justice, the course can inform discussions on addressing inequalities and promoting human dignity. 3. SDG 16: Peace, Justice, and Strong Institutions: Understanding the philosophical underpinnings of human existence can contribute to a deeper appreciation of justice, ethics, and the role of institutions in fostering a just society. 4. SDG 5: Gender Equality: The philosophy of human existence often explores issues of identity and agency, allowing for critical discussions on gender equality and women’s rights. 5. SDG 3: Good Health and Well-being: Philosophical reflections on the nature of existence can contribute to holistic approaches to well-being, mental health, and human flourishing. By aligning with these goals, the course prepares students to engage thoughtfully with profound questions about existence, ethics, and the human condition, fostering a more just and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121803 | Psikologi Konseling | Counseling Psychology | The course on Counseling Psychology focuses on the principles and practices of providing psychological support to individuals facing emotional, mental, and relational challenges. | 1. SDG 3: Good Health and Well-being: Counseling psychology directly contributes to mental health and well-being by providing support, therapy, and resources for individuals facing psychological challenges. 2. SDG 4: Quality Education: This course enhances knowledge and skills in providing educational and therapeutic support, equipping future counselors to foster resilience and personal development in diverse populations. 3. SDG 10: Reduced Inequalities: Counseling psychology addresses mental health disparities and promotes equitable access to psychological services, particularly for marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Understanding the psychological aspects of conflict and resolution can enhance community well-being and support efforts toward peacebuilding and social justice. 5. SDG 5: Gender Equality: Counseling psychology can explore gender-specific issues and promote mental health resources that empower women and other gender minorities. By aligning with these goals, the course prepares students to make meaningful contributions to mental health care and social well-being, fostering healthier communities and individuals. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130203 | Dasar Perubahan Perilaku dan Metode Intervensi Psikologi | Basic Behaviour Change and Psychological Intervention Methods | delves into the theories and practices related to modifying behavior and implementing psychological interventions. | 1. SDG 3: Good Health and Well-being: Understanding behavior change is crucial for promoting healthy lifestyles and addressing public health issues, such as substance abuse, mental health, and chronic diseases. 2. SDG 4: Quality Education: The course can provide educators and counselors with techniques to foster positive behavioral changes in students, enhancing educational outcomes and personal development. 3. SDG 10: Reduced Inequalities: Psychological interventions can be tailored to address the specific needs of marginalized communities, helping to reduce disparities in mental health and well-being. 4. SDG 16: Peace, Justice, and Strong Institutions: Behavior change methods can be applied to conflict resolution and peacebuilding efforts, promoting social cohesion and community resilience. 5. SDG 5: Gender Equality: Interventions can focus on addressing gender-based issues and promoting empowerment among women and marginalized genders, contributing to equality and justice. By linking these goals, the course equips students with the knowledge and skills to implement effective behavior change strategies that enhance individual and community well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134802 | Tes Kepribadian Proyektif | Projective Personality Test | A projective personality test is a psychological assessment tool designed to uncover an individual’s underlying thoughts, feelings, and personality traits by presenting them with ambiguous stimuli. | 1. SDG 3: Good Health and Well-being: Projective tests can be used in mental health assessments to understand individuals’ psychological states, aiding in the diagnosis and treatment of mental health issues. 2. SDG 4: Quality Education: This course enhances the training of mental health professionals and educators in using projective tests to better understand student and client behaviors, leading to improved educational and therapeutic interventions. 3. SDG 10: Reduced Inequalities: Understanding personality through projective tests can help identify specific needs of marginalized groups, allowing for more tailored and equitable mental health support. 4. SDG 16: Peace, Justice, and Strong Institutions: By using projective tests in legal and institutional contexts, professionals can assess individuals’ motivations and behaviors, contributing to fairer practices in justice and rehabilitation. 5. SDG 5: Gender Equality: Projective testing can provide insights into gender-specific issues, helping to address biases and promote equality in therapeutic settings. By linking these goals, the course prepares students to apply projective tests effectively, contributing to a deeper understanding of human behavior and enhancing mental health interventions. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134902 | Tes Kepribadian non proyektif | Non-projective Personality Test | Non-projective personality tests are structured assessments designed to measure specific personality traits, behaviors, and attitudes through standardized questions and responses. Unlike projective tests, these instruments provide clear, direct questions that yield quantifiable results. | 1. SDG 3: Good Health and Well-being: Non-projective personality tests, such as standardized assessments, help in diagnosing mental health issues and developing effective treatment plans, contributing to overall well-being. 2. SDG 4: Quality Education: Educators and mental health professionals can use these tests to understand students’ or clients’ personalities, enhancing tailored educational strategies and interventions. 3. SDG 10: Reduced Inequalities: By providing objective measures of personality traits, these tests can help identify the needs of diverse populations, promoting equitable access to mental health resources and support. 4.SDG 16: Peace, Justice, and Strong Institutions: In legal and organizational contexts, non-projective tests can aid in understanding behaviors and motivations, contributing to fairer practices in justice and workplace dynamics. 5. SDG 5: Gender Equality: Non-projective tests can be designed to assess personality traits across genders, helping to identify and address specific challenges faced by different gender groups. By aligning with these goals, the course equips students with the skills to apply non-projective personality tests effectively, enhancing understanding of individual differences and improving mental health and educational outcomes. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02135002 | Tes Minat dan Hasil Belajar | Interest Test and Learning Results | Interest tests are assessments designed to evaluate an individual’s preferences, inclinations, and interests in various activities, subjects, or career fields. These tests help identify areas where a person is most likely to find satisfaction and success, guiding educational and career decisions. | 1. SDG 4: Quality Education: Interest tests help identify students’ strengths and preferences, enabling educators to tailor instruction and support, ultimately enhancing learning outcomes and engagement. 2. SDG 3: Good Health and Well-being: Understanding students’ interests can foster a more positive educational environment, reducing stress and improving mental health by aligning learning with individual passions. 3. SDG 10: Reduced Inequalities: Interest tests can help identify and support diverse learning needs, ensuring that all students, including marginalized groups, have access to resources that align with their interests. 4. SDG 8: Decent Work and Economic Growth: By aligning education with students’ interests and career aspirations, this course can help prepare them for the workforce, contributing to economic growth and decent employment opportunities. 5. SDG 17: Partnerships for the Goals: The use of interest tests encourages collaboration among educators, counselors, and parents to support students’ learning journeys and career planning. By linking these goals, the course equips students with the tools to assess interests effectively, enhancing educational experiences and promoting positive learning outcomes. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02140206 | Skripsi | Thesis | is a formal academic document that presents an original argument or research on a specific topic, typically as part of a graduate or postgraduate degree program. | 1. SDG 4: Quality Education: Engaging in thesis work promotes critical thinking, research skills, and academic rigor, contributing to the overall quality of education. 2. SDG 16: Peace, Justice, and Strong Institutions: Theses that focus on governance, justice, and institutional effectiveness can contribute to a deeper understanding of social issues and promote stronger institutions. 3. SDG 10: Reduced Inequalities: Research topics that address social, economic, or political inequalities can help identify solutions and promote equity, contributing to a more just society. 4. SDG 8: Decent Work and Economic Growth: Theses exploring economic policies or workforce development can provide insights that drive economic growth and improve job prospects. 5. SDG 17: Partnerships for the Goals: Collaborative thesis projects can foster partnerships between universities, communities, and organizations, enhancing the impact of research on real-world issues. By aligning with these goals, the thesis course empowers students to contribute valuable knowledge and solutions to pressing global challenges through their research. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02130602 | Empati Sosial | Social Empathy | refers to the ability to understand, share, and resonate with the feelings, thoughts, and experiences of others, particularly in a social context. | 1. SDG 16: Peace, Justice, and Strong Institutions: Social empathy fosters understanding and compassion among individuals and communities, which is essential for conflict resolution, social cohesion, and building just institutions. 2. SDG 10: Reduced Inequalities: By promoting empathy towards marginalized groups, the course encourages actions and policies that address social inequalities and promote equity. 3. SDG 4: Quality Education: Teaching social empathy can enhance educational environments by promoting inclusivity, understanding, and respect among diverse student populations. 4. SDG 5: Gender Equality: Empathy is crucial in addressing gender-specific issues and fostering supportive environments that empower women and gender minorities. 5. SDG 3: Good Health and Well-being: Social empathy can improve mental health outcomes by creating supportive communities that encourage open dialogue and emotional support. By aligning with these goals, the course prepares students to develop a deeper understanding of others, promoting a more compassionate and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02131801 | Pengembangan Talenta | Talent Development | refers to the systematic process of enhancing the skills, knowledge, and abilities of individuals to help them reach their full potential, particularly in a professional or educational context. This process can involve various strategies and initiatives aimed at fostering personal and career growth. | 1. SDG 4: Quality Education: This course emphasizes the importance of identifying and nurturing individual talents, contributing to personalized education and lifelong learning opportunities. 2. SDG 8: Decent Work and Economic Growth: By fostering talent development, the course prepares individuals for the workforce, enhancing skills that contribute to economic growth and the creation of decent job opportunities. 3. SDG 10: Reduced Inequalities: Effective talent development programs can address disparities by providing resources and opportunities for marginalized groups, promoting equity in access to education and employment. 4. SDG 5: Gender Equality: Talent development initiatives can specifically focus on empowering women and girls, ensuring they have equal access to opportunities that foster their skills and leadership. 5. SDG 17: Partnerships for the Goals: Talent development often involves collaboration among educational institutions, businesses, and communities to create pathways for skill development and career advancement. By linking to these goals, the course equips students with the tools to recognize, cultivate, and apply their talents, contributing to individual success and broader societal development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02131902 | Pengembangan Talenta | Talent Development | is a strategic process focused on enhancing the skills, competencies, and overall potential of individuals within an organization or educational setting. It involves identifying and nurturing talent to meet both personal and organizational goals. | 1. SDG 4: Quality Education: Talent development focuses on enhancing individual skills and abilities, promoting personalized education that meets diverse learning needs and fosters lifelong learning. 2. SDG 8: Decent Work and Economic Growth: By nurturing talent, this course prepares individuals for the workforce, enhancing employability and contributing to economic growth through skilled labor. 3. SDG 10: Reduced Inequalities: Effective talent development programs can help reduce disparities by providing equitable access to training and opportunities for underrepresented groups. 4. SDG 5: Gender Equality: The course can emphasize empowering women and girls in talent development, ensuring they have equal opportunities to pursue and excel in various fields. 5. SDG 17: Partnerships for the Goals: Talent development often requires collaboration between educational institutions, businesses, and community organizations to create effective pathways for skill acquisition and professional growth. By aligning with these goals, the course equips students to recognize and develop their talents, contributing to personal success and societal advancement. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134102 | Rasch Model | Rasch Model | is a probabilistic model used in psychometrics for analyzing data from assessments and surveys, particularly those measuring latent traits like ability or attitude. | 1. SDG 4: Quality Education: The Rasch Model is often used in educational assessment to evaluate student learning and the effectiveness of educational tools, promoting data-driven decisions to enhance educational quality. 2. SDG 10: Reduced Inequalities: By providing a robust method for measuring abilities and competencies, the Rasch Model helps identify disparities in education and assess the impact of interventions aimed at promoting equity. 3. SDG 3: Good Health and Well-being: The model can be applied in health assessments, helping to evaluate patient outcomes and the effectiveness of health interventions, which is crucial for improving overall health services. 4. SDG 16: Peace, Justice, and Strong Institutions: The Rasch Model supports the development of fair and transparent assessment tools that can be used in various sectors, including legal and social services, ensuring that evaluations are equitable and just. 5. SDG 5: Gender Equality: The model can be employed to analyze gender differences in various assessments, helping to inform policies and practices that promote gender equity in education and professional settings. By linking to these goals, the Rasch Model provides valuable insights for improving assessments across various fields, ultimately contributing to better outcomes and equity in education and health. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134202 | Structural Equation Model (SEM) | Structural Equation Model (SEM) | is a comprehensive statistical technique used to analyze complex relationships among observed and latent variables. | 1. SDG 4: Quality Education: SEM is widely used in educational research to assess relationships between various factors affecting student learning, helping to improve educational strategies and interventions. 2. SDG 3: Good Health and Well-being: In health research, SEM can model complex relationships among variables influencing health outcomes, aiding in the development of effective health policies and programs. 3. SDG 10: Reduced Inequalities: SEM can help identify factors that contribute to disparities in education and health, providing insights that can inform targeted interventions to promote equity. 4. SDG 5: Gender Equality: The model can be used to analyze the impact of gender-related factors on various outcomes, helping to develop policies that address gender disparities in education and employment. 5. SDG 17: Partnerships for the Goals: SEM often requires collaboration among researchers, policymakers, and practitioners to develop comprehensive models that address complex social issues, promoting interdisciplinary partnerships. By linking to these goals, SEM serves as a powerful tool for understanding and addressing the intricate relationships among variables in various fields, ultimately contributing to more effective solutions for sustainable development challenges. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134302 | Leadership & Team Development | Leadership & Team Development | focuses on enhancing the effectiveness of leaders and their teams within an organization. This area encompasses strategies and practices designed to improve individual leadership skills, foster collaboration, and create high-performing teams. | 1. SDG 4: Quality Education: Effective leadership training enhances educational environments by promoting collaborative learning and fostering a culture of continuous improvement. 2. SDG 8: Decent Work and Economic Growth: Developing leadership skills contributes to creating effective teams and organizations, which can drive innovation, productivity, and economic growth. 3. SDG 5: Gender Equality: This course can emphasize inclusive leadership practices, promoting gender equity in leadership roles and ensuring diverse voices are heard in decision-making processes. 4. SDG 10: Reduced Inequalities: Leadership development programs can focus on empowering marginalized groups, providing them with the skills and confidence needed to contribute meaningfully to their communities and organizations. 5. SDG 16: Peace, Justice, and Strong Institutions: Strong leadership is essential for building effective institutions that promote justice and peace. This course can prepare leaders to navigate complex social issues and foster collaboration. By linking to these goals, the course equips students with the skills to lead effectively, promote teamwork, and contribute to sustainable development in various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134402 | Business Model Canvas | Business Model Canvas | is a strategic management tool that provides a visual framework for developing, describing, and analyzing a business model. | 1. SDG 8: Decent Work and Economic Growth: The Business Model Canvas helps entrepreneurs and businesses create sustainable and innovative business models, contributing to job creation and economic development. 2. SDG 9: Industry, Innovation, and Infrastructure: This framework encourages innovation by helping businesses identify value propositions and customer segments, fostering the development of new products and services. 3. SDG 4: Quality Education: Teaching the Business Model Canvas equips students with essential entrepreneurial skills, promoting business literacy and preparing them for careers in various industries. 4. SDG 10: Reduced Inequalities: The framework can be applied to develop inclusive business models that target underserved markets, helping to reduce economic disparities. 5. SDG 17: Partnerships for the Goals: The Business Model Canvas emphasizes collaboration and partnerships, encouraging businesses to engage with stakeholders to achieve sustainable outcomes. By aligning with these goals, the course equips students with the tools to create effective and sustainable business strategies that contribute to economic and social development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134502 | Financial Management | Financial Management | is the strategic planning, organizing, directing, and controlling of financial activities within an organization. It encompasses a wide range of activities related to the acquisition and utilization of funds to achieve the organization’s goals and objectives. | 1. SDG 8: Decent Work and Economic Growth: Effective financial management is crucial for business sustainability and growth, leading to job creation and economic development. 2. SDG 4: Quality Education: Understanding financial management principles enhances financial literacy, equipping students with essential skills for personal and professional financial decision-making. 3. SDG 10: Reduced Inequalities: Financial management practices can help organizations develop strategies that promote inclusive growth and equitable access to financial resources for marginalized communities. 4. SDG 9: Industry, Innovation, and Infrastructure: Sound financial management is essential for funding innovation and infrastructure projects, driving technological advancement and improving economic resilience. 5. SDG 17: Partnerships for the Goals: Financial management encourages collaboration between businesses, governments, and NGOs to allocate resources effectively and pursue sustainable development initiatives. By linking to these goals, the course equips students with the skills and knowledge to manage financial resources effectively, contributing to broader economic and social objectives. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134602 | Sociopreneur | Sociopreneur | is an individual who establishes and manages a business with the primary goal of addressing social, cultural, or environmental issues while achieving financial sustainability. | 1. SDG 1: No Poverty: Sociopreneurs focus on creating sustainable solutions to alleviate poverty through innovative business models that empower disadvantaged communities. 2. SDG 4: Quality Education: Many sociopreneurs aim to improve access to quality education and training, promoting lifelong learning opportunities for all. 3. SDG 8: Decent Work and Economic Growth: Sociopreneurs create jobs and promote economic growth by developing enterprises that address social issues while being financially sustainable. 4. SDG 10: Reduced Inequalities: Sociopreneurship often targets marginalized populations, aiming to reduce social and economic inequalities through inclusive business practices. 5. SDG 17: Partnerships for the Goals: Sociopreneurs frequently collaborate with NGOs, governments, and communities to achieve their social missions, fostering partnerships that enhance their impact. By linking to these goals, the course empowers students to develop innovative business strategies that drive social change and contribute to sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134702 | Interview dalam Berbagai Setting | Interviews in Various Settings | refer to the diverse contexts and formats in which interviews are conducted, each tailored to specific purposes and audiences. These settings can significantly influence the dynamics of the interview process and the types of information gathered. | 1. SDG 4: Quality Education: Understanding interviewing techniques is essential for educational research and assessments, enhancing the quality of data collection in academic settings. 2. SDG 3: Good Health and Well-being: In healthcare, effective interviewing is crucial for understanding patient needs and improving communication, ultimately leading to better health outcomes. 3. SDG 10: Reduced Inequalities: Training in interviews can help practitioners engage with marginalized communities, ensuring that diverse perspectives are heard and considered in decision-making processes. 4. SDG 16: Peace, Justice, and Strong Institutions: Interviews are vital in legal and institutional contexts, facilitating the gathering of information that supports justice and accountability. 5. SDG 5: Gender Equality: This course can emphasize the importance of interviewing in understanding gender-specific issues, promoting policies that address inequalities and support women’s rights. By aligning with these goals, the course equips students with essential skills to conduct effective interviews, enhancing understanding and addressing complex social issues across various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133402 | Telekonseling | Telecounseling | refers to the provision of counseling services through digital communication technologies, such as video calls, phone calls, or messaging platforms. | 1. SDG 3: Good Health and Well-being: Telecounseling expands access to mental health services, providing support to individuals who may face barriers to in-person counseling, thereby improving overall well-being. 2. SDG 4: Quality Education: This course can train educators and counselors to effectively use telecommunication tools for providing guidance and support to students, enhancing educational experiences. 3. SDG 10: Reduced Inequalities: Telecounseling can reach marginalized populations in remote or underserved areas, ensuring equitable access to mental health resources and support. 4. SDG 5: Gender Equality: Telecounseling offers a safe space for individuals to discuss gender-specific issues, helping to empower women and promote gender equity in mental health care. 5. SDG 17: Partnerships for the Goals: Successful telecounseling often involves collaboration between mental health professionals, technology providers, and community organizations, fostering partnerships that enhance service delivery. By linking to these goals, the course prepares students to effectively use telecounseling methods, contributing to improved mental health access and support across diverse populations. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133502 | Psychology of Disaster | Psychology of Disaster | focuses on understanding the psychological impacts of disasters—both natural and man-made—on individuals, communities, and societies. This field examines how people react, cope, and recover from traumatic events and the psychological processes involved in disaster preparedness and response. | 1. SDG 3: Good Health and Well-being: Understanding the psychological impact of disasters is crucial for developing effective mental health support systems and interventions for affected individuals and communities. 2. SDG 11: Sustainable Cities and Communities: This course addresses how to prepare for, respond to, and recover from disasters, promoting resilience and sustainability in urban planning and community development. 3. SDG 10: Reduced Inequalities: By examining the differential impact of disasters on various populations, the course can help inform strategies to support vulnerable and marginalized communities during crises. 4. SDG 16: Peace, Justice, and Strong Institutions: The psychological aspects of disaster response can enhance governance and institutional effectiveness in crisis management and recovery efforts. 5. SDG 4: Quality Education: Educating future professionals about the psychological dimensions of disaster can improve training for first responders, educators, and mental health professionals, ultimately enhancing community resilience. By aligning with these goals, the course equips students with the knowledge and skills to understand and address the psychological impacts of disasters, contributing to healthier and more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133602 | Asesmen Komunitas | Community Assessment | is a systematic process used to evaluate the strengths, needs, resources, and challenges within a community. This approach helps identify priorities for action and informs the development of programs, policies, or interventions aimed at improving community well-being. | 1. SDG 3: Good Health and Well-being: Community assessments help identify health needs and resources, guiding the development of health programs that promote overall well-being. 2. SDG 4: Quality Education: Assessing community educational needs can inform the development of programs and initiatives that enhance educational access and quality. 3. SDG 10: Reduced Inequalities: By evaluating the needs of marginalized populations, community assessments can highlight disparities and inform targeted interventions to promote equity. 4. SDG 11: Sustainable Cities and Communities: Understanding community strengths and weaknesses supports sustainable development efforts, enhancing resilience and livability in urban areas. 5. SDG 17: Partnerships for the Goals: Community assessments often involve collaboration among various stakeholders, including local organizations, government agencies, and community members, fostering partnerships that enhance development efforts. By linking to these goals, the course equips students with the skills to conduct thorough community assessments, ultimately contributing to informed decision-making and improved outcomes for communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133702 | Desain Intervensi Komunitas | Community Intervention Design | involves the process of planning and developing programs or initiatives aimed at addressing specific issues or needs within a community. This systematic approach ensures that interventions are effective, culturally relevant, and sustainable. | 1. SDG 3: Good Health and Well-being: Designing effective community interventions can improve health outcomes by addressing specific health issues and promoting preventive measures within the community. 2. SDG 4: Quality Education: Interventions can focus on enhancing educational opportunities and resources, ensuring that community members have access to quality education and lifelong learning. 3. SDG 10: Reduced Inequalities: By addressing the unique needs of marginalized and underserved populations, community interventions can promote equity and inclusion, reducing disparities. 4. SDG 11: Sustainable Cities and Communities: Effective community intervention design contributes to building resilient and sustainable communities, enhancing quality of life and environmental sustainability. 5. SDG 17: Partnerships for the Goals: Successful community interventions often involve collaboration among various stakeholders, including local organizations, government agencies, and community members, fostering partnerships that enhance the effectiveness of initiatives. By aligning with these goals, the course prepares students to design and implement community interventions that address specific needs, ultimately contributing to social and economic development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133802 | Evaluasi Program | Program Evaluation | is a systematic process used to assess the design, implementation, and outcomes of a program or intervention. The primary aim is to determine the program’s effectiveness, efficiency, and overall impact, providing valuable insights for decision-making and improvement. | 1. SDG 4: Quality Education: Evaluating educational programs ensures that they meet learning objectives and improve teaching strategies, ultimately enhancing educational quality. 2. SDG 3: Good Health and Well-being: Program evaluation is crucial in health initiatives to assess their effectiveness and impact on community health outcomes, guiding improvements and resource allocation. 3. SDG 10: Reduced Inequalities: Evaluating programs aimed at marginalized communities helps identify gaps and successes, ensuring that interventions promote equity and address disparities. 4. SDG 11: Sustainable Cities and Communities: Program evaluation contributes to the sustainability of community development projects by assessing their impact and effectiveness in fostering resilient communities. 5. SDG 17: Partnerships for the Goals: Program evaluation often involves collaboration among stakeholders, including community members, organizations, and government entities, strengthening partnerships for effective implementation. By linking to these goals, the course equips students with the skills to conduct thorough evaluations, ensuring that programs are effective, efficient, and responsive to community needs. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133902 | Management Big Data (Big Data Research) | Big Data Management (Big Data Research) | refers to the processes, tools, and techniques used to handle large volumes of data that cannot be processed efficiently by traditional data management systems. | 1. SDG 4: Quality Education: Big data analytics can enhance educational research by identifying trends and improving teaching methodologies, ultimately contributing to better learning outcomes. 2. SDG 3: Good Health and Well-being: In healthcare, big data management enables the analysis of large datasets to improve patient care, track health trends, and enhance public health responses. 3. SDG 9: Industry, Innovation, and Infrastructure: Effective management of big data fosters innovation by providing insights that drive technological advancements and improve industry practices. 4. SDG 10: Reduced Inequalities: Analyzing data can reveal disparities in access to resources and services, guiding targeted interventions to promote equity in various sectors. 5. SDG 17: Partnerships for the Goals: Big data initiatives often require collaboration between governments, private sectors, and academic institutions, fostering partnerships that leverage data for sustainable development. By aligning with these goals, the course equips students with the skills to manage and analyze big data effectively, ultimately contributing to informed decision-making and solutions for complex global challenges. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134002 | Scientific Writing and Publication | Scientific Writing and Publication | is the process of composing, formatting, and submitting research findings for dissemination in academic journals and other scholarly outlets. | 1. SDG 4: Quality Education: This course enhances research and writing skills, promoting a culture of academic excellence and effective communication in educational settings. 2. SDG 3: Good Health and Well-being: By encouraging the dissemination of health-related research, it contributes to evidence-based practices that improve health outcomes and public health knowledge. 3. SDG 9: Industry, Innovation, and Infrastructure: Scientific writing fosters innovation by sharing new ideas and findings, facilitating collaboration and advancement in various fields. 4. SDG 10: Reduced Inequalities: Highlighting research that addresses social inequalities can inform policy and practice aimed at promoting equity and inclusion. 5. SDG 17: Partnerships for the Goals: Effective communication of research findings strengthens collaborations between researchers, practitioners, and policymakers, fostering partnerships that drive progress toward sustainable development. By linking to these goals, the course equips students with the skills necessary to produce impactful research, ultimately contributing to knowledge dissemination and societal advancement. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132702 | Manajemen Kinerja | Performance Management | is a strategic approach to improving organizational effectiveness by enhancing individual and team performance. It involves setting clear expectations, measuring outcomes, providing feedback, and fostering professional development to achieve organizational goals. | 1. SDG 8: Decent Work and Economic Growth: Effective performance management practices enhance employee productivity and job satisfaction, contributing to economic growth and the creation of decent work environments. 2. SDG 4: Quality Education: Performance management in educational settings ensures that teaching methods and outcomes are assessed, promoting continuous improvement in educational quality. 3. SDG 10: Reduced Inequalities: By implementing fair performance evaluation systems, organizations can address disparities in performance management, ensuring equitable treatment and opportunities for all employees. 4. SDG 9: Industry, Innovation, and Infrastructure: Strong performance management systems drive innovation by setting clear goals, measuring outcomes, and encouraging continuous improvement within organizations. 5. SDG 17: Partnerships for the Goals: Performance management encourages collaboration among teams and stakeholders, fostering partnerships that enhance organizational effectiveness and achievement of strategic objectives. By aligning with these goals, the course equips students with the tools to implement effective performance management systems that enhance productivity and contribute to sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132802 | Pengembangan Organisasi | Organizational Development | is a systematic approach aimed at improving an organization’s effectiveness through planned change in its processes, culture, and systems. | 1. SDG 8: Decent Work and Economic Growth: Organizational development focuses on improving workplace culture and efficiency, leading to enhanced employee satisfaction and productivity, which supports economic growth. 2. SDG 4: Quality Education: By fostering a learning culture within organizations, this course promotes continuous professional development and training, contributing to the overall quality of education and skill development. 3. SDG 10: Reduced Inequalities: Organizational development initiatives can address workplace disparities, promoting inclusive practices that ensure equitable opportunities for all employees. 4. SDG 9: Industry, Innovation, and Infrastructure: Effective organizational development strategies encourage innovation and adaptability, helping organizations to remain competitive and resilient in changing markets. 5. SDG 17: Partnerships for the Goals: This course emphasizes collaboration and teamwork, fostering partnerships both within organizations and with external stakeholders to achieve common goals. By linking to these goals, the course equips students with the skills to drive positive change within organizations, ultimately contributing to sustainable development and social well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132902 | Training, Coaching, Mentoring, dan Konseling | Training, Coaching, Mentoring, and Counseling | are distinct yet complementary processes aimed at developing individuals’ skills, knowledge, and personal growth within organizations and personal contexts. | 1. SDG 4: Quality Education: This course enhances the skills of educators and trainers, promoting effective teaching and learning strategies that improve educational outcomes. 2. SDG 3: Good Health and Well-being: Counseling and mentoring play a crucial role in supporting mental health and well-being, helping individuals navigate personal and professional challenges. 3. SDG 8: Decent Work and Economic Growth: Training and coaching improve workforce skills, enhancing employability and productivity, which contributes to economic growth and decent work opportunities. 4. SDG 5: Gender Equality: Mentoring programs can empower women and marginalized groups, promoting gender equity in leadership and professional development. 5. SDG 10: Reduced Inequalities: By providing targeted support through coaching and mentoring, this course can help address disparities in access to opportunities and resources. By linking to these goals, the course equips students with essential skills to support individual growth and development, ultimately contributing to stronger communities and sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133002 | Asesmen Center | Assessment Center | is a comprehensive evaluation method used to assess the competencies, skills, and potential of individuals, often in the context of recruitment, promotion, or development within organizations. | 1. SDG 4: Quality Education: Assessment centers can be used in educational contexts to evaluate student competencies and improve educational programs, ensuring that learning outcomes are met. 2. SDG 8: Decent Work and Economic Growth: This course enhances recruitment and selection processes, helping organizations identify and develop talent effectively, which supports economic growth through a skilled workforce. 3. SDG 10: Reduced Inequalities: By implementing fair and standardized assessment methods, organizations can promote equity in hiring and development practices, reducing biases and ensuring diverse representation. 4. SDG 5: Gender Equality: Assessment centers can be designed to mitigate gender bias, helping to promote gender equity in leadership roles and professional advancement. 5. SDG 17: Partnerships for the Goals: Effective assessment centers often involve collaboration between various stakeholders, including HR professionals, educators, and community organizations, fostering partnerships that enhance development efforts. By aligning with these goals, the course equips students with the skills to conduct effective assessments, ultimately contributing to more equitable and effective organizational practices. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133102 | Psikologi Konseling Keluarga dan Pernikahan | Psychology of Family and Marriage Counseling | is a specialized field that focuses on understanding and addressing the dynamics within families and romantic relationships. This area of counseling aims to improve communication, resolve conflicts, and enhance the overall well-being of individuals and their relationships. | 1. SDG 3: Good Health and Well-being: Family and marriage counseling directly addresses mental health issues and emotional well-being, promoting healthier relationships and family dynamics. 2. SDG 4: Quality Education: This course can enhance the skills of counselors and educators in understanding family dynamics and relationship issues, contributing to better educational support systems for students. 3. SDG 5: Gender Equality: Counseling can empower individuals to address gender-related issues within families and marriages, promoting equality and healthy dynamics in relationships. 4. SDG 10: Reduced Inequalities: The course can provide tools to address inequalities within families and communities, helping to ensure that all members have a voice and access to support. 5.SDG 16: Peace, Justice, and Strong Institutions: Family and marriage counseling can contribute to conflict resolution and prevention, fostering peaceful relationships and stronger community ties. By aligning with these goals, the course equips students with the knowledge and skills to support healthy family and marital relationships, ultimately contributing to individual and societal well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133202 | Psikologi Konseling Anak dan Remaja | Psychology of Child and Adolescent Counseling | focuses on understanding and addressing the mental, emotional, and behavioral challenges faced by children and adolescents. This area of counseling is crucial for fostering healthy development and well-being during formative years. | 1. SDG 3: Good Health and Well-being: This course focuses on mental health support for children and adolescents, addressing emotional and psychological issues that impact overall well-being. 2. SDG 4: Quality Education: Counseling for children and adolescents can enhance their educational experiences by providing support for learning challenges, social skills, and emotional regulation, contributing to better academic outcomes. 3. SDG 10: Reduced Inequalities: By focusing on underserved populations, the course can help address disparities in access to mental health resources, promoting equity in support for young people. 4. SDG 5: Gender Equality: The course can address gender-specific issues faced by children and adolescents, empowering them to navigate challenges related to gender and identity. 5. SDG 16: Peace, Justice, and Strong Institutions: Counseling can foster conflict resolution skills and promote healthy relationships among young people, contributing to safer and more just communities. By linking to these goals, the course equips students with the skills to provide effective counseling, ultimately supporting the healthy development of children and adolescents in various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133302 | Psikologi Konseling Dewasa dan Lansia | Counseling Psychology for Adults and the Elderly | focuses on addressing the unique psychological needs and challenges faced by adults across various life stages, including older adults. This area of counseling aims to enhance mental well-being, cope with life transitions, and improve overall quality of life. | 1. SDG 3: Good Health and Well-being: This course focuses on mental health support for adults and the elderly, addressing issues such as depression, anxiety, and coping with life transitions to promote overall well-being. 2. SDG 4: Quality Education: Educating future counselors about the unique psychological needs of adults and the elderly enhances the quality of mental health services available to these populations. 3. SDG 10: Reduced Inequalities: The course can help address disparities in mental health access for older adults, especially those from marginalized communities, promoting equitable support and resources. 4. SDG 5: Gender Equality: Counseling can help address gender-specific challenges faced by adults and the elderly, fostering empowerment and equal opportunities for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Effective counseling practices contribute to community stability and resilience, supporting individuals in navigating conflicts and fostering social cohesion. By aligning with these goals, the course equips students with the skills necessary to provide effective counseling to adults and the elderly, ultimately contributing to healthier, more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132002 | Psikologi Konsumen | Consumer Psychology | is the study of how individuals make decisions to purchase goods and services, as well as how they interact with brands and marketing efforts. | 1. SDG 12: Responsible Consumption and Production: Understanding consumer behavior can promote sustainable consumption patterns, encouraging individuals to make environmentally friendly choices and reduce waste. 2. SDG 8: Decent Work and Economic Growth: Insights from consumer psychology can help businesses develop effective marketing strategies, driving economic growth and creating jobs while meeting consumer needs. 3. SDG 10: Reduced Inequalities: By analyzing consumer behavior across different demographics, the course can help identify and address inequalities in access to goods and services, promoting inclusivity in the marketplace. 4. SDG 4: Quality Education: Educating future marketers and business leaders about consumer behavior enhances their ability to design products and services that meet the needs of diverse populations, contributing to better educational resources. 5. SDG 9: Industry, Innovation, and Infrastructure: Consumer insights can drive innovation in product development and service delivery, helping industries adapt to changing consumer preferences and technological advancements. By linking to these goals, the course equips students with the knowledge and skills to influence positive consumer behaviors, ultimately contributing to sustainable economic development and social equity. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132102 | Psychology of Social Media | Psychology of Social Media | explores how social media platforms affect human behavior, emotions, and relationships. It examines the psychological mechanisms behind social media usage, its impact on mental health, and the ways it influences social interactions. | 1. SDG 3: Good Health and Well-being: Understanding the impact of social media on mental health can help address issues such as anxiety, depression, and social isolation, promoting overall well-being. 2. SDG 4: Quality Education: This course can enhance awareness of how social media can be used as an educational tool, fostering learning and engagement among students and educators. 3. SDG 5: Gender Equality: The course can explore gender dynamics in social media use, promoting discussions around representation, empowerment, and the challenges faced by different genders online. 4. SDG 10: Reduced Inequalities: By analyzing the effects of social media on marginalized groups, the course can highlight disparities in access and representation, promoting more equitable online spaces. 5. SDG 16: Peace, Justice, and Strong Institutions: Understanding social media’s role in shaping public opinion and facilitating civic engagement can contribute to stronger democratic practices and social justice initiatives. By aligning with these goals, the course equips students with the skills to critically analyze social media’s influence on society, ultimately contributing to healthier online interactions and informed communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132202 | Psikologi Ekonomi | Economic Psychology | is the study of how psychological factors influence economic behaviors, decisions, and processes. It combines principles from psychology and economics to understand how individuals and groups make choices regarding resource allocation, consumption, and financial planning. | 1. SDG 1: No Poverty: Understanding psychological factors influencing economic behavior can help design effective interventions to reduce poverty and improve financial decision-making among low-income populations. 2. SDG 3: Good Health and Well-being: Economic decisions often impact mental health; this course can help address how financial stress and economic conditions affect well-being, leading to better support systems. 3. SDG 4: Quality Education: Insights from economic psychology can improve educational programs related to financial literacy, helping individuals make informed economic choices. 4. SDG 8: Decent Work and Economic Growth: By analyzing consumer behavior and economic decision-making, the course can inform policies that promote sustainable economic growth and job creation. 5. SDG 10: Reduced Inequalities: Economic psychology can highlight disparities in economic access and behavior, guiding efforts to promote equity and inclusion in financial systems and opportunities. By linking to these goals, the course equips students with the tools to understand and influence economic behaviors, ultimately contributing to more equitable and sustainable economic practices. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132302 | Observasi dalam Berbagai Setting | Observations in Various Settings | refer to the systematic process of watching and recording behaviors, interactions, and events in different environments to gather data and insights. | 1. SDG 4: Quality Education: Observational skills are essential for educators and researchers to assess learning environments and improve teaching practices, contributing to enhanced educational quality. 2. SDG 3: Good Health and Well-being: In healthcare settings, observational methods are vital for understanding patient behaviors, improving care, and enhancing health outcomes. 3. SDG 10: Reduced Inequalities: Observational studies can identify disparities in access to resources and services, helping to inform policies that promote equity and support marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Observations in community and institutional settings can inform practices that enhance social justice and community engagement, fostering stronger institutions. 5. SDG 11: Sustainable Cities and Communities: Observational research can inform urban planning and community development initiatives, promoting sustainability and resilience in urban environments. By aligning with these goals, the course equips students with essential observational skills to gather and analyze data, ultimately contributing to informed decision-making and positive social change across various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132402 | Tes Intelegensi dan Bakat | Intelligence and Aptitude Test | are standardized assessments designed to measure various cognitive abilities, skills, and potential for future learning or performance. | 1. SDG 4: Quality Education: Understanding and administering intelligence and aptitude tests can enhance educational assessments, helping to identify students’ strengths and areas for improvement to tailor educational strategies. 2. SDG 3: Good Health and Well-being: These tests can help identify cognitive and developmental challenges early, facilitating timely interventions that support mental health and overall well-being. 3. SDG 10: Reduced Inequalities: Fair and culturally sensitive testing can help ensure that all individuals, regardless of background, have access to opportunities that match their capabilities, promoting equity in education and employment. 4. SDG 8: Decent Work and Economic Growth: Aptitude tests can assist employers in identifying suitable candidates for specific roles, contributing to better job placements and enhancing workforce productivity. 5. SDG 17: Partnerships for the Goals: Collaboration among educators, psychologists, and organizations in developing and interpreting these tests can foster partnerships that enhance educational and occupational outcomes. By linking to these goals, the course equips students with the knowledge and skills to effectively assess intelligence and aptitude, ultimately contributing to improved educational and professional pathways for individuals. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132502 | Psychology First Aids | Psychology First Aids | is an evidence-informed approach designed to support individuals in the immediate aftermath of a traumatic event or crisis. It aims to reduce stress, promote recovery, and provide practical assistance to those affected. | 1. SDG 3: Good Health and Well-being: This course provides essential skills for offering immediate psychological support in crisis situations, promoting mental health and well-being for individuals in distress. 2. SDG 4: Quality Education: Training in psychological first aid can enhance educational settings by equipping staff with the tools to support students facing emotional or psychological challenges. 3. SDG 10: Reduced Inequalities: Providing psychological first aid can help address the mental health needs of marginalized communities, ensuring equitable access to support during crises. 4. SDG 5: Gender Equality: The course can address specific mental health issues faced by different genders, promoting awareness and support for gender-related trauma and experiences. 5. SDG 16: Peace, Justice, and Strong Institutions: Psychological first aid can play a critical role in conflict resolution and community resilience, fostering a more peaceful society by supporting individuals affected by violence or disaster. By aligning with these goals, the course equips students with vital skills to provide immediate psychological support, ultimately contributing to healthier and more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132602 | Penyusunan Proposal Penelitian | Preparation of Research Proposals | is a critical step in the research process, outlining the plan for a study and serving as a formal request for funding or approval from relevant stakeholders. | 1. SDG 4: Quality Education: This course enhances research skills among students, enabling them to develop proposals that address educational challenges and contribute to knowledge creation. 2. SDG 3: Good Health and Well-being: Well-structured research proposals can lead to studies that address public health issues, informing policies and interventions that improve health outcomes. 3. SDG 9: Industry, Innovation, and Infrastructure: Developing research proposals encourages innovation and technological advancements by exploring new ideas and solutions within various fields. 4. SDG 10: Reduced Inequalities: Proposals that focus on social issues can highlight disparities and contribute to research aimed at promoting equity and inclusion in communities. 5. SDG 17: Partnerships for the Goals: Crafting research proposals often involves collaboration among various stakeholders, fostering partnerships between academic institutions, communities, and organizations to address complex challenges. By linking to these goals, the course equips students with the skills to create impactful research proposals, ultimately contributing to sustainable development and informed decision-making across various sectors. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131302 | Psikologi Kesehatan dan Adiksi | Health Psychology and Addiction | is a field that examines the interplay between psychological processes and health behaviors, particularly focusing on how these factors contribute to the development and maintenance of addictive behaviors. | 1. SDG 3: Good Health and Well-being: This course focuses on understanding the psychological aspects of health and addiction, promoting strategies to prevent and treat substance abuse, and enhancing overall well-being. 2. SDG 4: Quality Education: Educating students about the psychological factors influencing health behaviors fosters awareness and understanding of addiction, contributing to better educational outcomes in health fields. 3. SDG 10: Reduced Inequalities: By addressing addiction issues that disproportionately affect marginalized communities, the course can help promote equity in access to treatment and support services. 4. SDG 5: Gender Equality: The course can explore how addiction impacts different genders, promoting tailored interventions that address specific needs and challenges faced by men and women. 5. SDG 16: Peace, Justice, and Strong Institutions: Understanding addiction and its psychological underpinnings can inform policies and practices aimed at reducing drug-related crime and enhancing community resilience. By aligning with these goals, the course equips students with the knowledge and skills to address health and addiction issues, ultimately contributing to healthier individuals and communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131402 | Psikologi Lingkungan | Environmental Psychology | is the study of the interaction between individuals and their surroundings, including built environments, natural landscapes, and social contexts. | 1. SDG 11: Sustainable Cities and Communities: Environmental psychology examines how physical spaces impact behavior and well-being, informing urban planning and design to create sustainable and livable communities. 2. SDG 3: Good Health and Well-being: Understanding the relationship between the environment and mental health can lead to healthier living spaces and promote well-being through improved access to nature and green areas. 3. SDG 12: Responsible Consumption and Production: The course can explore consumer behavior related to environmental issues, encouraging sustainable practices and reducing waste through better understanding of psychological influences. 4. SDG 13: Climate Action: By studying how psychological factors influence attitudes toward climate change, the course can help develop effective communication strategies to promote environmental awareness and action. 5. SDG 10: Reduced Inequalities: Environmental psychology can address how different communities experience environmental issues, highlighting inequalities and promoting inclusive solutions that consider diverse perspectives. By linking to these goals, the course equips students with insights to promote sustainable practices and improve the interaction between people and their environments, ultimately contributing to a more sustainable future. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131502 | Psikologi Komunitas | Community Psychology | is a branch of psychology that focuses on understanding individuals within their social contexts and the relationships between individuals and their communities. It emphasizes the importance of social systems, community structures, and cultural factors in shaping behaviors, mental health, and well-being. | 1. SDG 3: Good Health and Well-being: Community psychology emphasizes the importance of social support networks and community resources in promoting mental health and well-being, addressing issues such as mental illness and substance abuse. 2. SDG 4: Quality Education: This field often focuses on improving educational outcomes through community engagement, promoting programs that support learning and development for all age groups. 3. SDG 10: Reduced Inequalities: Community psychology seeks to empower marginalized populations, addressing systemic inequalities and advocating for equitable access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities: By studying the dynamics of communities, this course can inform efforts to create inclusive, resilient, and sustainable environments that foster community well-being. 5. SDG 16: Peace, Justice, and Strong Institutions: Community psychologists often work to strengthen community ties and promote social justice, helping to build safer, more cohesive societies. By aligning with these goals, the course equips students with the skills to analyze and address community issues, ultimately contributing to healthier, more equitable, and sustainable communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131602 | Komunikasi Massa | Mass Communication | refers to the process of creating, sending, receiving, and analyzing messages to large audiences through various media channels. It encompasses a range of communication forms, including television, radio, newspapers, magazines, digital platforms, and social media. | 1. SDG 4: Quality Education: Mass communication plays a crucial role in disseminating educational content, improving access to knowledge and information for diverse audiences. 2. SDG 5: Gender Equality: This field can promote gender equality by highlighting women’s voices and issues, challenging stereotypes, and fostering inclusive representation in media. 3. SDG 10: Reduced Inequalities: Mass communication can help raise awareness of social issues and marginalized communities, promoting inclusivity and advocacy for equitable access to resources. 4. SDG 16: Peace, Justice, and Strong Institutions: Effective communication is vital for fostering civic engagement, promoting transparency, and supporting democratic processes, contributing to stronger institutions. 5. SDG 17: Partnerships for the Goals: Mass communication fosters collaboration among various stakeholders, including governments, NGOs, and communities, enhancing collective efforts to achieve sustainable development. By linking to these goals, the course equips students with the skills to effectively communicate and engage with diverse audiences, ultimately contributing to informed societies and positive social change. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131702 | Statistical Programming in R | Statistical Programming in R | involves using the R programming language to perform statistical analysis, data manipulation, and data visualization. R is a powerful tool favored by statisticians and data scientists due to its flexibility, extensive libraries, and strong community support. | 1. SDG 4: Quality Education: Learning statistical programming enhances data analysis skills, which are essential for research and education, promoting informed decision-making in various fields. 2. SDG 3: Good Health and Well-being: Statistical programming can be applied in health research to analyze data related to public health issues, improving interventions and health outcomes. 3. SDG 10: Reduced Inequalities: By equipping students with data analysis skills, this course can help highlight and address disparities in social, economic, and health-related data, promoting equity. 4. SDG 9: Industry, Innovation, and Infrastructure: Proficiency in statistical programming fosters innovation in data-driven decision-making across industries, enhancing productivity and infrastructure development. 5. SDG 17: Partnerships for the Goals: Statistical analysis can support collaborative research and initiatives by providing insights that drive effective partnerships and collective action toward sustainable development. By aligning with these goals, the course equips students with valuable skills to analyze and interpret data, ultimately contributing to informed policies and practices across various sectors. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131802 | Analisis Data Kualitatif | Qualitative Data Analysis | is the process of examining non-numerical data to understand concepts, opinions, or experiences. It is commonly used in social sciences, humanities, and health research to interpret data collected through interviews, focus groups, open-ended survey responses, observations, and other text-based or visual formats. | 1. SDG 4: Quality Education: Qualitative analysis enhances research in education, allowing for a deeper understanding of learning processes, student experiences, and effective teaching strategies. 2. SDG 3: Good Health and Well-being: This course can be applied in health research to explore patient experiences, mental health issues, and healthcare practices, contributing to improved health outcomes. 3. SDG 10: Reduced Inequalities: By focusing on marginalized voices and experiences, qualitative analysis helps to uncover disparities and inform policies aimed at promoting equity and inclusion. 4. SDG 16: Peace, Justice, and Strong Institutions: Qualitative research can inform social justice initiatives by providing insights into community needs, experiences with justice systems, and the effectiveness of policies. 5. SDG 17: Partnerships for the Goals: Qualitative data can enhance collaboration between stakeholders by capturing diverse perspectives and fostering a better understanding of community dynamics. By linking to these goals, the course equips students with the skills to analyze complex qualitative data, ultimately contributing to informed decision-making and positive social change across various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131902 | Metode-metode Penelitian Psikologi | Psychological Research Methods | fer to the systematic approaches used to investigate psychological questions, gather data, and analyze findings. These methods provide a framework for conducting research that helps psychologists understand behavior, cognition, emotions, and social interactions. | 1. SDG 4: Quality Education: Understanding research methods enhances educational practices and contributes to evidence-based teaching and learning strategies. 2. SDG 3: Good Health and Well-being: This course equips students with skills to conduct research that informs mental health practices, leading to improved interventions and health outcomes. 3. SDG 10: Reduced Inequalities: By teaching how to design inclusive research, this course can help uncover issues related to inequality and promote equity in psychological studies. 4. SDG 16: Peace, Justice, and Strong Institutions: Psychological research can inform policies and practices that promote social justice and community well-being, supporting the development of strong institutions. 5. SDG 17: Partnerships for the Goals: Research methods foster collaboration between academia, communities, and organizations, enhancing collective efforts to address social and psychological issues. By aligning with these goals, the course equips students with essential research skills, ultimately contributing to informed practices and positive change in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130602 | Applied Psytech | Applied Psytech | refers to the application of psychological principles and research to solve practical problems in various fields, including technology, healthcare, education, and organizational behavior. | 1. SDG 3: Good Health and Well-being: Applied psychology technology can enhance mental health interventions, improve therapy practices, and support well-being through innovative tools and applications. 2. SDG 4: Quality Education: This course can utilize technology to enhance learning experiences in psychology, making education more accessible and engaging through digital platforms. 3. SDG 8: Decent Work and Economic Growth: By integrating psychological principles with technology in the workplace, this course can improve employee well-being, productivity, and organizational effectiveness. 4. SDG 10: Reduced Inequalities: Technology can be leveraged to reach underserved populations, providing access to psychological resources and support systems that address disparities. 5. SDG 17: Partnerships for the Goals: Applied Psytech encourages collaboration between psychologists, technologists, and other stakeholders, fostering innovative solutions to complex social and mental health issues. By linking to these goals, the course equips students with the skills to effectively apply psychological principles in technological contexts, ultimately contributing to improved mental health outcomes and societal well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130702 | Psikologi Keberagamaan | Psychology of Religion | is the study of how religious beliefs, practices, and experiences influence human behavior and psychological processes. This field explores the interplay between psychology and religion, examining how faith impacts individual well-being, social relationships, and cultural dynamics. | 1. SDG 3: Good Health and Well-being: Understanding the psychological aspects of religion can help address mental health issues, promote well-being, and explore the role of spirituality in coping with stress and trauma. 2. SDG 4: Quality Education: This course can enhance educational practices by examining how religious beliefs influence learning, identity, and social interactions, contributing to a more holistic approach to education. 3. SDG 10: Reduced Inequalities: The psychology of religion can highlight how faith-based communities can play a role in addressing social inequalities and promoting inclusivity and support for marginalized groups. 4. SDG 16: Peace, Justice, and Strong Institutions: Exploring the role of religion in conflict and peacebuilding can provide insights into fostering social cohesion and understanding among diverse communities. 5. SDG 17: Partnerships for the Goals: The course can promote collaboration between religious organizations and psychological professionals to address community issues, mental health needs, and social challenges. By linking to these goals, the course equips students with insights into the interplay between psychology and religion, ultimately contributing to individual well-being and community resilience. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130802 | Analisis Jabatan dan Beban Kerja | Job and Workload Analysis | involves systematically examining the tasks, responsibilities, and requirements of a job to assess its nature and demands. | 1. SDG 8: Decent Work and Economic Growth: This course focuses on optimizing job roles and workload management, contributing to better working conditions, employee satisfaction, and overall productivity in the workplace. 2. SDG 3: Good Health and Well-being: By analyzing workloads and job demands, the course can help identify stressors and promote practices that enhance employee well-being and mental health. 3. SDG 4: Quality Education: Understanding job and workload dynamics can improve training and educational programs, ensuring that employees are well-prepared and supported in their roles. 4. SDG 10: Reduced Inequalities: Job analysis can identify disparities in workload distribution and highlight areas where support is needed, promoting fairness and equity in the workplace. 5. SDG 17: Partnerships for the Goals: Collaboration between HR professionals, management, and employees in conducting job and workload analysis fosters communication and collective efforts toward improving work environments. By aligning with these goals, the course equips students with the skills to effectively analyze and improve job roles and workloads, ultimately contributing to healthier and more productive workplaces. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130902 | Rekruitmen dan Seleksi | Recruitment and Selection | are critical processes in human resource management that involve attracting, evaluating, and hiring candidates for job positions within an organization. | 1. SDG 8: Decent Work and Economic Growth: Effective recruitment and selection processes contribute to building a skilled workforce, enhancing productivity, and fostering economic growth. 2. SDG 10: Reduced Inequalities: By promoting inclusive hiring practices, this course can help address disparities in employment opportunities and support diversity in the workplace. 3. SDG 4: Quality Education: Recruitment and selection can be aligned with educational programs to ensure that candidates possess the necessary skills and qualifications, contributing to a more educated workforce. 4. SDG 5: Gender Equality: The course can focus on strategies to eliminate bias in hiring practices, promoting gender equality and empowering women in the workplace. 5. SDG 17: Partnerships for the Goals: Collaboration between organizations and educational institutions in recruitment efforts can enhance skill development and job readiness among graduates. By linking to these goals, the course equips students with the knowledge and skills to implement effective and equitable recruitment and selection practices, ultimately contributing to a more inclusive and productive workforce. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131002 | Manajemen Karir | Career Management | refers to the ongoing process of planning, developing, and directing one’s career path to achieve personal and professional goals. | 1. SDG 8: Decent Work and Economic Growth: This course helps individuals develop the skills and strategies needed for effective career planning and progression, contributing to economic growth and job satisfaction. 2. SDG 4: Quality Education: By emphasizing continuous learning and development, career management fosters lifelong learning opportunities that enhance employability and personal growth. 3. SDG 10: Reduced Inequalities: Career management practices can help individuals from diverse backgrounds navigate the job market more effectively, promoting equity and access to career opportunities. 4. SDG 5: Gender Equality: This course can focus on strategies to empower women and underrepresented groups in their career paths, addressing barriers and promoting leadership opportunities. 5. SDG 17: Partnerships for the Goals: Collaboration between educational institutions, employers, and career services can enhance job placement efforts and create pathways for students to enter the workforce. By aligning with these goals, the course equips students with essential skills to manage their careers effectively, ultimately contributing to a more equitable and thriving workforce. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131102 | Komunikasi Terapieutik | Therapeutic Communication | refers to the purposeful and structured exchange of information between a healthcare provider and a patient that aims to promote healing, support, and understanding. | 1. SDG 3: Good Health and Well-being: Effective therapeutic communication is essential in healthcare settings, promoting better patient outcomes, enhancing the therapeutic relationship, and improving mental health support. 2. SDG 4: Quality Education: This course can train healthcare providers and counselors in effective communication techniques, improving their ability to educate and support patients and clients. 3. SDG 10: Reduced Inequalities: By emphasizing culturally competent communication, the course can help address disparities in healthcare access and improve outcomes for marginalized populations. 4. SDG 16: Peace, Justice, and Strong Institutions: Therapeutic communication can play a role in conflict resolution and support within communities, fostering understanding and collaboration. 5. SDG 5: Gender Equality: The course can address specific communication needs and challenges faced by different genders, promoting equitable and supportive interactions in therapeutic settings. By aligning with these goals, the course equips students with vital skills to enhance communication in therapeutic contexts, ultimately contributing to improved health outcomes and well-being for individuals and communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131202 | Psikologi Anak Berkebutuhan Khusus | Psychology of Children with Special Needs | focuses on understanding the psychological, emotional, and social development of children who have physical, cognitive, emotional, or behavioral challenges. | 1. Quality Education (SDG 4): Advocates for inclusive practices that ensure access to quality education for children with special needs. 2. Good Health and Well-Being (SDG 3): Addresses mental health needs and promotes emotional support for these children. 3. Reduced Inequalities (SDG 10): Aims to reduce disparities in access to resources and services for children with disabilities. 4. Gender Equality (SDG 5): Investigates the impact of gender on the experiences of children with special needs, promoting equitable support. 5. Sustainable Cities and Communities (SDG 11): Encourages the creation of inclusive communities that support children with special needs and their families. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among educators, psychologists, and healthcare providers for comprehensive support systems. This field is essential for understanding and supporting children with special needs, significantly enhancing their quality of life and opportunities in alignment with sustainable development goals. If you need more information or examples. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121902 | Konstruksi Alat Ukur Psikologi | Construction of Psychological Measuring Instruments | involves developing tools and techniques used to assess psychological constructs such as personality, intelligence, attitudes, and behaviors. | 1. Quality Education (SDG 4): Develops educational assessments that enhance teaching strategies and learning outcomes. 2. Good Health and Well-Being (SDG 3): Facilitates mental health assessments to identify issues and guide interventions. 3. Reduced Inequalities (SDG 10): Promotes culturally sensitive instruments for fair assessments across diverse populations. 4. Gender Equality (SDG 5): Ensures tools account for gender differences, supporting equitable evaluations. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among researchers and practitioners to create effective measuring instruments. This field is essential for accurate assessment and intervention in mental health and education, significantly contributing to equity and effective support systems aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02122002 | Psikologi Keluarga | Family Psychology | that focuses on understanding the dynamics within families, the relationships among family members, and how these interactions impact individual behaviors and mental health. | 1. Good Health and Well-Being (SDG 3): Promotes mental health and healthy relationships within families. 2. Quality Education (SDG 4): Supports programs teaching parenting skills and conflict resolution. 3. Reduced Inequalities (SDG 10): Examines socio-economic factors affecting family functioning and advocates for supportive policies. 4. Gender Equality (SDG 5): Investigates gender roles in families, promoting equitable partnerships in caregiving. 5. Sustainable Cities and Communities (SDG 11): Highlights strong family units’ importance for community stability and resilience. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among psychologists, educators, and organizations to strengthen family support systems. Family Psychology is vital for enhancing family dynamics and emotional health, significantly contributing to individual and community well-being aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02122102 | Psikologi Kepelbagaian | Psychology of Diversity | examines how various dimensions of diversity—such as race, ethnicity, gender, sexual orientation, age, ability, and socioeconomic status—impact individual and group behavior, mental health, and social interactions. | 1. Reduced Inequalities (SDG 10): Explores systemic inequalities and advocates for marginalized groups. 2. Quality Education (SDG 4): Promotes inclusive educational practices that enhance learning experiences for all. 3. Gender Equality (SDG 5): Investigates gender diversity and supports initiatives for gender equity. 4. Good Health and Well-Being (SDG 3): Addresses mental health needs influenced by cultural factors in diverse populations. 5. Sustainable Cities and Communities (SDG 11): Examines how diversity contributes to community cohesion and resilience. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among diverse groups for social change and understanding. The Psychology of Diversity is vital for understanding human behavior in a multicultural context and significantly contributes to promoting equity, inclusion, and social justice aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130102 | Isu-isu Mutakhir dalam Psikologi | Current Issues in Psychology | encompass a range of topics that reflect ongoing debates, research advancements, and societal changes affecting the field. | 1. Good Health and Well-Being (SDG 3): Focuses on mental health awareness and the impact of psychological disorders on overall health. 2. Quality Education (SDG 4): Highlights the need for mental health education in schools and training for future psychologists. 3. Reduced Inequalities (SDG 10): Addresses disparities in mental health care access and promotes culturally competent practices. 4. Gender Equality (SDG 5): Examines gender differences in mental health and representation, and tackles issues like gender-based violence. 5. Sustainable Cities and Communities (SDG 11): Investigates the psychological impacts of urban living and community mental health. 6. Climate Action (SDG 13): Explores the mental health effects of climate change, including eco-anxiety. These issues are crucial for improving societal well-being and aligning with sustainable development goals. Addressing them is essential for fostering mental health and promoting equity. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130302 | Entrepreneurship | Entrepreneurship | is the process of starting, developing, and managing a new business venture in order to achieve profit, solve problems, or fulfill a market need. It encompasses a range of activities, including identifying opportunities, securing funding, and navigating challenges in a competitive environment. | 1. Decent Work and Economic Growth (SDG 8): Creates jobs and fosters economic development through new business ventures. 2. Quality Education (SDG 4): Encourages education and training in entrepreneurial skills, promoting innovation. 3. Reduced Inequalities (SDG 10): Supports inclusive entrepreneurship that empowers marginalized groups, reducing economic disparities. 4. Gender Equality (SDG 5): Promotes women’s entrepreneurship, enhancing gender equity in business opportunities. 5.Sustainable Cities and Communities (SDG 11): Encourages sustainable business practices that contribute to urban development. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among entrepreneurs, governments, and organizations for supportive ecosystems. In summary, entrepreneurship is vital for economic growth, job creation, and social equity, significantly contributing to sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130402 | Penerapan dan Penegakan Kode Etik Psikologi | Implementation and Enforcement of the Psychology Code of Ethics | involves the establishment of guidelines that govern the professional conduct of psychologists, ensuring that they act in the best interests of clients, the public, and the profession. | 1. Good Health and Well-Being (SDG 3): Prioritizes client welfare, ensuring ethical treatment in mental health support. 2. Quality Education (SDG 4): Guides training for psychology professionals in ethical standards, fostering integrity. 3. Reduced Inequalities (SDG 10): Promotes equitable access to psychological services, ensuring fair treatment for all. 4. Gender Equality (SDG 5): Supports ethical practices that address gender-related issues in assessments and interventions. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among organizations to uphold ethical standards and accountability. In summary, enforcing the Psychology Code of Ethics is essential for maintaining integrity and protecting client rights, contributing to equitable mental health care aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130502 | Metode Penelitian dan Statistik Inferensial (eksperimental) | Research Methods and Inferential (experimental) Statistics | are foundational components of psychological research that enable researchers to systematically investigate hypotheses and analyze data. | 1. Quality Education (SDG 4): Improves educational research by evaluating teaching methods and learning outcomes. 2. Good Health and Well-Being (SDG 3): Tests the effectiveness of health interventions, informing evidence-based practices. 3. Reduced Inequalities (SDG 10): Identifies causal factors in health and education disparities, guiding equity-focused policies. 4. Gender Equality (SDG 5): Investigates gender differences, supporting interventions that promote gender equity. 5. Sustainable Cities and Communities (SDG 11): Analyzes urban policies through experimental methods to foster sustainable practices. 6. Partnerships for the Goals (SDG 17): Encourages collaboration to share findings and enhance intervention strategies. In summary, these methods are essential for establishing causal relationships and informing effective policy development aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121102 | Kesadaran dan Kecerdasan Moral | Moral Awareness and Intelligence | refer to the ability to recognize, understand, and evaluate ethical dilemmas and moral issues in various contexts. These concepts play a critical role in decision-making processes, personal integrity, and professional conduct. | 1. Quality Education (SDG 4): Encourages ethical reasoning and moral education, enhancing critical thinking skills. 2. Reduced Inequalities (SDG 10): Promotes understanding of social justice issues, driving actions to address inequalities. 3. Gender Equality (SDG 5): Raises awareness of gender-related moral issues, supporting gender equity initiatives. 4. Sustainable Cities and Communities (SDG 11): Fosters ethical decision-making in urban planning and community development for inclusivity. 5. Partnerships for the Goals (SDG 17): Encourages collaboration to address moral dilemmas and promote ethical practices. In summary, Moral Awareness and Intelligence are essential for fostering ethical behavior and decision-making, contributing to a more just and equitable society aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121202 | Psikologi Klinis | Clinical Psychology | is a branch of psychology focused on diagnosing, treating, and preventing mental health disorders and emotional disturbances. It combines scientific research with practical application to address psychological issues and improve the well-being of individuals. | 1. Good Health and Well-Being (SDG 3): Addresses mental health through diagnosis, therapy, and intervention, promoting overall well-being. 2. Quality Education (SDG 4): Informs training programs for mental health professionals to ensure effective therapeutic techniques. 3. Reduced Inequalities (SDG 10): Identifies and addresses mental health disparities, promoting equitable access to care. 4. Gender Equality (SDG 5): Explores the impact of gender on mental health, supporting gender-sensitive treatment approaches. 5. Sustainable Cities and Communities (SDG 11): Contributes to community mental health initiatives that foster resilience in urban populations. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among clinicians, researchers, and organizations to improve mental health services. In summary, Clinical Psychology is vital for addressing mental health challenges and promoting social equity, significantly contributing to the achievement of sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121302 | Pengenalan Alat Tes Psikologi | Introduction to Psychological Testing Tools | Psychological testing tools are standardized instruments used to assess various aspects of an individual’s mental processes, behavior, personality, and abilities. | 1. Quality Education (SDG 4): Assesses learning abilities and informs educational strategies. 2. Good Health and Well-Being (SDG 3): Identifies mental health issues, guiding treatment and support. 3. Reduced Inequalities (SDG 10): Ensures testing tools are culturally sensitive, addressing disparities in mental health and education. 4. Gender Equality (SDG 5): Examines gender differences in assessments, promoting fair evaluation practices. 5. Sustainable Cities and Communities (SDG 11): Assesses psychological needs of diverse populations for community mental health initiatives. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among psychologists, educators, and researchers to improve testing tools. In summary, psychological testing tools are vital for assessment and intervention, contributing to equitable and effective support in education and mental health aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121402 | Metode Penelitian dan Statistik Inferensial (non-eksperimental) | Research Methods and Inferential Statistics (non-experimental) | are essential components of psychological research that allow researchers to investigate relationships between variables without manipulating them. | 1. Quality Education (SDG 4): Enhances evaluation of educational programs through data analysis. 2. Good Health and Well-Being (SDG 3): Supports health research, informing public health policies and interventions. 3. Reduced Inequalities (SDG 10): Identifies disparities in health, education, and services, guiding equity initiatives. 4. Gender Equality (SDG 5): Analyzes gender differences, informing policies for promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Understands community needs through data analysis, guiding urban policy development. 6. Partnerships for the Goals (SDG 17): Encourages collaboration in research to share data and insights for better decision-making. In summary, these methods are vital for informed decision-making and policy development aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121502 | Psikologi Pendidikan | Educational Psychology | is the branch of psychology that focuses on how individuals learn and develop in educational settings. It integrates theories of cognitive, emotional, and social processes to enhance teaching and learning. | 1. Quality Education (SDG 4): Improves teaching methods and learning strategies to enhance educational outcomes. 2. Good Health and Well-Being (SDG 3): Promotes mental health initiatives and supportive environments for students. 3. Reduced Inequalities (SDG 10): Addresses socio-economic and cultural factors affecting learning, fostering equity in education. 4. Gender Equality (SDG 5): Investigates gender differences in learning, supporting practices for gender equity in classrooms. 5. Sustainable Cities and Communities (SDG 11): Informs community-based educational programs that enhance social cohesion. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among educators, researchers, and policymakers to improve educational systems. In summary, Educational Psychology is vital for enhancing learning processes and promoting equity in education, contributing significantly to sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121602 | Psikologi dan Budaya | Psychology and Culture | explores the intricate relationship between cultural factors and psychological processes. | 1. Reduced Inequalities (SDG 10): Explores cultural factors contributing to social inequalities, aiding in the design of equity-promoting interventions. 2. Quality Education (SDG 4): Enhances educational practices by considering cultural differences in learning and teaching methods. 3. Good Health and Well-Being (SDG 3): Informs culturally sensitive mental health interventions by examining cultural influences on perceptions of health. 4. Gender Equality (SDG 5): Investigates cultural norms related to gender roles, supporting policies that promote gender equity. 5. Sustainable Cities and Communities (SDG 11): Guides inclusive urban policies by studying how cultural values shape community engagement. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among researchers and communities to understand cultural contexts and enhance social programs. In summary, the field of Psychology and Culture is vital for understanding the relationship between culture and psychological processes, contributing to more equitable and culturally informed practices aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121702 | Metode Penelitian Kualitatif | Qualitative Research Methods | is a course designed to explore the principles and techniques of qualitative research, focusing on the collection and analysis of non-numerical data to gain insights into human behavior, social phenomena, and lived experiences | 1. Quality Education (SDG 4): Enhances understanding of educational contexts, informing improvements in teaching practices. 2. Good Health and Well-Being (SDG 3): Explores patient experiences and healthcare practices, guiding better health policies. 3. Reduced Inequalities (SDG 10): Captures the experiences of marginalized groups, helping address social and economic disparities. 4. Gender Equality (SDG 5): Investigates gender dynamics, providing insights for policies promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Engages communities to understand local needs, guiding sustainable urban development. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among researchers, communities, and organizations for social impact. In summary, qualitative research is vital for understanding social issues and informing policies aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120402 | Psikologi Kognitif | Cognitive Psychology | is a course that focuses on the study of mental processes, including how people perceive, think, remember, and learn | 1. Quality Education (SDG 4): Improves teaching methods and learning strategies for better knowledge retention. 2. Good Health and Well-Being (SDG 3): Informs cognitive rehabilitation and mental health treatments to enhance cognitive functioning. 3. Reduced Inequalities (SDG 10): Investigates cognitive biases that contribute to social inequalities, promoting fairness. 4. Gender Equality (SDG 5): Explores cognitive differences and biases related to gender, aiding in understanding and addressing disparities. 5. Sustainable Cities and Communities (SDG 11): Guides urban planning and community engagement, considering cognitive load and decision-making. 6. Partnerships for the Goals (SDG 17): Encourages interdisciplinary collaboration to apply cognitive research in various fields. In summary, Cognitive Psychology enhances education, health, and social equity, contributing to the achievement of sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120502 | Psikologi Abnormal | Abnormal Psychology | is a course that explores the nature, causes, and treatment of psychological disorders | 1. Good Health and Well-Being (SDG 3): Focuses on diagnosing, treating, and preventing mental disorders, promoting overall mental health. 2. Quality Education (SDG 4): Enhances training for mental health professionals and educates the public about mental health issues. 3. Reduced Inequalities (SDG 10): Examines social factors affecting mental health disparities, informing policies to address these inequalities. 4. Gender Equality (SDG 5): Investigates the impact of gender on mental health, guiding gender-specific interventions. 5. Sustainable Cities and Communities (SDG 11): Informs community mental health initiatives, fostering supportive environments. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among mental health professionals and organizations to improve services and share best practices. In summary, Abnormal Psychology is essential for addressing mental health challenges and contributing to healthier, more equitable societies. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120603 | Observasi dan Interview | Observation and Interview | is a course that focuses on qualitative research methods, particularly the techniques and skills involved in conducting observations and interviews as data collection strategies | 1. Quality Education (SDG 4): Improve understanding of educational practices to enhance teaching effectiveness. 2. Good Health and Well-Being (SDG 3): Gather in-depth data on mental health, informing interventions and support. 3. Reduced Inequalities (SDG 10): Identify experiences of marginalized groups, guiding targeted interventions. 4. Gender Equality (SDG 5): Capture diverse perspectives on gender issues, contributing to equity initiatives. 5. Sustainable Cities and Communities (SDG 11): Provide insights into community dynamics, aiding policy development for community well-being. 6. Partnerships for the Goals (SDG 17): Foster collaboration among researchers and stakeholders to inform collective action. In summary, these methods are vital for collecting qualitative data that drives improvements in education, health, inclusivity, and community engagement, aligning with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120702 | Psikologi Bertutur | The Psychology of Speaking | is a course that explores the cognitive, emotional, and social aspects of spoken communication | 1. Quality Education (SDG 4): Improves communication skills in educational settings, enhancing teaching and learning. 2. Good Health and Well-Being (SDG 3): Aids mental health by promoting effective communication in therapeutic contexts. 3. Reduced Inequalities (SDG 10): Addresses communication barriers for marginalized groups, ensuring inclusivity. 4. Gender Equality (SDG 5): Explores communication styles and their impact on gender dynamics, informing equity initiatives. 5. Sustainable Cities and Communities (SDG 11): Fosters community engagement through effective communication, promoting social cohesion. 6. Partnerships for the Goals (SDG 17): Enhances collaboration among stakeholders by improving communication strategies. In summary, the Psychology of Speaking is essential for effective communication, contributing to education, mental health, inclusivity, and community engagement aligned with sustainable development goals. If you need further information or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120802 | Psikometrika | Psychometrics | is a course that focuses on the theory and practice of measuring psychological constructs, including abilities, attitudes, personality traits, and other psychological variables | 1. Quality Education (SDG 4): Develops reliable assessments to evaluate learning outcomes and guide educational practices. 2. Good Health and Well-Being (SDG 3): Creates assessments for diagnosing mental health conditions and tracking treatment progress. 3. Reduced Inequalities (SDG 10): Ensures assessment tools are culturally fair and accessible, supporting marginalized groups. 4. Gender Equality (SDG 5): Provides insights into gender differences, informing policies for gender equity. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among researchers and practitioners to enhance assessment practices. In summary, psychometrics supports effective interventions and inclusive practices aligned with sustainable development goals. If you need further information or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120902 | Psikologi Industri dan Organisasi | Industrial and Organizational Psychology | is a course that focuses on the application of psychological principles to workplace settings, aiming to improve employee performance, enhance job satisfaction, and promote organizational effectiveness | 1. Decent Work and Economic Growth (SDG 8): Enhances job satisfaction and productivity, contributing to economic growth. 2. Quality Education (SDG 4): Facilitates training programs that improve employee skills and promote lifelong learning. 3. Reduced Inequalities (SDG 10): Develops policies to promote diversity and inclusion in the workplace. 4. Gender Equality (SDG 5): Addresses gender biases to ensure equal opportunities for all employees. 5. Sustainable Cities and Communities (SDG 11): Supports practices that enhance employee well-being and contribute to community health. 6.Partnerships for the Goals (SDG 17): Encourages collaboration among organizations and educational institutions to improve workplace practices. By aligning with these SDGs, I/O Psychology contributes to sustainable development and positive workplace outcomes. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121002 | Metode Penelitian dan Statistik Deskriptif | Research Methods and Descriptive Statistics | is a course that provides students with foundational knowledge of research design and the use of descriptive statistics in analyzing data | 1. Quality Education (SDG 4): Enhances educational practices through evidence-based insights and evaluations. 2. Good Health and Well-Being (SDG 3): Analyzes health-related data to inform public health policies and assess interventions. 3. Reduced Inequalities (SDG 10): Identifies disparities in health and education, guiding targeted interventions for marginalized groups. 4. Gender Equality (SDG 5): Studies gender disparities to inform policies promoting gender equity. 5. Partnerships for the Goals (SDG 17): Fosters collaborative research initiatives that enhance knowledge sharing and collective action. These methods provide a foundation for understanding social issues, guiding effective interventions, and promoting sustainable development. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110902 | Psikologi Kepribadian Non-Psikodinamik | Non-Psychodynamic Personality Psychology | is a course that explores various theories and models of personality that do not focus on psychodynamic principles | 1. Good Health and Well-Being (SDG 3): Enhances mental health interventions through tailored approaches based on personality traits. 2. Quality Education (SDG 4): Informs educational practices by accommodating diverse learning styles and personalities. 3. Reduced Inequalities (SDG 10): Promotes inclusive practices that address the needs of marginalized groups. 4. Gender Equality (SDG 5): Examines personality traits related to gender roles, supporting initiatives for gender equity. 5. Sustainable Cities and Communities (SDG 11): Informs community-building efforts, enhancing social cohesion and participation. 6. Partnerships for the Goals (SDG 17): Encourages interdisciplinary collaboration to understand personality in various contexts. These connections highlight the course’s role in promoting sustainable development and social change. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111002 | Psikologi Perkembangan Dewasa dan Lansia | Developmental Psychology of Adults and the Elderly | is a course that focuses on the psychological growth and changes that occur in adulthood and later life | 1. Good Health and Well-Being (SDG 3): Promotes mental health interventions to enhance psychological well-being in older adults. 2. Quality Education (SDG 4): Supports lifelong learning initiatives for personal development in adults and the elderly. 3. Reduced Inequalities (SDG 10): Focuses on the needs of marginalized older adults, promoting inclusivity and equitable access to resources. 4. Gender Equality (SDG 5): Examines aging experiences across genders, contributing to policies supporting older individuals’ rights. 5. Sustainable Cities and Communities (SDG 11): Informs the creation of age-friendly environments that enhance quality of life and social engagement. 6. Peace, Justice, and Strong Institutions (SDG 16): Advocates for the rights and participation of older adults in decision-making processes. This field plays a vital role in promoting healthy aging and social inclusion, contributing to a more equitable and sustainable society. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111103 | Psikologi Umum | General Psychology | is a foundational course that covers a broad range of topics within the field of psychology | 1. Good Health and Well-Being (SDG 3): Enhances understanding of mental health, promoting effective interventions and well-being strategies. 2. Quality Education (SDG 4): Informs teaching methods and learning environments to support cognitive and emotional development. 3. Reduced Inequalities (SDG 10): Addresses social biases and promotes inclusivity, helping to reduce discrimination and inequality. 4. Gender Equality (SDG 5): Examines gender roles and stereotypes, contributing to efforts aimed at promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Informs community building and social cohesion strategies, enhancing quality of life in urban settings. By applying insights from general psychology, we can better understand human behavior and improve strategies for achieving sustainable development. If you have specific topics or questions in mind, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111203 | Pengantar dan Teori Psikologi Sosial | Introduction and Theory of Social Psychology | is a foundational course that explores the principles, theories, and concepts that explain how individuals think, feel, and behave in social contexts | 1. Good Health and Well-Being (SDG 3): Explores social influences on mental and physical health, informing interventions for well-being. 2. Quality Education (SDG 4): Enhances educational practices by understanding social dynamics, promoting engagement and inclusivity. 3. Reduced Inequalities (SDG 10): Examines prejudice and discrimination, providing insights for reducing social inequalities. 4. Gender Equality (SDG 5): Studies gender roles and biases to inform policies promoting gender equity and women’s empowerment. 5. Sustainable Cities and Communities (SDG 11): Informs community design by understanding social behavior and fostering participation. 6. Peace, Justice, and Strong Institutions (SDG 16): Aids conflict resolution and promotes social cohesion for peaceful societies. Integrating social psychology into the SDGs enhances strategies for sustainable development. If you need more details on any specific area, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120102 | Pendekatan Sistem | Systems Approach | is a course that examines the principles and methodologies used to understand and analyze complex systems across various disciplines | 1. Good Health and Well-Being (SDG 3): A systems approach can help analyze the interplay between healthcare, social determinants, and environmental factors, leading to more effective health interventions and policies. 2. Quality Education (SDG 4): By viewing education as part of a broader social system, this approach can enhance learning outcomes by integrating various educational elements, such as curriculum, pedagogy, and community involvement. 3. Sustainable Cities and Communities (SDG 11): A systems perspective can guide urban planning and development, ensuring that social, economic, and environmental factors are considered for sustainable community growth. 4. Climate Action (SDG 13): Addressing climate change requires understanding the interactions between human behavior, ecological systems, and policy frameworks. A systems approach can facilitate comprehensive climate action strategies. 5. Partnerships for the Goals (SDG 17): A systems approach encourages collaboration among stakeholders across sectors, fostering partnerships that are essential for achieving the SDGs. By applying a systems approach, we can better understand and address the complexities of sustainable development challenges, leading to more integrated and effective solutions. If you have specific aspects or questions in mind, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120202 | Psikologi Sosial Terapan | Applied Social Psychology | is a course that focuses on the practical applications of social psychology principles to real-world issues and contexts | 1. Good Health and Well-Being (SDG 3): Applied social psychology can inform public health campaigns, promote healthy behaviors, and address mental health issues through understanding social influences on health. 2. Quality Education (SDG 4): By applying social psychology principles, educators can create inclusive learning environments, enhance student engagement, and foster social-emotional learning. 3. Reduced Inequalities (SDG 10): This field examines the roots of social inequalities and discrimination, providing insights for interventions aimed at promoting equity and social justice. 4. Gender Equality (SDG 5): Applied social psychology can help address gender biases, promote gender equity initiatives, and support policies aimed at empowering women and marginalized groups. 5. Sustainable Cities and Communities (SDG 11): Understanding social behavior can inform urban planning and community initiatives that enhance social cohesion and promote sustainable practices. 6. Peace, Justice, and Strong Institutions (SDG 16): This field can contribute to conflict resolution, social cohesion, and community building by understanding the social dynamics that influence group behavior and attitudes. By leveraging the insights from applied social psychology, we can develop effective strategies and interventions that contribute to achieving these SDGs. If you’d like to delve deeper into a specific area or application, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120302 | Psikologi Positif | Positive Psychology | is a course that focuses on the study of human strengths, well-being, and the factors that contribute to a fulfilling and meaningful life | 1. Good Health and Well-Being (SDG 3): Positive psychology promotes mental health and well-being through practices that enhance resilience, happiness, and life satisfaction. 2. Quality Education (SDG 4): By applying principles of positive psychology in educational settings, we can create supportive learning environments that foster personal growth, motivation, and social-emotional learning. 3. Reduced Inequalities (SDG 10): Positive psychology can help empower marginalized communities by focusing on strengths and promoting positive identity, thereby addressing social inequalities. 4. Gender Equality (SDG 5): Initiatives that utilize positive psychology can support women’s empowerment and mental health, promoting gender equality in various contexts. 5. Partnerships for the Goals (SDG 17): Collaboration between mental health professionals, educators, and community organizations can foster well-being initiatives that align with positive psychology principles. By integrating positive psychology into various sectors, we can contribute to achieving these SDGs and promote a more fulfilling and sustainable future. If you have specific areas you’d like to explore further, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110203 | Andragogi | Andragogy | is the study of adult learning and education, focusing on how adults acquire knowledge and skills differently than children | 1. Quality Education (SDG 4): Andragogy emphasizes lifelong learning and inclusive education for adults. It focuses on facilitating learning experiences that are relevant and practical, helping adults acquire new skills and knowledge. 2. Decent Work and Economic Growth (SDG 8): Adult education programs often aim to enhance employability and career advancement. By promoting skills development, andragogy supports economic growth and the creation of decent work opportunities. 3. Reduced Inequalities (SDG 10): Andragogical approaches can help marginalized groups access education and training, addressing social and economic inequalities and empowering individuals from diverse backgrounds. 4. Gender Equality (SDG 5): Andragogy can support initiatives aimed at empowering women through education, providing them with the skills and knowledge necessary to participate fully in society and the economy. 5. Partnerships for the Goals (SDG 17): Collaborative learning and community engagement are key components of andragogy. It encourages partnerships between educational institutions, organizations, and communities to enhance learning opportunities. By integrating these SDGs into andragogical practices, adult education can play a significant role in promoting sustainable development and addressing global challenges. If you have specific areas of interest or questions, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110302 | Pengantar Psikologi | Introduction to Psychology | is a foundational course that provides an overview of the key concepts, theories, and areas of study within the field of psychology | 1. Good Health and Well-Being (SDG 3): Exploring mental health, the importance of psychological well-being, and the role of psychology in addressing mental health issues and promoting healthy lifestyles. 2. Quality Education (SDG 4): Discussing the importance of psychological theories in education, learning processes, and the promotion of inclusive and equitable education practices. 3. Reduced Inequalities (SDG 10): Examining how psychological factors contribute to social inequalities and understanding the impact of discrimination, bias, and privilege. 4. Gender Equality (SDG 5): Addressing psychological aspects of gender roles, identity, and the impact of societal norms on mental health and behavior. 5. Peace, Justice, and Strong Institutions (SDG 16): Investigating the psychological underpinnings of conflict, aggression, and the importance of fostering empathy, cooperation, and social justice. By linking psychology to these SDGs, students can gain insights into how psychological knowledge can contribute to addressing some of the world’s most pressing challenges. If you need more specific details or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110402 | Psikologi Kepribadian Psikodinamik | Psychodynamic Personality Psychology | is a course that examines the theories and concepts related to personality development from a psychodynamic perspective | 1. Quality Education (SDG 4): Emphasizing the importance of understanding psychological theories and their application in educational settings, promoting mental health awareness, and lifelong learning. 2. Good Health and Well-Being (SDG 3): Focusing on mental health, the importance of psychological well-being, and how psychodynamic approaches can address mental health issues and improve emotional resilience. 3. Reduced Inequalities (SDG 10): Exploring how psychological factors contribute to social inequalities and how understanding personality can help address issues of discrimination and marginalization. 4. Gender Equality (SDG 5): Examining gender dynamics in personality development and how psychodynamic theories can help understand and address gender-based psychological issues. 5. Peace, Justice, and Strong Institutions (SDG 16): Investigating the psychological underpinnings of conflict, aggression, and the role of mental health in fostering peaceful societies. These connections can enhance understanding of how psychological principles impact broader societal issues, making the course relevant to sustainable development. If you have specific aspects or applications in mind, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110502 | Psikologi Perkembangan Anak dan Remaja | Psychology of Child and Adolescent Development | is a course that examines the psychological growth and changes that occur from infancy through adolescence | 1. SDG 4: Quality Education: Understanding child and adolescent development is essential for creating effective educational strategies that cater to different developmental stages, enhancing learning outcomes. 2. SDG 3: Good Health and Well-being: This course focuses on the mental and emotional health of children and adolescents, promoting awareness of developmental challenges and mental health issues that can affect well-being. 3. SDG 10: Reduced Inequalities: By examining how socioeconomic factors impact development, the course can inform interventions aimed at supporting disadvantaged children and adolescents, promoting equity. 4. SDG 5: Gender Equality: The course can address gender differences in development, helping to understand the unique challenges faced by boys and girls and promoting policies that support gender equity in education and health. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights into child and adolescent development can inform policies and practices that foster healthy environments, reducing violence and promoting safe spaces for young people. By aligning with these goals, the course prepares students to support healthy development in children and adolescents, contributing to a more just and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110602 | Biopsikologi | Biopsychology | is a course that explores the relationship between biological processes and psychological phenomena | 1. SDG 3: Good Health and Well-being: Biopsychology examines the biological underpinnings of behavior and mental processes, contributing to a better understanding of mental health conditions and informing effective treatments. 2. SDG 4: Quality Education: This course promotes a scientific understanding of human behavior, enhancing educational practices by integrating biological insights into psychology, which can improve learning outcomes. 3. SDG 10: Reduced Inequalities: By studying the biological factors that can contribute to mental health disparities, biopsychology can inform interventions aimed at reducing inequalities in mental health care. 4. SDG 5: Gender Equality: Understanding biological and psychological differences can help address gender-specific mental health issues and promote policies that support mental well-being for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights from biopsychology can inform approaches to conflict resolution and rehabilitation, enhancing efforts to create just and peaceful communities. By linking to these goals, the course equips students with a comprehensive understanding of the interplay between biology and psychology, promoting better health outcomes and informed practices in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110702 | Filsafat Ilmu | Philosophy of Science | is a course that explores the fundamental questions about the nature and practice of science | 1. SDG 3: Good Health and Well-being: Biopsychology examines the biological underpinnings of behavior and mental processes, contributing to a better understanding of mental health conditions and informing effective treatments. 2. SDG 4: Quality Education: This course promotes a scientific understanding of human behavior, enhancing educational practices by integrating biological insights into psychology, which can improve learning outcomes. 3. SDG 10: Reduced Inequalities: By studying the biological factors that can contribute to mental health disparities, biopsychology can inform interventions aimed at reducing inequalities in mental health care. 4. SDG 5: Gender Equality: Understanding biological and psychological differences can help address gender-specific mental health issues and promote policies that support mental well-being for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights from biopsychology can inform approaches to conflict resolution and rehabilitation, enhancing efforts to create just and peaceful communities. By linking to these goals, the course equips students with a comprehensive understanding of the interplay between biology and psychology, promoting better health outcomes and informed practices in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110802 | Mental Health | Mental Health | is a course that focuses on understanding mental health conditions, their impact on individuals and society, and approaches to promoting mental well-being | 1. SDG 3: Good Health and Well-being: This goal directly addresses mental health, emphasizing the importance of promoting mental health awareness, prevention, treatment, and support for mental health disorders. 2. SDG 4: Quality Education: Mental health education helps raise awareness and understanding among students, fostering a supportive environment in schools and promoting well-being. 3. SDG 10: Reduced Inequalities: Addressing mental health disparities is essential for promoting equity. This course can focus on providing mental health resources to marginalized and underserved communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Mental health is vital for societal stability and individual well-being. This course can explore the role of mental health in promoting peaceful societies and justice. 5. SDG 5: Gender Equality: Understanding gender-specific mental health issues can lead to more effective support and interventions for women and gender minorities, promoting equity in mental health care. By connecting with these goals, the course equips students with the knowledge and skills to support mental health initiatives, contributing to healthier individuals and communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110104 | Pengantar Ilmu Hukum | Introduction to Legal Science | Introduction to Legal Science is a foundational course that explores the principles and frameworks of legal systems. It covers key topics such as the nature of law, sources of law, and the role of legal institutions. Students learn about various branches of law, including constitutional, criminal, and civil law, and engage with fundamental legal concepts like rights, justice, and the rule of law. The course often emphasizes critical thinking and analysis of legal cases, encouraging students to understand how law interacts with society and impacts everyday life. This course is ideal for those interested in pursuing careers in law, public policy, or related fields. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. Legal science is fundamental in understanding and developing the frameworks that support these objectives. 2. **Goal 4: Quality Education** – If the course addresses legal education and literacy, it contributes to this goal by promoting inclusive and equitable quality education and lifelong learning opportunities. 3. **Goal 10: Reduced Inequalities** – Legal frameworks can help address issues of inequality, ensuring that laws protect marginalized and vulnerable groups. 4. **Goal 12: Responsible Consumption and Production** – Discussions around corporate law and regulations can touch on sustainable practices in business. 5. **Goal 13: Climate Action** – Legal principles regarding environmental law can relate to climate change policies and initiatives. 6. **Goal 5: Gender Equality** – If the course includes discussions on gender law or rights, it can contribute to the goal of achieving gender equality and empowering all women and girls. Depending on the specific content of the course, other SDGs may also be relevant. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139602 | Peradilan Kode Etik | Judicial Code of Ethics | Judicial Code of Ethics is a course focused on the ethical standards and principles governing the conduct of judges and judicial officials. It explores the importance of integrity, impartiality, and professionalism within the judiciary. Topics typically include the rules of judicial conduct, conflict of interest, the role of judicial discretion, and the impact of ethics on public trust in the legal system. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly related, as it emphasizes the importance of promoting just, peaceful, and inclusive societies, and ensuring access to justice for all. Ethical guidelines for judges are essential for maintaining public trust in the judiciary and ensuring fair legal proceedings. 2. **Goal 10: Reduced Inequalities** – By promoting ethical standards in the judiciary, the course can contribute to reducing inequalities in access to justice and fair treatment within legal systems. 3. **Goal 5: Gender Equality** – If the course addresses issues of gender bias in judicial processes, it can support the goal of achieving gender equality and empowering women and girls. 4. **Goal 4: Quality Education** – By educating future legal professionals about ethical standards, the course contributes to quality education in the field of law. 5. **Goal 17: Partnerships for the Goals** – The course might encourage collaboration among various stakeholders in the justice system to uphold ethical standards and promote accountability. These connections highlight the broader implications of judicial ethics in fostering a just and equitable society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139702 | Penemuan dan Logika Hukum | Discovery and Legal Logic | Discovery and Legal Logic is a course that focuses on the processes of legal discovery and the application of logical reasoning in legal contexts. It covers the rules and techniques for gathering evidence, including interrogatories, depositions, and document production. Students learn how to analyze and interpret legal information systematically, employing logical reasoning to construct arguments and identify relevant legal principles. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly related as it emphasizes the importance of fair and effective legal processes. Understanding legal logic and discovery is essential for promoting access to justice and ensuring that legal proceedings are conducted fairly. 2. **Goal 10: Reduced Inequalities** – A strong grasp of legal logic can help address issues of inequality in legal representation and ensure that all individuals have a fair opportunity to present their case. 3. **Goal 4: Quality Education** – The course contributes to quality legal education by teaching students critical thinking and reasoning skills essential for their future careers in law. 4. **Goal 5: Gender Equality** – If the course includes discussions on equitable practices in legal discovery and reasoning, it may help highlight issues of gender bias in the legal system. 5. **Goal 12: Responsible Consumption and Production** – Discussions on legal ethics and the implications of evidence gathering may touch on responsible practices within legal frameworks, particularly regarding environmental laws or corporate responsibility. By linking these topics to the SDGs, the course can foster a deeper understanding of the legal system’s role in promoting sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139802 | Seminar Isu Kontemporer | Contemporary Issues Seminar | Contemporary Issues Seminar is a course designed to explore current topics and challenges facing society today. It encourages critical analysis and discussion of pressing issues such as social justice, environmental sustainability, technological advancements, and public policy. Students engage with diverse perspectives through readings, guest lectures, and group discussions, fostering an understanding of the complexities involved in these issues. | 1. **Goal 16: Peace, Justice and Strong Institutions** – Many contemporary issues involve discussions about justice, governance, human rights, and the rule of law, making this goal particularly relevant. 2. **Goal 10: Reduced Inequalities** – Contemporary issues often include topics like social justice, economic inequality, and marginalized communities, directly relating to this goal. 3. **Goal 4: Quality Education** – If the seminar includes discussions on educational equity, access to education, and lifelong learning, it would align with this goal. 4. **Goal 5: Gender Equality** – Topics such as gender rights, women’s empowerment, and gender-based violence are often explored in contemporary discussions. 5. **Goal 13: Climate Action** – Many contemporary issues are centered around climate change, environmental justice, and sustainability, making this goal highly relevant. 6. **Goal 1: No Poverty** – Discussions on poverty alleviation, economic development, and social safety nets often feature in contemporary issues. 7. **Goal 3: Good Health and Well-Being** – Public health topics, healthcare access, and health inequalities can be critical issues in contemporary discussions. By exploring various contemporary topics, the seminar can foster a deeper understanding of these goals and their interconnections in addressing global challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139902 | Klinik Hukum (Penegakan Hukum) | Legal Clinic (Law Enforcement) | Legal Clinic (Law Enforcement) is a hands-on course that provides students with practical experience in the intersection of law and law enforcement. Through this clinic, students work on real cases and legal issues related to policing, criminal justice, and public safety. They may assist in legal research, prepare legal documents, and engage with law enforcement agencies, community organizations, or advocacy groups. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly applicable as it emphasizes the promotion of just, peaceful, and inclusive societies. The course likely addresses issues related to access to justice, the role of law enforcement, and legal rights. 2. **Goal 10: Reduced Inequalities** – The clinic may focus on marginalized communities and ensure equitable access to legal representation and law enforcement services, helping to reduce inequalities. 3. **Goal 5: Gender Equality** – If the clinic addresses issues like gender-based violence or discrimination within law enforcement, it supports efforts towards achieving gender equality. 4. **Goal 3: Good Health and Well-Being** – Topics related to the impact of law enforcement on community health, mental health issues in policing, or the intersection of law and public health may be explored. 5. **Goal 4: Quality Education** – The course provides practical legal education, enhancing students’ understanding of legal processes and community engagement. 6. **Goal 17: Partnerships for the Goals** – The clinic may involve collaboration with community organizations, law enforcement agencies, and other stakeholders to address legal issues effectively. By addressing these goals, the course can promote a more just and equitable legal system while preparing students for practical legal work in their communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131302 | Hukum Perdata Internasional | Private International Law | Private International Law is a course that examines the legal rules governing cross-border disputes and transactions involving private individuals and entities. It focuses on issues such as jurisdiction, choice of law, and the recognition and enforcement of foreign judgments. Students learn about the principles that determine which legal system applies in international cases and how conflicts between laws are resolved. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is highly relevant, as private international law plays a crucial role in ensuring access to justice across borders, resolving disputes fairly, and promoting the rule of law. 2. **Goal 10: Reduced Inequalities** – By addressing issues such as international contracts, family law, and human rights across different jurisdictions, the course can contribute to reducing inequalities in legal protections and access to justice for individuals in various countries. 3. **Goal 4: Quality Education** – The course provides critical legal education on international frameworks, enhancing students’ understanding of global legal issues and promoting educational equity in legal studies. 4. **Goal 5: Gender Equality** – If the course includes topics on gender-related issues in international family law or cross-border disputes, it can contribute to discussions on gender equality. 5. **Goal 8: Decent Work and Economic Growth** – Understanding private international law can aid in the regulation of international trade and labor practices, promoting fair labor standards and economic growth. 6. **Goal 17: Partnerships for the Goals** – The course may emphasize the importance of international cooperation and partnerships in resolving legal disputes and harmonizing laws across jurisdictions. By exploring these connections, the course can enhance understanding of the global legal landscape and its implications for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138902 | Antropologi Hukum | Legal Anthropology | Legal Anthropology is a course that explores the intersection of law and culture through an anthropological lens. It examines how legal systems operate within different cultural contexts and how social norms, values, and practices shape legal processes. Students study various legal traditions, including indigenous and customary laws, and analyze issues such as justice, conflict resolution, and human rights from an anthropological perspective. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is central, as legal anthropology explores how different cultures understand justice and legal processes, contributing to a more inclusive and fair legal framework. 2. **Goal 10: Reduced Inequalities** – The course often addresses issues related to marginalized communities and how cultural differences affect access to justice, thereby helping to reduce inequalities. 3. **Goal 5: Gender Equality** – Legal anthropology frequently examines gender roles within legal systems, including issues of women’s rights and gender-based violence, contributing to the goal of achieving gender equality. 4. **Goal 4: Quality Education** – By providing insights into legal cultures and systems, the course promotes education that is inclusive and respectful of diverse perspectives on law. 5. **Goal 1: No Poverty** – Discussions on how legal systems can impact economic inequality and poverty, particularly in different cultural contexts, may be part of the curriculum. 6. **Goal 3: Good Health and Well-Being** – If the course includes topics on indigenous legal practices and health rights, it can address how legal frameworks impact community health. By exploring these connections, the course can enhance understanding of how legal systems operate within cultural contexts and contribute to sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139002 | Hukum dan Struktur Sosial | Law and Social Structure | Law and Social Structure is a course that investigates the relationship between legal systems and the social contexts in which they operate. It explores how laws are shaped by, and in turn shape, social institutions, norms, and power dynamics. Students analyze the impact of social factors such as class, race, gender, and culture on legal practices and outcomes. The course also examines the role of law in maintaining social order, addressing conflicts, and promoting social change. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly applicable, as the course likely addresses how legal frameworks influence social order, justice, and governance, promoting effective and accountable institutions. 2. **Goal 10: Reduced Inequalities** – The course may focus on how laws and social structures can perpetuate or mitigate inequalities, thereby contributing to a better understanding of social justice. 3. **Goal 5: Gender Equality** – Discussions around gender roles within legal frameworks and the impact of law on gender relations are likely to be significant, supporting efforts towards achieving gender equality. 4. **Goal 4: Quality Education** – By examining the interplay between law and social structures, the course contributes to a more comprehensive understanding of legal education and social awareness. 5. **Goal 3: Good Health and Well-Being** – If the course includes topics on health law or social determinants of health, it may address how legal systems affect community health and well-being. 6. **Goal 1: No Poverty** – The relationship between law, social policy, and poverty may be explored, highlighting how legal frameworks can impact economic inequality. By engaging with these topics, the course can foster critical thinking about the role of law in shaping societal structures and contribute to achieving sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139102 | Hukum dan Politik | Law and Politics | Law and Politics is a course that examines the intricate relationship between legal systems and political structures. It explores how law influences political processes and governance, as well as how political considerations shape the creation and enforcement of laws. Students analyze topics such as constitutional law, civil rights, the role of the judiciary, and the impact of political ideologies on legal outcomes. The course often includes discussions on the balance of power, public policy, and the implications of law on social justice and democracy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal directly relates to law and politics, focusing on promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. 2. **Goal 10: Reduced Inequalities** – Discussions on legal frameworks and political systems often include analysis of inequalities and how laws can be designed to promote equality. 3. **Goal 5: Gender Equality** – Legal studies often address gender rights, discrimination, and the role of law in promoting gender equality. 4. **Goal 4: Quality Education** – Law and politics courses frequently emphasize the importance of education in understanding legal systems and civic engagement. 5. **Goal 17: Partnerships for the Goals** – This goal can relate to international law and the collaboration needed among countries to achieve sustainable development. These goals provide a framework for analyzing how law and political systems can contribute to sustainable development and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139202 | Hukum dan Ekonomi | Law and Economics | Law and Economics is a course that explores the relationship between legal systems and economic principles. It examines how laws affect economic behavior and decision-making, as well as how economic theories can inform legal analysis and policy. Students study topics such as property rights, contract law, tort law, and regulation, analyzing their economic implications and efficiencies. The course emphasizes the concept of efficiency in legal outcomes and considers the role of incentives in shaping legal frameworks. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is relevant as the course examines labor laws, economic policies, and their impact on employment and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Discussions may focus on how legal frameworks support sustainable industrialization and innovation. 3. **Goal 10: Reduced Inequalities** – The course often explores the economic implications of legal systems and how they can reduce or exacerbate inequalities. 4. **Goal 12: Responsible Consumption and Production** – Legal regulations regarding environmental sustainability and resource management may be covered. 5. **Goal 16: Peace, Justice, and Strong Institutions** – This goal ties into the importance of strong legal institutions for economic stability and growth. 6. **Goal 1: No Poverty** – The interplay between law and economic policies can highlight ways to address poverty and promote equitable growth. These goals emphasize the relationship between legal frameworks, economic policies, and sustainable development outcomes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139302 | Audit Hukum dan Pendapat Hukum | Legal Audit and Legal Opinion | Legal Audit and Legal Opinion is a course that focuses on the processes involved in assessing legal compliance and providing informed legal advice. Students learn how to conduct a legal audit, which involves reviewing an organization’s practices and policies to ensure adherence to applicable laws and regulations. The course also covers the principles of drafting legal opinions, which are formal assessments of the legal implications of specific situations or transactions. Students explore methodologies for identifying potential legal risks, analyzing case law, and formulating clear, persuasive legal arguments. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central, as legal audits and opinions are integral to ensuring compliance, accountability, and the rule of law in institutions. 2. **Goal 8: Decent Work and Economic Growth** – Legal audits often assess labor laws and corporate governance, contributing to sustainable economic practices. 3. **Goal 12: Responsible Consumption and Production** – Legal audits can examine compliance with environmental regulations and sustainable business practices. 4. **Goal 10: Reduced Inequalities** – The course may address how legal frameworks and audits can help ensure equitable practices in businesses and organizations. 5. **Goal 17: Partnerships for the Goals** – Legal opinions may involve collaboration between different stakeholders, emphasizing the importance of partnerships for effective governance. These goals highlight the role of legal analysis in promoting sustainable practices and strengthening institutions. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139402 | Alternatif Penyelesaian Sengketa | Alternative Dispute Resolution | Alternative Dispute Resolution (ADR) is a course that explores non-litigious methods for resolving conflicts and disputes outside the traditional court system. Students learn about various ADR techniques, including mediation, arbitration, and negotiation, and their applications in legal and business contexts. The course covers the principles, processes, and ethical considerations involved in each method, emphasizing the importance of communication and problem-solving skills. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – ADR methods promote peaceful resolution of disputes and can enhance access to justice, reducing the burden on judicial systems. 2. **Goal 10: Reduced Inequalities** – ADR can provide more accessible and equitable means for resolving conflicts, helping to address disparities in access to legal resources. 3. **Goal 5: Gender Equality** – ADR processes can be designed to be more inclusive, addressing gender-based disputes and promoting equal participation. 4. **Goal 4: Quality Education** – Courses on ADR often emphasize the importance of educating stakeholders about conflict resolution techniques and legal rights. 5. **Goal 17: Partnerships for the Goals** – ADR encourages collaboration among parties, fostering partnerships that can lead to more sustainable outcomes. These goals highlight the importance of alternative methods for conflict resolution in promoting justice and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139502 | Advokasi dan Bantuan Hukum | Advocacy and Legal Assistance | Advocacy and Legal Assistance is a course designed to equip students with the skills and knowledge necessary for effective advocacy in legal contexts. The course covers various forms of advocacy, including legal representation, community organizing, and public interest law. Students learn about the ethical responsibilities of advocates, strategies for representing clients, and techniques for effective communication and persuasion in legal settings. The curriculum often includes case studies and practical exercises to develop skills in legal research, writing, and oral advocacy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Advocacy plays a crucial role in promoting justice, enhancing legal rights, and supporting effective institutions. 2. **Goal 10: Reduced Inequalities** – The course often focuses on how legal assistance can empower marginalized groups and reduce disparities in access to justice. 3. **Goal 5: Gender Equality** – Advocacy efforts often address gender-based issues and promote the legal rights of women and marginalized genders. 4. **Goal 4: Quality Education** – Legal education and awareness are key components of advocacy, helping individuals understand their rights and the legal system. 5. **Goal 1: No Poverty** – Legal assistance can be vital in helping individuals navigate issues that affect their economic stability and well-being. These goals emphasize the role of advocacy and legal support in promoting social justice and enhancing access to legal rights. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138206 | Perbandingan Sistem Hukum | Comparative Legal Systems | omparative Legal Systems is a course that examines the similarities and differences among various legal systems around the world. Students explore different legal traditions, such as common law, civil law, religious law, and customary law, analyzing how cultural, social, and political contexts influence legal principles and practices. The course often includes case studies from different jurisdictions to illustrate how laws are applied and interpreted in various settings. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Understanding different legal systems is essential for promoting justice and building effective, accountable institutions. 2. **Goal 10: Reduced Inequalities** – Comparative analysis can reveal how different legal frameworks address or exacerbate inequalities, helping to identify best practices. 3. **Goal 5: Gender Equality** – Exploring how various legal systems treat gender issues can highlight disparities and promote more equitable legal frameworks. 4. **Goal 8: Decent Work and Economic Growth** – Legal systems influence economic policies, labor rights, and business regulations, impacting overall economic development. 5. **Goal 17: Partnerships for the Goals** – The course may emphasize the importance of international cooperation and understanding in legal practices. These goals illustrate the importance of comparative legal studies in promoting justice, equality, and sustainable development across different contexts. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138302 | Hukum Laut Internasional | International Maritime Law | International Maritime Law is a course that focuses on the legal frameworks governing maritime activities and the law of the sea. It covers key treaties and conventions, such as the United Nations Convention on the Law of the Sea (UNCLOS), as well as issues related to shipping, navigation, marine resources, and environmental protection. Students learn about the rights and responsibilities of states, shipping companies, and individuals in international waters, and explore topics such as piracy, maritime safety, and dispute resolution. | 1. **Goal 14: Life Below Water** – This goal directly relates to the protection of marine ecosystems and sustainable use of ocean resources, which are key topics in maritime law. 2. **Goal 16: Peace, Justice, and Strong Institutions** – International maritime law deals with issues of governance, law enforcement at sea, and conflict resolution, contributing to peaceful and just maritime practices. 3. **Goal 17: Partnerships for the Goals** – The course may emphasize international cooperation and partnerships in managing maritime affairs, including treaties and collaborative frameworks. 4. **Goal 12: Responsible Consumption and Production** – Discussions on sustainable shipping practices and minimizing environmental impacts can also fall under this goal. By addressing these areas, courses in International Maritime Law help promote sustainable development in ocean governance and resource management. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138402 | Hukum Pesisir & Pulau- Pulau Kecil | Coastal & Small Island Law | Coastal & Small Island Law is a course that examines the legal issues and frameworks relevant to coastal areas and small island nations. It focuses on topics such as territorial waters, marine resources, environmental protection, and the rights of coastal communities. Students explore international treaties and conventions, like the United Nations Convention on the Law of the Sea (UNCLOS), as well as national laws governing coastal management and sustainable development. The course addresses challenges faced by small island states, including climate change, sea-level rise, and biodiversity conservation. | 1. **Goal 14: Life Below Water** – Focuses on the conservation and sustainable use of oceans, seas, and marine resources, which is central to coastal and small island legal frameworks. 2. **Goal 13: Climate Action** – Addresses the impacts of climate change on coastal communities and island nations, including legal responses to rising sea levels and extreme weather. 3. **Goal 11: Sustainable Cities and Communities** – Explores sustainable development practices in coastal urban planning and the resilience of small island communities. 4. **Goal 15: Life on Land** – May cover issues related to coastal ecosystems and biodiversity, linking land and sea management. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Discusses governance, legal frameworks, and the protection of rights for coastal and island communities. These SDGs are integral to understanding the legal challenges and opportunities faced by coastal and small island nations in achieving sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138502 | Hukum Pengangkutan | Carriage Law | Carriage Law is a course that focuses on the legal principles governing the transportation of goods and passengers. It covers various modes of carriage, including land, sea, and air transport, and examines relevant international conventions and national regulations, such as the Hague-Visby Rules for maritime transport and the Montreal Convention for air carriage. Students learn about the rights and obligations of carriers and shippers, liability issues, and claims related to loss, damage, or delay. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the development of sustainable transport systems, including legal frameworks that support efficient and innovative logistics and transportation networks. 2. **Goal 12: Responsible Consumption and Production** – Addresses the legal aspects of transport operations, including waste management and resource efficiency in shipping and logistics. 3. **Goal 13: Climate Action** – May discuss the impact of transportation on climate change and legal measures to reduce emissions in the shipping industry. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Covers legal frameworks that ensure fair practices in carriage, dispute resolution, and enforcement of rights and responsibilities. 5. **Goal 17: Partnerships for the Goals** – Highlights the importance of international cooperation and collaboration in establishing carriage laws that support global trade. These goals are essential for understanding the broader implications of carriage law on sustainable and equitable transportation practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138602 | Hukum dan Pembangunan | Law and Development | Law and Development is a course that explores the interplay between legal frameworks and socio-economic development. It examines how law can facilitate or hinder progress in various contexts, particularly in developing countries. Students study topics such as property rights, contract enforcement, legal institutions, and human rights, analyzing their impact on economic growth, social justice, and governance. The course often includes case studies that highlight successful legal reforms and the challenges of implementing effective legal systems. | 1. **Goal 1: No Poverty** – Examines legal frameworks that address poverty reduction and equitable access to resources. 2. **Goal 5: Gender Equality** – Focuses on legal reforms to promote gender equality and empower women in development contexts. 3. **Goal 8: Decent Work and Economic Growth** – Discusses labor laws, employment rights, and economic policies that promote sustainable growth. 4. **Goal 10: Reduced Inequalities** – Addresses issues of social justice, access to justice, and reducing inequalities through legal mechanisms. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Explores the role of law in building strong institutions, governance, and rule of law for sustainable development. 6. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of collaborative approaches and partnerships in achieving development objectives through legal means. These SDGs provide a framework for understanding how law can facilitate sustainable development and address various socio-economic challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138702 | Sosiologi Hukum | Sociology of Law | Sociology of Law is a course that examines the relationship between law and society, exploring how legal systems are shaped by social norms, values, and structures. Students study the social functions of law, the processes of legal change, and how laws influence behavior and social order. The course covers topics such as the role of legal institutions, the impact of social inequalities on access to justice, and the interaction between law and various social factors like race, class, and gender. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Examines the role of law in society, justice systems, and the impact of legal institutions on social order and justice. 2. **Goal 10: Reduced Inequalities** – Analyzes how laws and legal systems contribute to or mitigate social inequalities, including those based on race, gender, and class. 3. **Goal 5: Gender Equality** – Explores the intersection of law and gender, focusing on legal frameworks that promote or hinder gender equality. 4. **Goal 1: No Poverty** – Investigates the relationship between law, socio-economic status, and access to resources, emphasizing how legal structures can address poverty. 5. **Goal 3: Good Health and Well-being** – Considers how laws impact public health, healthcare access, and social determinants of health. 6. **Goal 4: Quality Education** – Looks at the role of law in education systems and access to quality education for all. These goals help frame the study of how law interacts with societal issues and contributes to broader social change and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138802 | Hukum dan Masyarakat | Law and Society | Law and Society is a course that explores the complex interactions between legal systems and social structures. It examines how laws are influenced by cultural norms, social movements, and power dynamics, and how they, in turn, shape societal behavior and institutions. Students analyze topics such as the role of law in maintaining social order, the impact of legal decisions on marginalized communities, and the relationship between legal reforms and social change. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the relationship between legal systems, social justice, and the effectiveness of institutions in promoting peace. 2. **Goal 10: Reduced Inequalities** – Examines how laws and legal practices can contribute to or reduce social inequalities related to race, gender, class, and other factors. 3. **Goal 5: Gender Equality** – Explores the impact of legal frameworks on gender relations and the promotion of women’s rights. 4. **Goal 1: No Poverty** – Analyzes the role of law in addressing economic disparities and access to resources. 5. **Goal 3: Good Health and Well-being** – Considers how laws influence public health policies and access to healthcare. 6. **Goal 4: Quality Education** – Looks at the legal context of education and its role in promoting equitable access to learning opportunities. These goals provide a framework for understanding the interplay between law and societal issues, highlighting the importance of legal systems in fostering social progress and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137502 | Klinik Hukum (Lingkungan) | Legal Clinic (Environmental) | Legal Clinic (Environmental) is a practical course that provides students with hands-on experience in environmental law and advocacy. Through this clinic, students work on real cases involving environmental issues, such as land use, pollution, conservation, and regulatory compliance. They engage with clients, conduct legal research, draft documents, and participate in negotiations or hearings, all while applying relevant environmental laws and policies. | 1. **Goal 13: Climate Action** – Focuses on legal strategies to address climate change, including advocacy and policy work related to environmental protection. 2. **Goal 14: Life Below Water** – Engages with issues related to marine conservation, sustainable fisheries, and protection of aquatic ecosystems. 3. **Goal 15: Life on Land** – Addresses land use, biodiversity, and conservation laws, promoting sustainable management of terrestrial ecosystems. 4. **Goal 6: Clean Water and Sanitation** – Explores legal frameworks for water resource management and protection of water quality. 5. **Goal 11: Sustainable Cities and Communities** – Examines urban planning and environmental regulations aimed at creating sustainable and resilient communities. 6. **Goal 12: Responsible Consumption and Production** – Discusses legal approaches to promote sustainable practices in production and consumption. These goals illustrate how environmental legal clinics contribute to advocacy and education in environmental law, supporting sustainable development and ecological protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137602 | Hukum Humaniter dan Kejahatan Internasional | Humanitarian Law and International Crime | Humanitarian Law and International Crime is a course that examines the legal frameworks governing armed conflict and the prosecution of international crimes. It focuses on international humanitarian law (IHL), which regulates the conduct of war and seeks to protect individuals not participating in hostilities, as well as international criminal law (ICL), which addresses crimes such as genocide, war crimes, and crimes against humanity. Students study relevant treaties, such as the Geneva Conventions, and the role of international courts and tribunals, including the International Criminal Court (ICC). | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the promotion of peaceful societies, access to justice, and the establishment of effective institutions to uphold human rights and the rule of law. 2. **Goal 3: Good Health and Well-being** – Addresses the impact of armed conflict and violence on public health, emphasizing the need for humanitarian assistance and protection of vulnerable populations. 3. **Goal 5: Gender Equality** – Explores issues related to gender-based violence in conflict settings and the protection of women’s rights under humanitarian law. 4. **Goal 10: Reduced Inequalities** – Examines how armed conflicts disproportionately affect marginalized groups and the legal frameworks aimed at protecting their rights. 5. **Goal 1: No Poverty** – Investigates the relationship between conflict, humanitarian crises, and poverty, focusing on legal measures to address these challenges. 6. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of international cooperation in enforcing humanitarian law and addressing international crimes. These SDGs highlight the course’s focus on the intersection of law, human rights, and global peace efforts, emphasizing the role of legal frameworks in promoting humanitarian principles. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137702 | Hukum Organisasi Internasional | Law of International Organizations | Law of International Organizations is a course that explores the legal frameworks governing international organizations, such as the United Nations, the World Trade Organization, and regional bodies like the European Union. Students learn about the formation, structure, and functions of these organizations, as well as their powers and limitations under international law. The course covers topics such as treaty-making, the rights and obligations of member states, and the mechanisms for dispute resolution. Th | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the role of international organizations in promoting peace, stability, and effective governance, as well as the rule of law. 2. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of cooperation and collaboration among states and international organizations to achieve global development objectives. 3. **Goal 3: Good Health and Well-being** – Examines the role of organizations like the World Health Organization (WHO) in addressing global health issues and promoting health equity. 4. **Goal 4: Quality Education** – Discusses the contributions of international organizations, such as UNESCO, in promoting educational initiatives and access to quality education worldwide. 5. **Goal 5: Gender Equality** – Explores the work of international organizations in advancing gender equality and empowering women globally. 6. **Goal 13: Climate Action** – Addresses the role of organizations in coordinating international efforts to combat climate change and promote environmental sustainability. These goals illustrate how the study of international organizations encompasses a wide range of issues related to global governance, development, and cooperation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137802 | HAM Internasional | International Human Rights | International Human Rights is a course that examines the principles, laws, and institutions designed to protect human rights on a global scale. Students explore the historical development of human rights norms, key international treaties (such as the Universal Declaration of Human Rights and various covenants), and the role of organizations like the United Nations in promoting and enforcing these rights. The course also addresses contemporary human rights issues, including violations in conflict zones, the rights of marginalized groups, and the impact of globalization. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting just and inclusive societies, access to justice, and the establishment of effective institutions to protect human rights. 2. **Goal 10: Reduced Inequalities** – Examines the legal frameworks aimed at reducing inequalities based on race, gender, socioeconomic status, and other factors. 3. **Goal 5: Gender Equality** – Addresses issues related to women’s rights, gender-based violence, and the promotion of gender equality in various contexts. 4. **Goal 1: No Poverty** – Investigates the relationship between human rights and poverty reduction, emphasizing the right to an adequate standard of living. 5. **Goal 3: Good Health and Well-being** – Discusses the right to health and access to healthcare services as fundamental human rights. 6. **Goal 4: Quality Education** – Explores the right to education and the importance of educational access and equity. These SDGs highlight the integral role of human rights in promoting social justice, equality, and sustainable development globally. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137903 | Hukum Telekomunikasi dan Informatika | Telecommunications and Informatics Law | Telecommunications and Informatics Law is a course that focuses on the legal frameworks governing telecommunications, information technology, and digital communication. It examines key issues such as regulatory compliance, data privacy, cybersecurity, intellectual property rights, and the impact of emerging technologies. Students learn about the laws and policies that shape the telecommunications industry, including international agreements and national regulations. The course also explores the implications of technological advancements on society, including issues of access, digital equity, and the protection of consumers. | 1. **Goal 4: Quality Education** – Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. The course may discuss access to information and communication technologies (ICTs) in education. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. The course can address legal frameworks that support technological advancement and innovation in telecommunications. 3. **Goal 10: Reduced Inequalities** – Reducing inequality within and among countries. The course might examine how telecommunications laws can help bridge the digital divide and promote equal access to information. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. Legal frameworks governing telecommunications can enhance transparency and accountability. 5. **Goal 17: Partnerships for the Goals** – Strengthening the means of implementation and revitalizing the global partnership for sustainable development. The course may highlight collaborations between governments, private sectors, and civil society in telecommunications policy. These connections highlight how legal education in telecommunications and informatics can contribute to broader societal goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138004 | Hukum Pengungsi | Refugee Law | Refugee Law is a course that examines the legal principles and frameworks governing the protection of refugees and asylum seekers. It explores international treaties, such as the 1951 Refugee Convention and its 1967 Protocol, as well as regional instruments and national laws that define refugee status and rights. Students analyze the processes for seeking asylum, the responsibilities of states, and the challenges faced by refugees in various contexts, including conflicts and humanitarian crises. The course also addresses contemporary issues such as statelessness, integration, and the impact of global migration trends. | 1. **Goal 10: Reduced Inequalities** – Focuses on reducing inequality within and among countries, particularly for marginalized groups, including refugees and displaced persons. 2. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies, access to justice, and accountable institutions. Refugee Law addresses legal protections for individuals fleeing persecution and seeks to ensure their rights. 3. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships in addressing global challenges, including forced displacement. The course may explore collaboration between governments, NGOs, and international organizations in refugee protection. 4. **Goal 1: No Poverty** – Aims to end poverty in all its forms everywhere. Understanding refugee rights can contribute to policies that support economic stability for displaced populations. 5. **Goal 4: Quality Education** – Ensures inclusive and equitable quality education for all. The course may address educational access and rights for refugee children. 6. **Goal 5: Gender Equality** – Focuses on achieving gender equality and empowering all women and girls. Refugee Law often examines the specific vulnerabilities and rights of women in displacement contexts. By covering these SDGs, the course highlights the intersection of legal protections, human rights, and sustainable development in the context of refugees. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138105 | Hukum Ruang Udara dan Ruang Angkasa | Air Space and Space Law | Air Space and Space Law is a course that explores the legal frameworks governing both airspace and outer space activities. It covers the principles of international aviation law, including regulations related to air traffic management, safety, and environmental impacts of air travel. The course also examines space law, focusing on treaties like the Outer Space Treaty, which addresses the use and exploration of outer space, as well as issues related to satellite communications, space debris, and the rights of states and private entities in space. Students analyze contemporary challenges in both fields, such as security concerns, commercial space ventures, and environmental sustainability. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation. The course may explore legal frameworks that support advancements in aerospace technology and infrastructure development. 2. **Goal 13: Climate Action** – Addresses the urgent need to combat climate change and its impacts. Space law can play a role in monitoring climate change through satellite technology and promoting international cooperation on environmental issues. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course may cover issues of security in outer space and the legal frameworks governing the peaceful use of space. 4. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships for sustainable development. The course can discuss international cooperation in space exploration and technology sharing among countries. 5. **Goal 4: Quality Education** – Ensures inclusive and equitable quality education. The course may highlight the role of space technology in education, such as using satellites for distance learning. By integrating these SDGs, the course emphasizes the importance of legal frameworks in promoting sustainable development and international cooperation in air and space activities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136802 | Hukum Pengangkutan & Asuransi | Freight & Insurance Law | Freight & Insurance Law is a course that focuses on the legal principles governing the transportation of goods and the insurance aspects associated with freight. Students learn about the rights and obligations of parties involved in shipping, including carriers, shippers, and consignees, as well as relevant international conventions and regulations, such as the Hague-Visby Rules and the Carriage of Goods by Sea Act. The course also covers various types of cargo insurance, including liability issues and claims processes, helping students understand how to mitigate risks in transportation. | 1. **Goal 8: Decent Work and Economic Growth** – Promotes sustained, inclusive economic growth, full and productive employment, and decent work for all. The course may address the legal frameworks that support trade and logistics, impacting economic activities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation. The course can cover the legal aspects of shipping and freight logistics, which are essential for global supply chains. 3. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may explore insurance policies related to sustainable practices in freight and logistics. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes just, peaceful, and inclusive societies. The course can address the legal mechanisms that ensure accountability and fairness in freight and insurance practices. 5. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships in achieving sustainable development. The course may discuss collaboration between various stakeholders in the freight and insurance sectors. By linking these SDGs, the course highlights the importance of legal frameworks in facilitating trade, ensuring sustainability, and promoting economic growth. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136902 | Hukum Pencemaran & Perusakan Lingkungan | Environmental Pollution & Destruction Law | Environmental Pollution & Destruction Law is a course that examines the legal frameworks and regulations addressing environmental pollution and the degradation of natural resources. It covers key statutes and international agreements aimed at preventing and mitigating pollution, such as the Clean Air Act, Clean Water Act, and various international treaties. Students explore topics such as liability for environmental harm, regulatory compliance, and enforcement mechanisms, as well as the roles of governmental and non-governmental organizations in environmental protection. The course also addresses contemporary challenges, including climate change, industrial waste, and the impact of pollution on public health. | 1. **Goal 13: Climate Action** – Focuses on taking urgent action to combat climate change and its impacts. The course may address legal frameworks for regulating emissions and promoting climate resilience. 2. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course can cover laws aimed at reducing waste and promoting environmentally friendly practices. 3. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. The course may examine legal protections for biodiversity and land use regulations. 4. **Goal 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation for all. The course might address legal aspects of water pollution and management. 5. **Goal 11: Sustainable Cities and Communities** – Promotes making cities inclusive, safe, resilient, and sustainable. Environmental law can play a key role in urban planning and pollution control. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of effective institutions in enforcing environmental laws and regulations. The course may cover legal frameworks for environmental justice and accountability. By connecting these SDGs, the course highlights the critical role of environmental law in promoting sustainability and protecting natural resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137002 | Penyelesaian Sengketa Lingkungan | Environmental Dispute Resolution | Environmental Dispute Resolution is a course that focuses on methods and processes for resolving conflicts related to environmental issues. Students learn about various forms of dispute resolution, including negotiation, mediation, arbitration, and collaborative problem-solving, specifically in the context of environmental conflicts such as land use, resource management, and pollution disputes. The course examines the legal frameworks that support these processes and the role of stakeholders, including governments, communities, and businesses. Through case studies and practical exercises, students develop skills in facilitating discussions, understanding regulatory contexts, and creating sustainable solutions. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting peaceful and inclusive societies and ensuring access to justice. The course may explore mechanisms for resolving environmental disputes fairly and equitably. 2. **Goal 13: Climate Action** – Addresses the need for urgent action on climate change. The course may cover dispute resolution mechanisms related to climate-related issues, such as resource allocation and emissions reduction. 3. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. The course can discuss disputes over land use, biodiversity conservation, and land degradation. 4. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may examine conflicts arising from resource extraction and waste management practices. 5. **Goal 11: Sustainable Cities and Communities** – Promotes making cities inclusive, safe, resilient, and sustainable. The course might address disputes related to urban development, environmental impact assessments, and community engagement. 6. **Goal 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water and sanitation. Dispute resolution related to water rights and pollution can be a key topic. By connecting these SDGs, the course highlights the importance of effective dispute resolution in achieving environmental sustainability and fostering cooperative governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137102 | AMDAL & Perizinan Lingkungan | AMDAL & Environmental Permitting | AMDAL & Environmental Permitting is a course that focuses on the processes and regulations related to environmental impact assessments (EIA) and permitting for development projects. “AMDAL” stands for “Analisis Mengenai Dampak Lingkungan,” which is the Indonesian term for EIA. The course covers the legal frameworks governing environmental assessments, including the requirements for conducting AMDAL studies, stakeholder engagement, and the review process for environmental permits. Students learn about the importance of assessing potential environmental impacts before project implementation and the role of permitting in ensuring compliance with environmental standards. | 1. **Goal 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. The course can address urban planning and development regulations that consider environmental impacts. 2. **Goal 13: Climate Action** – Focuses on taking urgent action to combat climate change. Environmental permitting often includes assessments related to climate change mitigation and adaptation strategies. 3. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may cover how environmental assessments can promote sustainable practices in industries. 4. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. AMDAL processes often evaluate impacts on biodiversity and land use. 5. **Goal 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation. The course may address the impacts of projects on water resources and ecosystems. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes just, peaceful, and inclusive societies. The course can explore the role of regulatory frameworks and public participation in environmental decision-making. By integrating these SDGs, the course emphasizes the critical role of environmental impact assessments and permitting in promoting sustainable development and protecting natural resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137202 | Hukum Kehutanan | Forestry Law | Forestry Law is a course that examines the legal frameworks governing forest management, conservation, and utilization. It covers key statutes, regulations, and international agreements related to forestry, including laws on sustainable forest management, timber harvesting, and biodiversity conservation. Students learn about the rights and responsibilities of stakeholders, including governments, private entities, and indigenous communities, in relation to forest resources. The course also addresses contemporary issues such as deforestation, climate change, and the impact of forestry practices on ecosystems and communities. | 1. **SDG 15: Life on Land** – This goal focuses on the sustainable management of forests, combating desertification, and halting biodiversity loss. Forestry law directly relates to policies and regulations that promote sustainable forest management and conservation. 2. **SDG 13: Climate Action** – Forestry plays a crucial role in climate regulation. The legal frameworks governing forests can impact carbon storage, deforestation rates, and land use practices that contribute to climate change. 3. **SDG 12: Responsible Consumption and Production** – Sustainable forest management practices are essential for ensuring that forestry operations are conducted responsibly, minimizing waste, and promoting sustainable consumption of forest resources. 4. **SDG 1: No Poverty** – Sustainable forestry can provide economic opportunities for communities, contributing to poverty alleviation through sustainable livelihoods linked to forest resources. 5. **SDG 8: Decent Work and Economic Growth** – Forestry law can create a framework for promoting decent work conditions in the forestry sector, including regulations that protect workers’ rights. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective governance and legal frameworks are essential for ensuring justice in land tenure and forest rights, as well as resolving conflicts related to forest resources. These goals highlight the interconnectedness of environmental sustainability, social equity, and economic development within the context of forestry law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137302 | Hukum Pertambangan | Mining Law | Mining Law is a course that focuses on the legal frameworks and regulations governing the exploration, extraction, and management of mineral resources. Students learn about key legislation, international treaties, and industry standards that dictate mining practices, including issues related to land use, environmental protection, and the rights of local communities. The course covers topics such as permitting processes, environmental impact assessments, and the legal responsibilities of mining companies. Students also explore contemporary challenges in the mining sector, such as sustainable development, resource management, and the social impacts of mining activities. | 1. **SDG 8: Decent Work and Economic Growth** – Mining law focuses on ensuring fair labor practices, promoting economic growth through responsible mining practices, and supporting local economies. 2. **SDG 12: Responsible Consumption and Production** – This goal relates to sustainable resource management, emphasizing the need for responsible mining practices that minimize waste and environmental impact. 3. **SDG 13: Climate Action** – Mining operations can significantly impact greenhouse gas emissions. Legal frameworks that regulate emissions and promote sustainable practices are crucial for mitigating climate change. 4. **SDG 15: Life on Land** – Mining activities often affect land use and biodiversity. Mining law addresses the need for sustainable land management and the protection of ecosystems during and after mining operations. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Effective mining law is essential for ensuring fair access to resources, resolving disputes, and promoting transparency and accountability in the mining sector. 6. **SDG 1: No Poverty** – Responsible mining can provide job opportunities and economic benefits for local communities, contributing to poverty alleviation when done sustainably. These SDGs underscore the importance of balancing economic development, environmental protection, and social equity within the mining sector. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137402 | Hukum Lingkungan Internasional | International Environmental Law | International Environmental Law is a course that examines the legal frameworks and treaties governing environmental protection at the global level. It covers key international agreements, such as the Paris Agreement, the Convention on Biological Diversity, and various protocols addressing climate change, pollution, and conservation. Students explore the roles of international organizations, such as the United Nations Environment Programme (UNEP), in promoting environmental governance and compliance. The course also addresses the challenges of enforcement, state responsibility, and the impact of international law on national environmental policies. | 1. **SDG 13: Climate Action** – This goal is central to international environmental law, which includes treaties and agreements aimed at combating climate change and its impacts. 2. **SDG 15: Life on Land** – International environmental law addresses the conservation of terrestrial ecosystems, biodiversity, and sustainable land management practices. 3. **SDG 14: Life Below Water** – Legal frameworks governing the protection of marine environments and sustainable use of ocean resources are key components of international environmental law. 4. **SDG 12: Responsible Consumption and Production** – This goal relates to promoting sustainable practices and minimizing waste through legal instruments and policies at the international level. 5. **SDG 16: Peace, Justice, and Strong Institutions** – International environmental law emphasizes the need for strong legal frameworks, governance, and institutions to enforce environmental protections and resolve disputes. 6. **SDG 17: Partnerships for the Goals** – International cooperation and partnerships are crucial for addressing global environmental challenges, making this goal relevant to the collaborative aspects of environmental law. These SDGs highlight the interconnectedness of environmental protection, sustainable development, and international cooperation in the legal framework governing global environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136102 | Hukum Investasi & Pasar Modal | Investment Law & Capital Markets | Investment Law & Capital Markets is a course that explores the legal frameworks governing investment activities and capital markets at both domestic and international levels. Students learn about key regulations, treaties, and policies that affect foreign direct investment (FDI), securities regulation, and corporate governance. The course covers topics such as investor protections, market transparency, financial compliance, and dispute resolution mechanisms. It also examines the role of international financial institutions and the impact of globalization on investment flows and capital markets. Through case studies and practical applications, students gain insights into the complexities of investment transactions and the legal challenges faced by investors and companies in a dynamic financial landscape. | 1. **SDG 8: Decent Work and Economic Growth** – This goal emphasizes the importance of promoting sustained economic growth, full and productive employment, and decent work for all, which investment law and capital markets directly support by facilitating investment flows. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Investment in infrastructure and innovation is critical for sustainable industrialization. This goal relates to legal frameworks that encourage investments in sustainable technologies and infrastructure development. 3. **SDG 10: Reduced Inequalities** – Investment law can promote equitable access to financial markets and investment opportunities, helping to reduce inequalities within and between countries. 4. **SDG 12: Responsible Consumption and Production** – Legal frameworks in investment and capital markets can encourage responsible investment practices that promote sustainability and accountability in resource use. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Strong legal institutions and governance frameworks are essential for protecting investments and ensuring transparency, which aligns with this goal’s focus on justice and effective institutions. 6. **SDG 17: Partnerships for the Goals** – Collaboration between public and private sectors, as well as international cooperation, is vital for achieving sustainable investment and capital market development. These SDGs reflect the broader impact of investment law and capital markets on economic development, sustainability, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136202 | Hukum Perusahaan | Company Law | Company Law is a course that examines the legal principles and regulations governing the formation, operation, and dissolution of companies. Students learn about key concepts such as corporate structure, governance, shareholder rights, and the responsibilities of directors and officers. The course covers various types of business entities, including corporations, partnerships, and limited liability companies, as well as relevant laws on securities, mergers and acquisitions, and corporate finance. Students also explore issues related to corporate social responsibility, compliance, and the legal implications of business decisions. | 1. **SDG 8: Decent Work and Economic Growth** – Company law plays a crucial role in regulating business practices, promoting job creation, and ensuring fair labor conditions, which support economic growth. 2. **SDG 12: Responsible Consumption and Production** – Corporate governance frameworks can encourage sustainable business practices, responsible resource use, and accountability in production processes. 3. **SDG 5: Gender Equality** – Company law often addresses issues related to gender equity in corporate governance and workplace practices, promoting equal opportunities for all genders. 4. **SDG 10: Reduced Inequalities** – Company law can facilitate the establishment of fair practices and equitable treatment in the workplace, helping to reduce inequalities within and among companies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Effective company law fosters strong corporate governance, transparency, and accountability, which are essential for justice and trust in business practices. 6. **SDG 17: Partnerships for the Goals** – Collaboration between businesses, governments, and civil society is essential for sustainable development, and company law can facilitate these partnerships through regulatory frameworks. These SDGs highlight the intersection of corporate governance, social responsibility, and sustainable development within the context of company law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136302 | Hukum Perbankan dan Lembaga Pembiayaan | Banking Law and Financing Institutions | Banking Law and Financing Institutions is a course that focuses on the legal frameworks governing banking operations and financial institutions. Students explore the regulatory environment that affects banks, credit unions, and other financial entities, including laws related to licensing, compliance, and consumer protection. The course covers key topics such as lending practices, risk management, financial transactions, and the role of central banks. Students also examine international banking regulations, such as Basel III, and the impact of emerging technologies, including fintech and digital currencies. | 1. **SDG 8: Decent Work and Economic Growth** – Banking law is essential for promoting economic growth through financial services, fostering job creation, and ensuring fair labor practices within the financial sector. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Financial institutions play a crucial role in financing infrastructure and innovation, which are vital for sustainable industrial development. 3. **SDG 10: Reduced Inequalities** – Access to banking and financial services can help reduce inequalities by providing underserved communities with the resources they need to grow economically. 4. **SDG 12: Responsible Consumption and Production** – Financial regulations can promote sustainable investment practices and encourage businesses to adopt environmentally friendly practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – A robust banking law framework is essential for ensuring transparency, accountability, and trust in financial institutions, contributing to justice and strong institutions. 6. **SDG 17: Partnerships for the Goals** – Financial institutions often collaborate with governments, NGOs, and other stakeholders to promote sustainable development, making partnerships essential for achieving these goals. These SDGs illustrate the important role of banking law and financial institutions in fostering sustainable economic growth, social equity, and responsible financial practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136402 | Hukum Persaingan Usaha | Business Competition Law | Business Competition Law is a course that examines the legal principles and regulations designed to promote fair competition and prevent anti-competitive practices in the marketplace. Students learn about key concepts such as antitrust laws, monopolies, cartels, and unfair trade practices. The course covers the legal frameworks of competition law in various jurisdictions, including the U.S. Sherman Act and the EU Competition Law. Students analyze cases and enforcement actions to understand how competition laws are applied and enforced, as well as the economic theories underlying these regulations. | 1. **SDG 8: Decent Work and Economic Growth** – Competition law promotes fair competition, which can lead to economic growth and job creation by fostering innovation and efficiency in markets. 2. **SDG 10: Reduced Inequalities** – By preventing monopolies and anti-competitive practices, competition law helps ensure that smaller businesses have a fair chance to compete, thereby reducing economic inequalities. 3. **SDG 12: Responsible Consumption and Production** – Fair competition encourages companies to adopt sustainable practices and improve product offerings, benefiting consumers and promoting responsible production. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Effective competition law frameworks contribute to fair business practices and regulatory integrity, fostering trust in markets and institutions. 5. **SDG 17: Partnerships for the Goals** – Cooperation among regulators, businesses, and other stakeholders is crucial for effective enforcement of competition laws and achieving broader economic goals. These SDGs highlight the role of business competition law in promoting fair markets, fostering economic development, and supporting sustainable practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136502 | Hukum Kepailitan | Bankruptcy Law | Bankruptcy Law is a course that explores the legal principles and procedures governing bankruptcy and insolvency. Students learn about the various types of bankruptcy filings, including Chapter 7, Chapter 11, and Chapter 13 in the U.S. context, and the rights and responsibilities of debtors and creditors throughout the process. The course covers key topics such as the automatic stay, asset liquidation, reorganization plans, and the treatment of secured and unsecured debts. Students also examine the role of bankruptcy courts, trustees, and the implications of bankruptcy on businesses and individuals. | 1. **Goal 8: Decent Work and Economic Growth** – Understanding bankruptcy laws can help promote stable economic growth by addressing insolvency issues and facilitating a fresh start for businesses. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective bankruptcy systems can support innovation by allowing failing companies to reorganize or liquidate in an orderly manner, preserving resources for more viable enterprises. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Bankruptcy laws contribute to a fair and just legal framework, ensuring that insolvency procedures are transparent and equitable, which is vital for maintaining trust in financial systems. 4. **Goal 1: No Poverty** – By enabling individuals and businesses to navigate financial distress, bankruptcy laws can help prevent prolonged poverty resulting from overwhelming debt. These connections highlight how legal education, particularly in bankruptcy law, can contribute to broader societal goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136602 | Hukum Ekonomi & Perdagangan Internasional | International Economic & Trade Law | International Economic & Trade Law is a course that examines the legal frameworks governing international trade and economic relations between countries. Students explore key agreements and institutions, such as the World Trade Organization (WTO), regional trade agreements, and trade policies that impact global commerce. The course covers topics including trade in goods and services, tariffs, non-tariff barriers, trade disputes, and investment law. Students also analyze the relationship between international trade law and domestic regulations, as well as issues related to development, sustainability, and economic integration. | 1. **Goal 8: Decent Work and Economic Growth** – Promoting fair trade practices and regulations can lead to sustainable economic growth and the creation of decent jobs. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Trade laws support the development of industries and infrastructure by facilitating international trade, which can drive innovation. 3. **Goal 10: Reduced Inequalities** – International trade agreements can be designed to reduce inequalities between nations and within societies, promoting equitable access to resources and markets. 4. **Goal 12: Responsible Consumption and Production** – Trade laws can encourage sustainable practices in production and consumption, promoting environmental responsibility in international markets. 5. **Goal 17: Partnerships for the Goals** – International Economic & Trade Law fosters cooperation between countries, encouraging partnerships that can address global challenges. These connections illustrate how the study of international trade law can contribute to achieving broader sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136702 | Hukum Surat Berharga | Securities Law | Securities Law is a course that focuses on the legal frameworks and regulations governing the issuance, trading, and enforcement of securities in the financial markets. Students learn about key concepts such as securities registration, disclosure requirements, insider trading, and the roles of regulatory bodies like the Securities and Exchange Commission (SEC) in the United States. The course covers topics related to both public and private offerings, as well as the rights and obligations of issuers, investors, and brokers. Students analyze case law and enforcement actions to understand compliance challenges and the implications of securities law on market integrity. | 1. **Goal 8: Decent Work and Economic Growth** – By regulating securities markets, these laws promote stable financial systems that can lead to sustainable economic growth and job creation. 2. **Goal 10: Reduced Inequalities** – Effective securities regulation can improve access to capital for underrepresented groups and smaller enterprises, helping to reduce economic inequalities. 3. **Goal 12: Responsible Consumption and Production** – Securities laws can encourage responsible corporate behavior, including transparency and accountability in financial reporting, which supports sustainable business practices. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong legal frameworks for securities markets enhance trust and integrity in financial systems, contributing to justice and the rule of law. 5. **Goal 17: Partnerships for the Goals** – Securities law fosters collaboration between regulators, market participants, and other stakeholders, facilitating partnerships that can enhance market stability and development. These connections highlight how the principles of securities law contribute to the achievement of broader sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135402 | Hukum Agraria Perairan | Water Agrarian Law | Water Agrarian Law is a course that explores the legal frameworks governing water rights and land use in agricultural contexts. Students learn about the principles of water law, including allocation, conservation, and the relationship between water rights and land tenure. The course covers key issues such as irrigation, sustainable water management, and the impact of agriculture on water resources. It also examines relevant legislation and policies at national and international levels, addressing challenges related to water scarcity, climate change, and environmental protection. | 1. **Goal 6: Clean Water and Sanitation** – This goal directly relates to the legal frameworks governing water rights, access, and management, ensuring sustainable water resources for agriculture and communities. 2. **Goal 2: Zero Hunger** – Water agrarian law plays a crucial role in agricultural practices, impacting food security and sustainable agricultural production, which are vital for eradicating hunger. 3. **Goal 15: Life on Land** – Effective management of water resources is essential for preserving ecosystems, promoting sustainable land use, and preventing land degradation. 4. **Goal 13: Climate Action** – Water laws can address issues related to climate change, such as water scarcity and resource management, helping to build resilience in agricultural systems. 5. **Goal 1: No Poverty** – By ensuring equitable access to water resources, these laws can support smallholder farmers and rural communities, helping to alleviate poverty. These connections illustrate how Water Agrarian Law is integral to achieving multiple sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135502 | Pendaftaran dan Pengadaan Tanah | Land Registration and Acquisition | Land Registration and Acquisition is a course that focuses on the legal processes and frameworks governing the registration of land ownership and the acquisition of land rights. Students learn about the importance of land registration systems in establishing legal title, promoting security of tenure, and facilitating land transactions. The course covers topics such as different methods of land acquisition (including compulsory acquisition and voluntary transactions), the role of government and private entities in land registration, and the implications of land use policies. Students also examine issues related to land disputes, environmental considerations, and the impact of land tenure on economic development. | 1. **Goal 1: No Poverty** – Secure land rights can help individuals and families improve their economic stability and access resources, contributing to poverty reduction. 2. **Goal 5: Gender Equality** – Land registration processes that ensure women’s rights to land can empower women economically and socially, promoting gender equality. 3. **Goal 11: Sustainable Cities and Communities** – Effective land registration and acquisition processes are essential for urban planning, ensuring sustainable and equitable development in urban areas. 4. **Goal 15: Life on Land** – Proper land management and registration can support sustainable land use practices, helping to preserve ecosystems and prevent land degradation. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Transparent and fair land registration systems contribute to the rule of law and justice, reducing conflicts over land ownership and use. These connections highlight the importance of Land Registration and Acquisition in achieving broader sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135602 | Hukum Kekeluargaan & Kewarisan Adat | Family Law & Customary Inheritance | Family Law & Customary Inheritance is a course that examines the legal frameworks governing family relationships and inheritance practices, with a particular focus on customary laws. Students explore topics such as marriage, divorce, child custody, and guardianship, as well as the intersection of statutory law and customary practices in different cultures. The course emphasizes how traditional inheritance customs influence property rights and succession, addressing issues such as gender equality, social norms, and the challenges of legal pluralism. | 1. **Goal 1: No Poverty** – Understanding family law and inheritance rights can help ensure equitable distribution of resources and wealth, contributing to poverty reduction. 2. **Goal 5: Gender Equality** – Addressing customary inheritance practices can empower women and promote gender equality by ensuring their rights to inherit property and assets. 3. **Goal 10: Reduced Inequalities** – Family law frameworks can help mitigate inequalities within families and communities, ensuring fair treatment and rights for all individuals, regardless of gender or status. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting fair and just family law systems contributes to the rule of law and can reduce conflicts over inheritance and family rights. 5. **Goal 4: Quality Education** – Educating individuals about their rights under family law and inheritance can empower them and improve access to justice. These connections illustrate how Family Law & Customary Inheritance plays a crucial role in achieving various sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135702 | Sengketa Agraria | Agrarian Disputes | Agrarian Disputes is a course that focuses on the legal and social issues surrounding land use, ownership, and tenure in agricultural contexts. Students examine the causes and consequences of agrarian disputes, including conflicts over land rights, resource allocation, and access to agricultural land. The course covers relevant laws and policies, such as land reform initiatives and property rights, as well as the role of customary practices in resolving disputes. Students analyze case studies of agrarian conflicts and explore mechanisms for dispute resolution, including mediation, negotiation, and litigation. | 1. **Goal 1: No Poverty** – Addressing agrarian disputes effectively can help protect the livelihoods of farmers and rural communities, contributing to poverty alleviation. 2. **Goal 2: Zero Hunger** – Resolving conflicts over land and resources ensures that agricultural production can continue, promoting food security and sustainable agricultural practices. 3. **Goal 5: Gender Equality** – Addressing agrarian disputes can also involve ensuring women’s rights to land and resources, promoting gender equality in agricultural contexts. 4. **Goal 10: Reduced Inequalities** – Effective dispute resolution mechanisms can help mitigate inequalities in land ownership and access, ensuring fair treatment for marginalized groups. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Establishing fair and transparent mechanisms for resolving agrarian disputes supports the rule of law and can reduce conflict in rural areas. 6. **Goal 15: Life on Land** – Sustainable land management and conflict resolution contribute to the preservation of ecosystems and biodiversity. These connections highlight the importance of understanding and addressing agrarian disputes in the context of sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135802 | Hukum Penatagunaan Tanah & Landreform | Land Stewardship Law & Land Reform | Land Stewardship Law & Land Reform is a course that examines the legal frameworks and policies related to sustainable land management and the reform of land tenure systems. Students explore principles of land stewardship, focusing on responsible land use, conservation practices, and the balance between development and environmental protection. The course also covers historical and contemporary land reform efforts aimed at addressing issues of land inequality, access, and rights for marginalized communities. Key topics include land ownership structures, agrarian reform policies, and the role of governmental and non-governmental organizations in promoting sustainable land practices. | 1. **Goal 1: No Poverty** – Effective land stewardship and reform can enhance access to land for marginalized communities, helping to improve their economic stability and reduce poverty. 2. **Goal 2: Zero Hunger** – Sustainable land management practices can increase agricultural productivity, promoting food security and reducing hunger. 3. **Goal 5: Gender Equality** – Land reform initiatives that recognize women’s rights to land can empower women economically and socially, fostering gender equality. 4. **Goal 10: Reduced Inequalities** – Land reform can address historical injustices related to land distribution, helping to reduce inequalities within societies. 5. **Goal 11: Sustainable Cities and Communities** – Land stewardship promotes responsible land use and urban planning, contributing to sustainable and resilient communities. 6. **Goal 15: Life on Land** – Sustainable land management practices help conserve ecosystems, promote biodiversity, and combat land degradation. 7. **Goal 16: Peace, Justice, and Strong Institutions** – Strong legal frameworks for land stewardship and reform contribute to the rule of law, reducing conflicts over land ownership and use. These connections illustrate the role of Land Stewardship Law & Land Reform in promoting sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135902 | Hukum Sumber Daya Alam | Natural Resources Law | Natural Resources Law is a course that focuses on the legal frameworks governing the management and conservation of natural resources, including water, minerals, forests, and biodiversity. Students explore the principles of resource management, relevant statutes, and international treaties that regulate the use and protection of natural resources. The course covers key issues such as land rights, environmental impact assessments, and the balance between resource extraction and sustainability. Students also analyze case studies related to conflicts over resource use, indigenous rights, and the impact of climate change on resource governance. | 1. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable management of natural resources and promoting practices that minimize waste and environmental impact. 2. **Goal 13: Climate Action** – Examines the role of natural resource management in mitigating climate change and promoting resilience. 3. **Goal 15: Life on Land** – Addresses land use, biodiversity conservation, and the sustainable management of terrestrial ecosystems. 4. **Goal 6: Clean Water and Sanitation** – Discusses the legal frameworks governing water resources, ensuring access to clean water and sustainable water management. 5. **Goal 8: Decent Work and Economic Growth** – Explores the economic implications of natural resource management and the importance of sustainable practices in job creation. 6. **Goal 11: Sustainable Cities and Communities** – Considers how natural resource law impacts urban planning and the development of sustainable communities. These goals illustrate the importance of natural resources law in promoting sustainable development, environmental protection, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136002 | Pengantar Hukum Ekonomi | Introduction to Economic Law | Introduction to Economic Law is a course that provides an overview of the legal principles and regulations that govern economic activities within domestic and international contexts. Students explore key concepts such as trade law, competition law, investment law, and consumer protection. The course examines the role of law in facilitating market transactions, regulating economic behavior, and promoting fair competition. Students also analyze the impact of economic policies on legal frameworks and the relationship between law and economic development. | 1. **Goal 8: Decent Work and Economic Growth** – Explores labor laws, employment rights, and the regulation of economic activities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Discusses legal frameworks that support industrial development and innovation. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the rule of law, governance, and the importance of legal institutions in promoting justice. 4. **Goal 17: Partnerships for the Goals** – Examines the role of international trade agreements and economic partnerships in sustainable development. The course may also touch on aspects related to other goals, such as those addressing poverty reduction, inequality, and environmental sustainability, depending on the specific curriculum. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134702 | Hukum Pidana Islam | Islamic Criminal Law | Islamic Criminal Law is a course that examines the principles and applications of criminal law within Islamic legal frameworks. Students explore key concepts such as hudud (fixed punishments), qisas (retribution), and ta’zir (discretionary punishments), as well as the sources of Islamic law, including the Quran, Hadith, and jurisprudential opinions (fiqh). The course covers the procedural aspects of Islamic criminal justice, including evidence, trial processes, and the roles of judges and witnesses. Students also analyze contemporary issues and debates surrounding the implementation of Islamic criminal law in various jurisdictions, considering cultural, social, and political contexts. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting justice, ensuring fair legal systems, and addressing issues of law and order within an Islamic context. 2. **Goal 1: No Poverty** – Explores the relationship between crime, poverty, and social justice, and how Islamic law addresses economic disparities. 3. **Goal 10: Reduced Inequalities** – Examines how Islamic criminal law aims to ensure fairness and equity, addressing issues of social justice and discrimination. 4. **Goal 5: Gender Equality** – Discusses how Islamic law addresses issues related to gender and the treatment of women in criminal contexts. 5. **Goal 3: Good Health and Well-Being** – May address the implications of criminal law on public health, particularly in terms of drug-related offenses and societal health impacts. The course might also touch on other goals depending on the specific topics covered, such as human rights and community welfare. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134802 | Usul Fiqhi | Fiqhi suggested | Fiqh is a course that delves into Islamic jurisprudence, exploring the principles and methodologies used to derive legal rulings from Islamic sources. Students learn about the foundations of fiqh, including the Quran, Hadith, consensus (ijma), and analogy (qiyas). The course covers various schools of thought within Islamic law, examining their interpretations and applications across different contexts and cultures. Key topics include personal status laws, contracts, criminal law, and ethical considerations in legal rulings. Through case studies and practical examples, students gain a deeper understanding of how fiqh influences legal systems in Muslim-majority countries and its role in addressing contemporary legal issues. | 1. **Goal 1: No Poverty** – Discusses Islamic economic principles, zakat (almsgiving), and community welfare. 2. **Goal 5: Gender Equality** – Examines gender rights within Islamic law and the role of women in society. 3. **Goal 10: Reduced Inequalities** – Explores social justice principles and equity in resource distribution as outlined in Islamic teachings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on legal frameworks, justice, and governance within Islamic contexts. 5. **Goal 3: Good Health and Well-Being** – Addresses issues of health and ethical considerations in medical practices from an Islamic perspective. 6. **Goal 12: Responsible Consumption and Production** – Discusses ethical consumption and environmental stewardship as encouraged in Islamic teachings. The specific topics may vary depending on the curriculum and focus areas of the course. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134902 | cadangan Karbon dan Produksi Pertanian | Carbon reserves and Agricultural Production | Carbon Reserves and Agricultural Production is a course that explores the relationship between carbon management and agricultural practices. Students examine the role of carbon reserves in the soil and how agricultural activities impact carbon sequestration and emissions. The course covers topics such as sustainable farming techniques, land use practices, and the implications of climate change on agricultural productivity. Students also learn about policies and strategies aimed at enhancing carbon storage in agricultural systems, including agroforestry, cover cropping, and conservation tillage. Through case studies and practical applications, this course provides insights into how effective management of carbon reserves can contribute to sustainable agricultural production and climate resilience, making it valuable for those interested in environmental science, agriculture, or sustainability studies. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable agricultural practices, food security, and improving nutrition. 2. **Goal 13: Climate Action** – Examines the impact of agricultural practices on carbon emissions and the importance of mitigating climate change through sustainable land use. 3. **Goal 15: Life on Land** – Addresses the sustainable management of forests, land degradation, and biodiversity in agricultural systems. 4. **Goal 12: Responsible Consumption and Production** – Discusses sustainable production practices in agriculture and the management of natural resources. 5. **Goal 9: Industry, Innovation, and Infrastructure** – May explore technological innovations in agriculture that enhance carbon storage and reduce environmental impact. These goals highlight the interconnections between agricultural practices, environmental sustainability, and food security. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135002 | Hukum Zakat dan Wakaf | Zakat and Waqf Law | Zakat and Waqf Law is a course that examines the legal principles and practices surrounding two key aspects of Islamic philanthropy: zakat (obligatory almsgiving) and waqf (endowment). Students learn about the foundations of zakat, including its calculations, types of eligible recipients, and the role it plays in promoting social justice and community welfare. The course also covers waqf, focusing on its establishment, management, and significance in funding public goods and services. Students explore contemporary challenges and legal frameworks governing zakat and waqf, including issues of compliance, accountability, and the impact of these practices on economic development. | 1. **Goal 1: No Poverty** – Focuses on how zakat (almsgiving) can alleviate poverty and support vulnerable communities. 2. **Goal 2: Zero Hunger** – Examines the role of zakat in addressing food security and supporting agricultural initiatives. 3. **Goal 4: Quality Education** – Discusses the use of waqf (endowment) in funding educational institutions and promoting access to education. 4. **Goal 10: Reduced Inequalities** – Explores how zakat and waqf can help reduce social and economic inequalities within communities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on governance, legal frameworks, and the role of institutions in managing zakat and waqf. These goals highlight the social justice and community welfare aspects of zakat and waqf in Islamic law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135102 | Hukum Islam Kontemporer | Contemporary Islamic Law | Contemporary Islamic Law is a course that explores the application and evolution of Islamic legal principles in modern contexts. Students examine how traditional sources of Islamic law—such as the Quran, Hadith, and various schools of thought—interact with contemporary issues like human rights, gender equality, environmental law, and globalization. The course covers key topics such as legal reform, the role of Islamic scholars (ulama) in shaping modern jurisprudence, and the challenges of applying Islamic law in diverse cultural and legal systems. Through case studies and critical discussions, students gain insights into the complexities and adaptability of Islamic law in addressing current societal needs and legal challenges, making this course valuable for those interested in law, religious studies, or international relations. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on legal frameworks, governance, and justice systems within contemporary Islamic contexts. 2. **Goal 5: Gender Equality** – Examines the rights of women and gender issues as addressed by contemporary interpretations of Islamic law. 3. **Goal 10: Reduced Inequalities** – Discusses issues of social justice, equity, and the role of Islamic law in addressing disparities within society. 4. **Goal 3: Good Health and Well-Being** – May explore healthcare laws, ethical considerations in medical practices, and public health policies influenced by Islamic principles. 5. **Goal 4: Quality Education** – Considers the role of Islamic law in promoting access to education and addressing educational inequalities. 6. **Goal 13: Climate Action** – Explores how contemporary Islamic law addresses environmental concerns and sustainable practices. These goals highlight how contemporary interpretations of Islamic law can engage with pressing social, economic, and environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135202 | Hukum Perumahan, Permukiman, & Apartemen | Housing, Settlements & Apartment Law | Housing, Settlements & Apartment Law is a course that examines the legal frameworks governing residential properties, urban settlements, and apartment living. Students explore topics such as property rights, landlord-tenant relationships, zoning regulations, and housing finance. The course covers issues related to housing policies, including affordable housing, tenant protections, and the legal aspects of housing development and urban planning. Students also analyze the rights and responsibilities of homeowners, renters, and housing authorities, as well as the impact of laws on community development and social equity. Through case studies and practical applications, this course provides valuable insights into the complexities of housing law and its implications for urban living, making it relevant for those interested in real estate, urban planning, or social justice. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on promoting sustainable urban development, affordable housing, and inclusive settlement planning. 2. **Goal 1: No Poverty** – Examines access to housing as a fundamental aspect of poverty alleviation and social equity. 3. **Goal 3: Good Health and Well-Being** – Addresses the importance of safe and secure housing for physical and mental health. 4. **Goal 10: Reduced Inequalities** – Discusses housing rights and access to housing for marginalized groups, contributing to social equity. 5. **Goal 12: Responsible Consumption and Production** – May explore sustainable building practices and resource management in housing development. These goals highlight the significance of housing law in fostering sustainable, equitable, and healthy communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135302 | Hukum Penguasaan & Pengaturan Pertanahan | Land Tenure & Regulation Law | Land Tenure & Regulation Law is a course that focuses on the legal frameworks governing land ownership, use, and management. Students explore key concepts such as land tenure systems, property rights, and the regulatory processes that affect land use and development. The course covers various forms of land tenure, including freehold, leasehold, and communal ownership, and examines the implications of these systems for individuals, communities, and governments. Students also analyze laws related to land regulation, including zoning, environmental assessments, and land-use planning. Through case studies and practical applications, this course provides insights into the complexities of land governance and the challenges of ensuring equitable and sustainable land use, making it valuable for those interested in real estate, urban planning, or environmental law. | 1. **Goal 1: No Poverty** – Examines how secure land tenure can alleviate poverty and improve livelihoods. 2. **Goal 2: Zero Hunger** – Discusses the role of land access and tenure in food security and sustainable agricultural practices. 3. **Goal 5: Gender Equality** – Focuses on women’s land rights and how equitable land tenure can empower women and promote gender equality. 4. **Goal 10: Reduced Inequalities** – Addresses issues of social justice and equitable access to land for marginalized communities. 5. **Goal 11: Sustainable Cities and Communities** – Explores the regulation of land use and urban planning for sustainable development. 6. **Goal 15: Life on Land** – Examines land management practices that protect ecosystems and promote sustainable land use. These goals illustrate the critical role of land tenure and regulation in fostering sustainable development, social equity, and environmental protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134002 | Hukum Tata Ruang | Spatial Planning Law | patial Planning Law is a course that examines the legal frameworks and policies governing land use and urban development. Students learn about the principles of spatial planning, including zoning, land-use regulation, and environmental impact assessments. The course covers key topics such as the roles of government agencies, stakeholders, and communities in the planning process, as well as the legal instruments used to guide development, such as master plans and building codes. Students also explore contemporary challenges in spatial planning, including sustainable development, urbanization, and the impact of climate change. Through case studies and practical applications, this course provides insights into the complexities of spatial planning law and its importance in creating livable, functional, and sustainable communities, making it valuable for those interested in urban planning, environmental law, or public policy. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on promoting inclusive, safe, and sustainable urban development and planning. 2. **Goal 1: No Poverty** – Examines how spatial planning can improve access to housing, services, and opportunities for marginalized populations. 3. **Goal 3: Good Health and Well-Being** – Addresses the relationship between urban design, access to healthcare, and overall community health. 4. **Goal 10: Reduced Inequalities** – Discusses equitable access to resources and services through effective spatial planning. 5. **Goal 13: Climate Action** – Explores how spatial planning can contribute to climate resilience and sustainable land use practices. 6. **Goal 15: Life on Land** – Considers land use planning and its impact on ecosystems, biodiversity, and sustainable land management. These goals highlight the importance of spatial planning law in fostering sustainable development, social equity, and environmental protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134102 | Hukum Administrasi Pertambangan | Mining Administration Law | Mining Administration Law is a course that focuses on the legal frameworks and regulations governing the administration of mining activities. Students explore key topics such as licensing, permitting, and compliance requirements for mining operations, as well as the rights and responsibilities of miners, landowners, and regulatory authorities. The course covers environmental considerations, resource management, and the socio-economic impacts of mining on communities. Students also examine international standards and best practices in mining administration, including corporate social responsibility and sustainable mining practices. Through case studies and practical applications, this course provides valuable insights into the complexities of mining law and its implications for environmental protection and resource management, making it relevant for those interested in natural resource law, environmental policy, or mining industry careers. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on the mining sector’s role in economic development and job creation while promoting safe and fair labor practices. 2. **Goal 12: Responsible Consumption and Production** – Discusses sustainable mining practices, resource management, and minimizing environmental impact. 3. **Goal 13: Climate Action** – Examines the relationship between mining activities and climate change, including mitigation strategies and the transition to sustainable energy sources. 4. **Goal 15: Life on Land** – Addresses land use, biodiversity conservation, and the environmental impacts of mining on ecosystems. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on governance, regulation, and the enforcement of laws to ensure responsible mining practices and protect community rights. These goals underscore the critical role of mining administration law in promoting sustainable development, social equity, and environmental stewardship. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134202 | Hukum Administrasi Investasi | Investment Administration Law | Investment Administration Law is a course that examines the legal frameworks and regulations governing foreign and domestic investments. Students explore the roles of government agencies and regulatory bodies in overseeing investment activities, including the processes for obtaining permits, licenses, and approvals. The course covers key topics such as investment protection treaties, dispute resolution mechanisms, and compliance with national and international laws. Students also analyze the impact of investment policies on economic development, as well as challenges related to foreign direct investment, market access, and investor rights. Through case studies and practical applications, this course provides valuable insights into the complexities of investment administration and its significance in promoting a stable and attractive investment climate, making it relevant for those interested in international business, corporate law, or economic policy. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on promoting sustainable economic growth through investment, job creation, and fair labor practices. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Examines the legal frameworks that support investments in infrastructure and technological innovation. 3. **Goal 10: Reduced Inequalities** – Discusses how investment policies can address economic disparities and promote equitable access to opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the importance of legal frameworks, governance, and regulatory environments that foster a fair investment climate. 5. **Goal 17: Partnerships for the Goals** – Explores the role of international investments and partnerships in achieving sustainable development objectives. These goals highlight the significance of investment administration law in fostering sustainable economic growth, social equity, and responsible governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134302 | Hukum Administrasi Pelayanan Publik | Public Service Administration Law | Public Service Administration Law is a course that explores the legal frameworks governing the operation and management of public services and institutions. Students examine key concepts such as administrative law, public policy, and the rights and responsibilities of public servants. The course covers the principles of good governance, transparency, accountability, and the rule of law in public administration. Students also analyze the legal procedures for decision-making, dispute resolution, and compliance with regulatory standards in public service delivery. Through case studies and practical applications, this course provides insights into the challenges and complexities of public service administration, making it valuable for those interested in public administration, government policy, or administrative law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Public service administration law directly relates to these principles by addressing governance, rule of law, and public policy. 2. **Goal 10: Reduced Inequalities** – Courses on public service often explore how laws and policies can reduce social and economic inequalities, ensuring fair access to services and opportunities. 3. **Goal 11: Sustainable Cities and Communities** – Public service administration plays a critical role in urban planning and community development, ensuring sustainable practices in governance. 4. **Goal 17: Partnerships for the Goals** – Effective public administration often involves collaboration between various stakeholders, including government agencies, NGOs, and the private sector, to achieve sustainable development. 5. **Goal 4: Quality Education** – Courses that prepare students for roles in public service contribute to this goal by promoting educational opportunities and capacity building in governance and law. In addition to these, aspects of other goals may be touched upon depending on the specific focus of the course. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134402 | Hukum Pengadaan Barang dan Jasa | Law on Procurement of Goods and Services | Law on Procurement of Goods and Services is a course that examines the legal frameworks and regulations governing the procurement processes in both public and private sectors. Students learn about the principles of fair competition, transparency, and accountability in procurement, as well as the legal obligations of contracting parties. The course covers key topics such as tendering procedures, contract negotiation, bid evaluation, and compliance with procurement laws. Students also explore issues related to supplier rights, dispute resolution, and the role of regulatory authorities in overseeing procurement practices. Through case studies and practical applications, this course provides valuable insights into the complexities of procurement law and its implications for effective governance and resource management, making it relevant for those interested in public administration, corporate law, or supply chain management. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective, accountable institutions at all levels. Understanding procurement law contributes to transparency, accountability, and integrity in public and private procurement processes. 2. **Goal 12: Responsible Consumption and Production** – Procurement laws can promote sustainable practices by encouraging the sourcing of goods and services that are environmentally friendly and socially responsible. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Effective procurement practices can support sustainable industrialization and foster innovation, especially in the context of public procurement. 4. **Goal 10: Reduced Inequalities** – Procurement laws can help ensure equitable access to opportunities for marginalized groups, promoting inclusive economic growth through policies that encourage participation from diverse suppliers. 5. **Goal 17: Partnerships for the Goals** – Collaboration between various stakeholders, including government entities and private sector suppliers, is essential for effective procurement, supporting partnerships that contribute to achieving sustainable development. These goals highlight how procurement law can play a critical role in promoting sustainable development through transparent and equitable practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134502 | Hukum Ekonomi Islam | Islamic Economic Law | Islamic Economic Law is a course that explores the legal principles and ethical frameworks governing economic activities in accordance with Islamic teachings. Students examine key concepts such as halal (permissible) and haram (forbidden) transactions, profit-sharing, risk-sharing, and the prohibition of riba (usury). The course covers various aspects of Islamic finance, including contracts, banking, investment, and trade practices, as well as the role of Islamic economic institutions. Students also analyze contemporary issues such as microfinance, social justice, and sustainable development within the context of Islamic economics. Through case studies and practical applications, this course provides insights into how Islamic economic law addresses modern economic challenges, making it valuable for those interested in finance, economics, or religious studies. | 1. **Goal 1: No Poverty** – Islamic economic principles emphasize social justice and equity, promoting mechanisms to alleviate poverty through fair distribution of wealth and support for those in need. 2. **Goal 8: Decent Work and Economic Growth** – The course can cover Islamic finance practices that encourage ethical investment, job creation, and sustainable economic growth. 3. **Goal 10: Reduced Inequalities** – Islamic economic law advocates for the redistribution of wealth and resources, aiming to reduce disparities within society. 4. **Goal 12: Responsible Consumption and Production** – Islamic principles promote responsible consumption, discouraging wastefulness and encouraging sustainable practices in economic activities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – The course may explore the role of justice in economic transactions, promoting transparency and fairness in financial dealings. 6. **Goal 17: Partnerships for the Goals** – Islamic economic law encourages cooperation and partnership among various stakeholders, including governments, businesses, and communities, to achieve common economic goals. These connections illustrate how Islamic Economic Law can contribute to a more sustainable and equitable economic framework. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134602 | Hukum Kekeluargaan dan Kewarisan Islam | Islamic Family and Inheritance Law | Islamic Family and Inheritance Law is a course that examines the legal principles governing family relationships and inheritance in Islamic contexts. Students explore key topics such as marriage, divorce, child custody, and the rights and responsibilities of family members according to Islamic jurisprudence. The course also delves into inheritance laws, including the distribution of assets among heirs, the concepts of faraid (obligatory shares), and the impact of customary practices on inheritance rights. Students analyze contemporary challenges and debates surrounding gender equality, family dynamics, and the application of Islamic family law in diverse cultural settings. Through case studies and practical discussions, this course provides valuable insights into the complexities of Islamic family and inheritance law, making it relevant for those interested in legal studies, sociology, or religious studies. | 1. **Goal 5: Gender Equality** – This goal focuses on achieving gender equality and empowering all women and girls. The course may explore issues related to women’s rights in marriage, divorce, and inheritance, highlighting areas for reform and advocacy. 2. **Goal 10: Reduced Inequalities** – Islamic family law addresses issues of equity in inheritance and family matters, promoting fairness and justice in the distribution of wealth and resources. 3. **Goal 16: Peace, Justice, and Strong Institutions** – The course may cover the legal frameworks that protect family rights and promote justice in familial relationships, contributing to stronger institutions and legal systems. 4. **Goal 1: No Poverty** – Inheritance laws can impact wealth distribution and economic stability within families, influencing poverty levels, particularly among women and children. 5. **Goal 4: Quality Education** – Understanding family and inheritance law is crucial for legal education and awareness, empowering individuals to know their rights and responsibilities. These connections highlight the role of Islamic Family and Inheritance Law in promoting social justice, equity, and sustainable development within families and communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133302 | Sengketa Ketatanegaraan dan Judicial Review | Constitutional Disputes and Judicial Review | Constitutional Disputes and Judicial Review is a course that explores the principles and processes involved in resolving conflicts arising from constitutional law. Students examine the role of judicial review in interpreting and enforcing constitutional provisions, including the protection of fundamental rights and the limits of governmental power. The course covers key topics such as landmark judicial decisions, the mechanisms for challenging the constitutionality of laws and actions, and the relationship between the judiciary and other branches of government. Students also analyze contemporary constitutional issues, including debates on civil liberties, separation of powers, and the impact of judicial activism. Through case studies and critical discussions, this course provides insights into the complexities of constitutional law and its significance in upholding democratic governance, making it valuable for those interested in law, political science, or public policy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to the course, as it emphasizes the need for effective, accountable institutions, access to justice, and the rule of law. Understanding constitutional disputes and judicial review is crucial for upholding these principles. 2. **Goal 10: Reduced Inequalities** – Judicial review often addresses issues of discrimination and inequality within legal frameworks, promoting fair treatment and equal rights for all individuals. 3. **Goal 1: No Poverty** – Constitutional law can influence socioeconomic rights, and judicial review may help protect the rights of marginalized groups, contributing to poverty alleviation. 4. **Goal 4: Quality Education** – The course can promote awareness and understanding of constitutional rights and judicial processes, fostering an informed citizenry and encouraging civic engagement. 5. **Goal 17: Partnerships for the Goals** – Engaging with various stakeholders, including legal institutions, civil society, and governmental bodies, is essential for promoting constitutional justice and reform. These connections illustrate the significant role that constitutional law and judicial review play in promoting justice, equity, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133402 | Hukum Pemilihan Kepala Daerah | Regional Head Election Law | Regional Head Election Law is a course that examines the legal frameworks and regulations governing the election of regional leaders, such as governors, mayors, and local council heads. Students explore the electoral process, including the nomination, campaigning, voting, and post-election procedures. The course covers key topics such as eligibility requirements, campaign financing, electoral integrity, and dispute resolution mechanisms related to election outcomes. Students also analyze the role of regulatory bodies and the impact of regional election laws on democratic governance and local development. Through case studies and practical applications, this course provides insights into the complexities of electoral law at the regional level, making it valuable for those interested in political science, public administration, or election law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Understanding election law is crucial for ensuring fair electoral processes and governance. 2. **Goal 10: Reduced Inequalities** – Election laws can impact the representation of marginalized groups in regional governance, promoting inclusivity and reducing inequalities in political participation. 3. **Goal 4: Quality Education** – A course on election law can educate students about democratic processes, rights, and responsibilities, fostering informed and active citizenship. 4. **Goal 17: Partnerships for the Goals** – Effective election processes often require collaboration among various stakeholders, including government bodies, civil society, and electoral commissions, to ensure transparency and integrity in elections. 5. **Goal 5: Gender Equality** – If the course addresses issues related to gender representation in regional elections, it can contribute to promoting women’s participation and leadership in political processes. These goals highlight how Regional Head Election Law plays a significant role in promoting democracy, justice, and sustainable governance at the regional level. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133502 | Hukum Kebijakan Publik | Public Policy Law | This course examines the intersection of law and public policy, focusing on how legal frameworks shape policy decisions and outcomes. Students will explore the role of legislation, regulation, and judicial decisions in public governance. Through case studies and theoretical discussions, learners will gain insights into the policy-making process and the implications of legal decisions on societal issues. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Public policy law often addresses legal frameworks, governance, and the rule of law. 2. **Goal 10: Reduced Inequalities** – This goal focuses on reducing inequality within and among countries. Public policy law can explore legal measures to address social, economic, and political inequalities. 3. **Goal 11: Sustainable Cities and Communities** – Policies related to urban development, housing, and community planning are often discussed, promoting sustainable and resilient urban environments. 4. **Goal 12: Responsible Consumption and Production** – This goal encourages sustainable practices in consumption and production, which may be addressed through regulatory frameworks and policies in public law. 5. **Goal 17: Partnerships for the Goals** – Collaboration and partnerships are crucial for effective public policy implementation, and courses often explore the role of various stakeholders, including governments, NGOs, and the private sector. Other goals may also be touched upon depending on the course focus, especially those related to education, gender equality, and environmental sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133602 | Hukum BUMN dan BUMD | BUMN and BUMD law | This course delves into the legal frameworks governing state-owned enterprises (BUMN) and regional-owned enterprises (BUMD) in Indonesia. It covers the principles of corporate governance, regulatory compliance, and the unique challenges faced by public sector enterprises. Students will analyze relevant laws, case studies, and best practices in managing public resources and promoting accountability. | 1. **Goal 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained economic growth, higher levels of productivity, and decent jobs for all. BUMN and BUMD play significant roles in economic development and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – State and regional enterprises often drive industrialization, promote sustainable infrastructure, and foster innovation within their sectors. 3. **Goal 10: Reduced Inequalities** – BUMN and BUMD can contribute to reducing inequalities by ensuring equitable access to resources and opportunities within the economy. 4. **Goal 11: Sustainable Cities and Communities** – Many BUMD are involved in local development projects, urban planning, and community services, which align with the goal of making cities inclusive, safe, resilient, and sustainable. 5. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is relevant as it relates to the governance, accountability, and transparency of state-owned enterprises, which are crucial for public trust and effective service delivery. 6. **Goal 12: Responsible Consumption and Production** – BUMN and BUMD can promote sustainable practices in production and service delivery, emphasizing responsible resource use and waste management. Courses may also touch on other goals depending on specific topics covered, such as environmental sustainability and education, particularly as they relate to public enterprises. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133702 | Hukum Perizinan | Licensing Law | Focused on the legal principles and practices surrounding licensing, this course covers the regulatory frameworks that govern various industries. Students will explore the process of obtaining licenses, the implications of non-compliance, and the role of licensing in promoting public safety and welfare. The course will also address contemporary issues related to licensing in the digital age. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Licensing laws often facilitate innovation and the development of industries by regulating intellectual property rights and ensuring fair competition. 2. **Goal 12: Responsible Consumption and Production** – Licensing can promote sustainable practices by regulating how products are produced and consumed, ensuring that businesses comply with environmental standards. 3. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective legal frameworks and institutions. Licensing law helps establish clear regulations, promoting accountability and fairness in various sectors. 4. **Goal 17: Partnerships for the Goals** – Licensing agreements often involve collaboration between different stakeholders, including businesses, governments, and non-profits, to achieve mutual goals. 5. **Goal 8: Decent Work and Economic Growth** – Licensing can impact job creation and economic growth by regulating market entry and ensuring that businesses operate legally and ethically. Courses may also explore how licensing laws relate to other goals, particularly regarding access to technology and knowledge sharing, which can enhance education and innovation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133802 | Hukum Administrasi Kepegawaian | Personnel Administration Law | This course examines the legal aspects of human resource management within public and private sectors. Students will study labor laws, employment contracts, and the rights and responsibilities of employers and employees. Topics include dispute resolution, workplace discrimination, and the regulatory environment governing personnel practices, providing a comprehensive understanding of administrative law in employment contexts. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is directly relevant as it focuses on promoting inclusive and sustainable economic growth, full and productive employment, and decent work for all. Personnel administration law governs employment practices, labor rights, and workplace conditions. 2. **Goal 5: Gender Equality** – Personnel administration law often addresses issues of equal opportunity and non-discrimination in the workplace, supporting gender equality and empowering women. 3. **Goal 10: Reduced Inequalities** – This goal emphasizes the need to reduce inequalities in employment, compensation, and workplace treatment, which personnel administration law seeks to address through fair labor practices and policies. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective personnel administration relies on strong legal frameworks and institutions to ensure fair treatment of employees and adherence to labor laws. 5. **Goal 4: Quality Education** – Personnel administration includes aspects of employee training and development, contributing to lifelong learning opportunities and skills development. These goals are interconnected, and discussions in the course may also touch on other relevant areas, such as workplace diversity, employee rights, and sustainable human resource management practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133902 | Hukum Administrasi Kehutanan | Forestry Administration Law | This course focuses on the legal principles governing forestry management and environmental protection. Students will explore national and international regulations, policies, and practices that affect forestry resources. The course emphasizes the balance between sustainable resource management, conservation efforts, and the rights of indigenous communities, preparing students to address contemporary environmental challenges. | 1. **Goal 15: Life on Land** – This goal focuses on sustainably managing forests, combating desertification, halting and reversing land degradation, and stopping biodiversity loss. Forestry administration law is directly tied to these objectives. 2. **Goal 13: Climate Action** – Forests play a crucial role in carbon sequestration and climate regulation. Laws governing forestry practices are essential for addressing climate change and promoting sustainable land use. 3. **Goal 12: Responsible Consumption and Production** – Sustainable forestry practices help ensure that wood and forest products are produced responsibly, promoting sustainable consumption patterns. 4. **Goal 8: Decent Work and Economic Growth** – Forestry administration can impact local economies by promoting sustainable forestry jobs and ensuring fair labor practices in the industry. 5. **Goal 11: Sustainable Cities and Communities** – Sustainable forestry contributes to urban planning and development, enhancing green spaces and promoting resilient communities. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Effective governance and strong legal frameworks are vital for enforcing forestry laws and ensuring fair access to forest resources. These goals are interconnected, and discussions in the course may also touch on related areas, such as community rights, indigenous knowledge, and biodiversity conservation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132602 | Hukum Pidana Ekonomi | Economic Criminal Law | This course investigates crimes that impact economic stability and integrity, such as fraud, embezzlement, and money laundering. Students will analyze legal frameworks and case law related to economic crimes, exploring enforcement mechanisms and the role of regulatory agencies. The course also highlights preventive measures and the intersection of economic law with public policy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective institutions. Economic criminal law is central to enforcing legal frameworks and ensuring accountability for economic offenses. 2. **Goal 8: Decent Work and Economic Growth** – Economic crimes, such as fraud and corruption, can undermine economic growth and decent work. Understanding and combating these crimes is essential for fostering a healthy economy. 3. **Goal 10: Reduced Inequalities** – Economic criminal law can address issues of inequality by targeting crimes that disproportionately affect marginalized communities and by promoting fair economic practices. 4. **Goal 12: Responsible Consumption and Production** – Some economic crimes, like environmental crimes or violations of consumer protection laws, relate to sustainable production and consumption patterns. 5. **Goal 13: Climate Action** – Economic criminal law may address environmental crimes that impact climate change, promoting accountability for illegal activities that harm the environment. Courses may also explore the interplay between economic crime and other SDGs, highlighting the broader implications of economic offenses on social and environmental sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132702 | Hukum Kesehatan | Health Law | This course provides an overview of the legal issues related to healthcare, public health, and patient rights. Students will examine laws governing healthcare delivery, medical malpractice, bioethics, and the regulation of pharmaceuticals and medical devices. The course aims to equip students with the knowledge to navigate the complex legal landscape of the health sector. | 1. **Goal 3: Good Health and Well-Being** – This goal is directly relevant as it aims to ensure healthy lives and promote well-being for all at all ages. Health law encompasses regulations related to healthcare access, quality, and public health initiatives. 2. **Goal 10: Reduced Inequalities** – Health law often addresses disparities in healthcare access and outcomes, aiming to reduce inequalities related to socioeconomic status, race, gender, and other factors. 3. **Goal 5: Gender Equality** – Health law addresses issues such as reproductive rights, maternal health, and gender-based violence, contributing to the empowerment of women and gender equality in healthcare. 4. **Goal 17: Partnerships for the Goals** – Collaborative efforts among governments, organizations, and communities are crucial in health law to improve health systems and outcomes. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Health law also intersects with the regulation of pharmaceuticals, medical devices, and healthcare technologies, promoting innovation in healthcare delivery. 6. **Goal 4: Quality Education** – Health law can be related to education about health rights, public health policies, and the importance of health literacy. These goals are interconnected, and discussions in the course may also touch on public health law, ethics, and the impact of health policies on broader social and environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132802 | Kedokteran Forensik | Forensic Medicine | This course introduces the legal aspects of medicine as it pertains to criminal investigations. Students will learn about the role of forensic medicine in the justice system, including the examination of evidence, autopsies, and the interpretation of medical findings in legal contexts. The course emphasizes the collaboration between legal professionals and medical experts in criminal cases. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Forensic medicine plays a crucial role in the justice system, aiding in the investigation of crimes and ensuring accountability. This goal emphasizes the importance of effective legal frameworks and access to justice. 2. **Goal 3: Good Health and Well-Being** – Forensic medicine intersects with public health by addressing issues related to injury, death, and health outcomes in criminal contexts. It contributes to understanding the health impacts of violence and crime. 3. **Goal 10: Reduced Inequalities** – Forensic practices can help address inequalities in justice and health outcomes, particularly in marginalized communities affected by violence or discrimination. 4. **Goal 4: Quality Education** – The training and education of forensic professionals contribute to building capacity in the field, promoting knowledge about health, legal, and ethical standards. 5. **Goal 17: Partnerships for the Goals** – Collaboration among law enforcement, healthcare providers, and legal professionals is essential for effective forensic investigations and public health initiatives. These goals are interconnected, and discussions in the course may also include topics such as ethical considerations in forensic practice, human rights, and the impact of forensic evidence on legal outcomes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132902 | Klinik Hukum (Anti Korupsi) | Legal Clinic (Anti-Corruption) | This hands-on course allows students to engage in practical work addressing corruption through legal means. Participants will work on real cases, provide legal advice, and collaborate with non-profit organizations. The course emphasizes the importance of legal advocacy, transparency, and accountability in combating corruption and fostering ethical governance. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is directly relevant, as it aims to promote peaceful and inclusive societies, ensure access to justice, and build effective institutions. Anti-corruption efforts are essential for enhancing transparency, accountability, and the rule of law. 2. **Goal 10: Reduced Inequalities** – Anti-corruption initiatives can help reduce inequalities by addressing systemic corruption that disproportionately affects marginalized and vulnerable populations. 3. **Goal 8: Decent Work and Economic Growth** – Corruption undermines economic growth and job creation. Efforts to combat corruption contribute to creating fair and transparent economic environments that foster sustainable development. 4. **Goal 12: Responsible Consumption and Production** – By promoting integrity and accountability in governance, anti-corruption efforts can lead to more sustainable practices in both public and private sectors. 5. **Goal 17: Partnerships for the Goals** – Combating corruption often requires collaboration among various stakeholders, including governments, civil society, and international organizations. Through practical engagement in anti-corruption cases, students in the legal clinic may also explore the broader implications of corruption on governance, development, and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133002 | Hukum Pemerintahan Daerah | Regional Government Law | This course explores the legal framework governing local governments and their functions. Students will analyze the laws that define the powers and responsibilities of regional authorities, including issues of autonomy, accountability, and intergovernmental relations. The course highlights the significance of local governance in promoting democracy and effective public service delivery. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective governance and strong institutions at all levels. Regional government law is crucial for ensuring local governance structures are transparent, accountable, and inclusive. 2. **Goal 11: Sustainable Cities and Communities** – Regional government law often involves urban planning, community development, and sustainability initiatives, contributing to the creation of resilient and inclusive communities. 3. **Goal 10: Reduced Inequalities** – Effective regional governance can help address social and economic disparities within regions, promoting equitable access to resources and services. 4. **Goal 4: Quality Education** – Local governments often play a key role in education policy and funding, impacting educational access and quality at the regional level. 5. **Goal 17: Partnerships for the Goals** – Regional governments frequently collaborate with various stakeholders, including civil society and the private sector, to achieve sustainable development objectives. These goals are interconnected, and discussions in the course may also address issues such as local economic development, environmental sustainability, and community participation in governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133102 | Hukum Kelembagaan Negara | State Institutional Law | This course examines the legal foundations and structures of state institutions, focusing on their roles, powers, and interactions. Students will explore constitutional law, administrative law, and the principles of state governance. The course encourages critical thinking about the effectiveness and accountability of state institutions in upholding the rule of law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is directly relevant, focusing on promoting effective, accountable, and transparent institutions at all levels. State institutional law examines the framework and governance of public institutions. 2. **Goal 10: Reduced Inequalities** – Effective state institutions can help reduce inequalities by ensuring fair representation, access to resources, and protection of rights for all citizens. 3. **Goal 4: Quality Education** – State institutions are often responsible for education policy and funding, which directly impacts access to quality education and lifelong learning opportunities. 4. **Goal 11: Sustainable Cities and Communities** – Institutional law can play a role in urban governance and planning, contributing to the development of sustainable and resilient communities. 5. **Goal 17: Partnerships for the Goals** – State institutions often collaborate with various stakeholders, including civil society and private entities, to achieve sustainable development objectives. These goals are interconnected, and discussions in the course may also address issues such as governance, public administration, and the role of institutions in fostering sustainable development and protecting human rights. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133202 | Hukum Pemilihan Umum | General Election Law | This course focuses on the legal framework governing electoral processes. Students will study laws related to the conduct of elections, voter rights, campaign financing, and electoral disputes. The course emphasizes the importance of fair and transparent elections in democratic societies and prepares students to analyze legal challenges in the electoral process. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting inclusive and accountable institutions at all levels, ensuring access to justice, and fostering peaceful societies. Election law is crucial for establishing fair electoral processes and upholding democratic governance. 2. **Goal 10: Reduced Inequalities** – Election law can address inequalities in political participation, ensuring that all citizens have equal access to the electoral process, regardless of socioeconomic status, gender, or other factors. 3. **Goal 5: Gender Equality** – Effective election laws aim to promote the participation of women and marginalized groups in the political process, contributing to gender equality in governance. 4. **Goal 4: Quality Education** – Educating citizens about their electoral rights and the voting process is essential for fostering informed participation in democracy, aligning with the goal of inclusive and equitable quality education. 5. **Goal 17: Partnerships for the Goals** – Election processes often involve collaboration among various stakeholders, including governments, civil society, and international organizations, to promote fair and transparent elections. These goals are interconnected, and discussions in the course may also cover issues such as electoral integrity, voter suppression, and the role of technology in elections. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131902 | Delik-Delik Di Luar Kodifikasi | Offenses Outside Codification | This course investigates criminal offenses that are not explicitly defined in statutory law. Students will explore the implications of judicial interpretations, common law, and regulatory offenses. The course encourages critical analysis of the boundaries of legal codification and the challenges faced by legal systems in addressing emerging criminal behaviors. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. 2. **Goal 5: Gender Equality** – If the course touches on offenses like domestic violence or sexual offenses, it may relate to promoting gender equality and empowering all women and girls. 3. **Goal 10: Reduced Inequality** – Discussions around offenses may also involve issues of inequality and discrimination within legal frameworks. 4. **Goal 3: Good Health and Well-being** – If the course examines the impact of certain offenses on public health or mental well-being, it could relate to this goal. 5. **Goal 4: Quality Education** – If the course includes elements of educating about legal rights and justice, it may align with promoting inclusive and equitable quality education. The specific connections would depend on the course’s focus and content. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132002 | Tindak Pidana Korupsi dan TPPU | Corruption and TPPU crimes | This course addresses the legal aspects of corruption and money laundering (TPPU) crimes. Students will study relevant laws, enforcement mechanisms, and international frameworks aimed at combating these offenses. The course emphasizes the societal impacts of corruption and the importance of legal frameworks in promoting integrity and accountability. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just, peaceful, and inclusive societies, with an emphasis on combating corruption, reducing illicit financial flows, and ensuring equal access to justice. 2. **Goal 5: Gender Equality** – If the course addresses the gendered aspects of trafficking and exploitation, it aligns with efforts to achieve gender equality and empower women and girls. 3. **Goal 8: Decent Work and Economic Growth** – Discussions around corruption often involve impacts on economic growth and fair labor practices, making this goal relevant. 4. **Goal 10: Reduced Inequality** – Corruption and trafficking can exacerbate social and economic inequalities, which this goal seeks to address. 5. **Goal 1: No Poverty** – Corruption can hinder efforts to alleviate poverty, making it relevant to this goal. 6. **Goal 3: Good Health and Well-being** – Trafficking in persons can have severe health implications for victims, connecting the course to health and well-being discussions. These SDGs provide a framework for understanding the broader implications of corruption and trafficking in the context of global development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132102 | Kejahatan Korporasi | Corporate Crime | Corporate Crime is a course that examines illegal activities conducted by corporations or individuals acting on behalf of corporations. It explores the motivations, methods, and consequences of corporate crime, including fraud, environmental violations, insider trading, and corruption. Students learn about the legal frameworks and regulatory responses to corporate misconduct, as well as the impact of such crimes on society, the economy, and public trust. The course emphasizes case studies of notable corporate crimes and scandals, allowing students to analyze the ethical implications and accountability issues involved. By the end of the course, students are equipped to critically assess corporate behavior, understand the complexities of corporate governance, and engage in discussions about reform and prevention strategies. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting just, peaceful, and inclusive societies, which includes addressing corporate crime, corruption, and the need for effective regulatory frameworks. 2. **Goal 8: Decent Work and Economic Growth** – Corporate crime can undermine fair labor practices and economic growth. Discussions may focus on ensuring decent work conditions and promoting sustainable economic practices. 3. **Goal 12: Responsible Consumption and Production** – This goal relates to promoting sustainable practices within corporations, including ethical production and consumption, which are relevant to corporate accountability. 4. **Goal 10: Reduced Inequality** – Corporate crimes often exacerbate social and economic inequalities, making this goal relevant to discussions on equity and justice. 5. **Goal 3: Good Health and Well-being** – If the course addresses issues like environmental damage or unsafe working conditions caused by corporate malfeasance, it connects to public health concerns. These SDGs provide a framework for understanding the broader social, economic, and environmental impacts of corporate crime. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132202 | Hukum Pidana Perlindungan Anak | Child Protection Criminal Law | The course Child Protection Criminal Law focuses on the legal frameworks designed to protect children from abuse, neglect, and exploitation. Students explore laws and regulations governing child welfare, juvenile justice, and the responsibilities of legal practitioners in advocating for children’s rights. The curriculum emphasizes the importance of multidisciplinary approaches to ensure effective protection and support for vulnerable children. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the need for access to justice for all, including children, and addresses issues related to violence against children and the need for effective legal frameworks. 2. **Goal 4: Quality Education** – Protecting children from abuse and exploitation is essential for ensuring their right to education and promoting inclusive and equitable quality education. 3. **Goal 3: Good Health and Well-being** – Child protection laws are crucial for safeguarding children’s physical and mental health, addressing issues such as abuse, neglect, and exploitation. 4. **Goal 5: Gender Equality** – If the course addresses issues like gender-based violence against children, it aligns with efforts to achieve gender equality and empower all women and girls. 5. **Goal 10: Reduced Inequality** – Protecting vulnerable children from exploitation and abuse helps to address social inequalities and promote equal opportunities. 6. **Goal 1: No Poverty** – Addressing child protection can be linked to poverty alleviation, as vulnerable children are often at higher risk of exploitation and abuse. These SDGs provide a comprehensive framework for understanding the importance of child protection within the broader context of human rights and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132302 | Hukum Panitensier | Registrar’s Law | The course Registrar’s Law examines the legal principles governing the functions of registrars in various contexts, such as land registration, vital records, and business entities. Students learn about the processes involved in maintaining public records, the legal implications of registration, and the rights of individuals regarding their records. The curriculum emphasizes the role of registrars in promoting transparency and legal certainty. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective legal institutions and processes, including the role of registrars in maintaining public records, ensuring legal identity, and facilitating access to justice. 2. **Goal 4: Quality Education** – If the course includes discussions on the role of registrars in educational institutions, it may relate to promoting inclusive and equitable quality education. 3. **Goal 10: Reduced Inequality** – Registrars play a crucial role in ensuring legal identity and access to services, which can help reduce inequalities related to status and documentation. 4. **Goal 1: No Poverty** – Access to legal identity through registration can impact individuals’ ability to access social services and economic opportunities, linking it to poverty reduction efforts. 5. **Goal 5: Gender Equality** – If the course covers issues of registration and documentation related to gender, it may address challenges faced by women and girls in obtaining legal recognition. These SDGs provide a framework for understanding how registrar’s law contributes to broader goals of justice, equality, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132402 | Hukum Pidana Adat | Customary Criminal Law | The course Customary Criminal Law explores the principles of criminal law as applied within indigenous or traditional communities. Students study how customary law interacts with national legal systems, focusing on offenses, dispute resolution, and community-based justice mechanisms. The curriculum emphasizes the significance of understanding cultural contexts in applying criminal justice effectively. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just, peaceful, and inclusive societies, which includes understanding and integrating customary laws within formal legal systems. 2. **Goal 10: Reduced Inequality** – Customary laws often reflect the values and norms of specific communities, and discussions may address how these laws can either mitigate or exacerbate inequalities, particularly among marginalized groups. 3. **Goal 4: Quality Education** – If the course includes elements of educating communities about their rights under customary law, it aligns with promoting inclusive and equitable education. 4. **Goal 5: Gender Equality** – Customary criminal laws can have significant implications for gender rights. The course may explore issues related to gender equality within these legal frameworks. 5. **Goal 1: No Poverty** – Customary law may play a role in community governance and resource distribution, impacting poverty alleviation efforts. These SDGs highlight the importance of understanding how customary criminal law intersects with broader issues of justice, equality, and cultural rights in society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132502 | Hukum Pidana Perikanan | Fisheries Criminal Law | The course Fisheries Criminal Law examines the legal frameworks governing the protection and management of fishery resources. Students learn about offenses related to illegal fishing, environmental impacts, and regulatory compliance. The curriculum emphasizes the importance of sustainable fishing practices and the role of law enforcement in preserving marine ecosystems. | 1. **Goal 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Fisheries law directly relates to managing fish stocks, combating illegal fishing, and protecting marine biodiversity. 2. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just and inclusive societies, which includes effective legal frameworks and enforcement mechanisms to combat fisheries crimes, such as illegal, unreported, and unregulated (IUU) fishing. 3. **Goal 12: Responsible Consumption and Production** – This goal relates to ensuring sustainable practices in the production and consumption of marine resources, which is central to fisheries law. 4. **Goal 1: No Poverty** – Fisheries play a vital role in the livelihoods of many communities. Sustainable management can help reduce poverty by ensuring food security and economic stability for those dependent on fishing. 5. **Goal 10: Reduced Inequality** – Effective fisheries management can promote equity in resource access, particularly for marginalized communities that rely on fisheries for their livelihood. These SDGs highlight the interconnection between fisheries law, sustainable resource management, and broader social and environmental goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131102 | Hukum Jaminan | Collateral Law | The course Collateral Law focuses on the legal principles surrounding collateral agreements, including guarantees and pledges in financial transactions. Students study the rights and obligations of parties involved in collateral arrangements and the implications for creditors and debtors. The curriculum emphasizes risk management and the importance of collateral in securing loans and other financial agreements. | 1. **Goal 8: Decent Work and Economic Growth** – By understanding collateral and financing mechanisms, the course supports the development of financial systems that can foster sustainable economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Collateral law is crucial for businesses to secure financing for innovation and infrastructure development. 3. **Goal 10: Reduced Inequalities** – Knowledge of collateral can help improve access to credit for marginalized groups, promoting more equitable economic opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Legal frameworks around collateral contribute to fair and effective legal institutions, supporting justice and economic stability. Depending on the course focus, it could also touch on other goals related to responsible consumption and production, as well as partnerships for the goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131202 | Hukum Perlindungan Konsumen | Consumer Protection Law | The course Consumer Protection Law explores the legal frameworks designed to safeguard consumer rights and promote fair trade practices. Students learn about regulations governing product safety, misleading advertising, and consumer redress mechanisms. The curriculum emphasizes the importance of consumer advocacy in promoting market fairness and protecting vulnerable consumers. | 1. **Goal 8: Decent Work and Economic Growth** – By promoting fair business practices and protecting consumers, the course supports economic stability and growth. 2. **Goal 10: Reduced Inequalities** – Consumer protection laws help ensure that all consumers, including marginalized groups, have access to safe products and fair treatment in the marketplace. 3. **Goal 12: Responsible Consumption and Production** – This goal focuses on promoting sustainable practices and reducing waste, which is often a key aspect of consumer protection law. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective consumer protection laws contribute to the establishment of fair and transparent legal frameworks, enhancing trust in institutions. 5. **Goal 3: Good Health and Well-Being** – Consumer protection laws often include regulations on product safety, which directly impacts public health. Courses in this area may cover various aspects of consumer rights, business practices, and regulatory frameworks that promote these goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131402 | Hukum Kontrak | Contract Law | The course Contract Law examines the principles governing legally binding agreements between parties. Students learn about contract formation, enforcement, and remedies for breaches. The curriculum emphasizes the importance of clear contract drafting and negotiation skills, preparing students for careers in various sectors, including business, real estate, and legal practice. | 1. **Goal 8: Decent Work and Economic Growth** – Contract Law underpins commercial transactions and employment agreements, fostering economic stability and growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Well-defined contracts are essential for promoting partnerships and investments in infrastructure and innovation. 3. **Goal 10: Reduced Inequalities** – Understanding contract law can help protect the rights of marginalized groups in economic transactions, promoting equitable access to opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Contract Law supports the rule of law by ensuring that agreements are enforceable, thus contributing to fair and transparent legal systems. 5. **Goal 12: Responsible Consumption and Production** – Contracts can address sustainability and ethical practices in production and consumption, promoting responsible business conduct. These connections highlight the importance of contract law in facilitating economic interactions and promoting social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131502 | Hukum Waris BW | BW Inheritance Law | The course BW Inheritance Law focuses on the legal principles surrounding inheritance and succession under the Dutch Civil Code (BW). Students study issues related to wills, intestate succession, and the rights of heirs. The curriculum emphasizes the significance of inheritance law in ensuring fair distribution of assets and addressing family dynamics in succession planning. | 1. **Goal 1: No Poverty** – Effective inheritance laws can help ensure the equitable distribution of assets, reducing poverty and economic disparities among families and communities. 2. **Goal 5: Gender Equality** – Inheritance laws can address issues of gender inequality, ensuring that women have equal rights to inherit and manage property. 3. **Goal 10: Reduced Inequalities** – By providing fair inheritance rights, the course can contribute to reducing inequalities within and among communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Inheritance law is essential for establishing legal frameworks that protect individuals’ rights and promote social justice. 5. **Goal 11: Sustainable Cities and Communities** – By facilitating the transfer of property and resources, inheritance laws can contribute to stable and sustainable communities. These connections illustrate how inheritance law plays a crucial role in social justice and economic stability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131602 | Hukum Perbankan dan Lembaga Pembiayaan | Banking Law and Financing Institutions | The course Banking Law and Financing Institutions explores the legal frameworks governing the operation and regulation of banks and financial institutions. Students learn about compliance, risk management, and consumer protection within the banking sector. The curriculum emphasizes the importance of sound legal practices in fostering financial stability and consumer trust. | 1. **Goal 8: Decent Work and Economic Growth** – Banking law underpins financial systems that facilitate economic growth, job creation, and access to credit. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective banking regulations support investments in infrastructure and innovation, driving economic development. 3. **Goal 10: Reduced Inequalities** – Understanding banking law can help improve access to financial services for marginalized populations, promoting financial inclusion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong banking regulations contribute to transparent, accountable financial systems that enhance public trust and stability. 5. **Goal 1: No Poverty** – By facilitating access to credit and financial services, banking law can play a role in poverty reduction and economic empowerment. These connections highlight the critical role of banking law in fostering economic stability, inclusion, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131702 | Hukum Kepailitan | Bankruptcy Law | The course Bankruptcy Law examines the legal processes involved in insolvency and the rights of creditors and debtors. Students learn about the procedures for filing for bankruptcy, the distribution of assets, and the implications of bankruptcy on businesses and individuals. The curriculum emphasizes the importance of understanding bankruptcy law for effective financial management and debt resolution. | 1. **Goal 8: Decent Work and Economic Growth** – Bankruptcy laws help manage business failures in a way that can preserve jobs and facilitate the reorganization of viable enterprises, supporting economic stability. 2. **Goal 10: Reduced Inequalities** – Effective bankruptcy laws can provide protections for vulnerable creditors and ensure equitable treatment in insolvency proceedings, helping to reduce economic disparities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Bankruptcy law contributes to a fair and transparent legal framework for resolving financial distress, promoting trust in legal institutions. 4. **Goal 1: No Poverty** – By allowing individuals and businesses to reorganize their debts, bankruptcy laws can help prevent financial ruin and provide a path toward recovery, supporting poverty alleviation. 5. **Goal 12: Responsible Consumption and Production** – Bankruptcy proceedings can involve discussions around sustainable business practices and the responsible management of resources. These connections emphasize the importance of bankruptcy law in maintaining economic health, promoting social equity, and ensuring legal integrity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131802 | Klinik Hukum (Mediasi) | Legal Clinic (Mediation) | The course Legal Clinic (Mediation) provides students with hands-on experience in mediation techniques and conflict resolution. Under the guidance of experienced practitioners, students learn to facilitate negotiations and mediate disputes in various contexts. The curriculum emphasizes the importance of communication skills and empathy in achieving amicable solutions, preparing students for careers in alternative dispute resolution. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Mediation promotes peaceful resolution of disputes, enhancing access to justice and supporting strong legal frameworks. 2. **Goal 5: Gender Equality** – Mediation can provide a platform for addressing gender-based disputes and promoting equitable outcomes, thereby supporting women’s rights. 3. **Goal 10: Reduced Inequalities** – Mediation can help empower marginalized groups by providing them with tools to resolve conflicts and assert their rights. 4. **Goal 3: Good Health and Well-Being** – By reducing conflict and promoting cooperation, mediation can contribute to mental well-being and community health. 5. **Goal 4: Quality Education** – Participating in a legal clinic helps students gain practical skills in negotiation and conflict resolution, enhancing their educational experience. These connections highlight the role of mediation in fostering social harmony, equity, and effective dispute resolution. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130702 | Psikologi Hukum | Legal Psychology | The course Legal Psychology explores the intersection of psychology and law, focusing on how psychological principles influence legal processes and decision-making. Students study topics such as eyewitness testimony, jury behavior, and the mental health aspects of legal cases. The curriculum emphasizes the importance of understanding human behavior in the legal context, preparing students for careers in legal practice or forensic psychology. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Legal psychology contributes to understanding the psychological aspects of legal processes, enhancing access to justice and promoting fair legal outcomes. 2. **Goal 3: Good Health and Well-Being** – This field examines mental health issues related to the legal system, including the psychological impact of crime, victimization, and the judicial process. 3. **Goal 10: Reduced Inequalities** – Legal psychology can help address biases and inequalities within the legal system by studying how psychological factors affect marginalized groups. 4. **Goal 4: Quality Education** – The course may include education on the intersection of psychology and law, fostering critical thinking and analytical skills in students. 5. **Goal 17: Partnerships for the Goals** – Collaboration between legal and psychological professionals can enhance research and practices that promote justice and well-being. These connections illustrate how legal psychology plays a vital role in improving legal systems, supporting mental health, and promoting social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130802 | Perancangan Perundang-Undangan | Drafting of Legislation | The course Drafting of Legislation focuses on the principles and techniques of legislative drafting. Students learn about the structure of legal texts, clarity in language, and the importance of precise wording. The curriculum emphasizes practical skills in drafting bills and regulations, preparing students for careers in policy-making and legislative affairs. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective legislative drafting is crucial for creating laws that promote justice, accountability, and transparency within legal systems. 2. **Goal 4: Quality Education** – The course enhances students’ skills in understanding and crafting legislation, contributing to their educational development. 3. **Goal 10: Reduced Inequalities** – Well-drafted legislation can address social inequalities and promote inclusive policies that benefit marginalized groups. 4. **Goal 8: Decent Work and Economic Growth** – Legislation that regulates labor markets and business practices can foster economic growth and protect workers’ rights. 5. **Goal 12: Responsible Consumption and Production** – Drafting laws related to environmental protection and sustainable practices can support responsible consumption and production. These connections highlight the importance of effective legislative drafting in shaping policies that promote justice, equity, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130902 | Hukum Diplomatik dan Hub. Internasional | Diplomatic Law and Hub. International | The course Diplomatic Law and International Relations examines the legal principles governing diplomatic relations and the roles of international organizations. Students learn about treaties, diplomatic immunity, and the rights and obligations of states in the international arena. The curriculum emphasizes the importance of diplomatic law in fostering peaceful relations and cooperation among nations. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Diplomatic law plays a key role in maintaining international peace and security, facilitating conflict resolution, and promoting justice among nations. 2. **Goal 17: Partnerships for the Goals** – The course emphasizes international cooperation and partnerships, essential for addressing global challenges and achieving sustainable development. 3. **Goal 4: Quality Education** – By providing students with knowledge about international legal frameworks and diplomatic practices, the course contributes to their educational development. 4. **Goal 10: Reduced Inequalities** – Understanding international law can help address global inequalities and promote human rights across nations. 5. **Goal 5: Gender Equality** – Diplomatic engagement often includes discussions on gender issues and the promotion of women’s rights in international contexts. These connections illustrate how diplomatic law and international relations contribute to global stability, cooperation, and equitable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131002 | Perancangan Kontrak | Contract Design | The course Contract Design focuses on the practical aspects of creating effective and enforceable contracts. Students learn about the essential elements of contract design, including clarity, specificity, and compliance with legal standards. The curriculum emphasizes real-world applications and best practices in contract drafting, preparing students for roles in legal practice and business negotiations. | 1. **Goal 8: Decent Work and Economic Growth** – Well-designed contracts support fair business practices, foster economic transactions, and contribute to a stable economic environment. 2. **Goal 10: Reduced Inequalities** – Understanding contract design can help ensure equitable terms and conditions that protect vulnerable parties, promoting fairness in economic dealings. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Effective contract design reinforces legal frameworks and promotes trust in institutions by ensuring clarity and enforceability. 4. **Goal 12: Responsible Consumption and Production** – Contracts can be structured to include sustainability clauses, promoting responsible practices and ethical business behavior. 5. **Goal 4: Quality Education** – The course enhances students’ practical skills in legal drafting and negotiation, contributing to their overall educational development. These connections highlight the significance of contract design in facilitating fair economic interactions and promoting social justice and sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140102 | Seminar Usulan Penelitian | Research Proposal Seminar | The course Research Proposal Seminar provides students with the skills needed to develop and present research proposals effectively. Students learn about research methodologies, literature reviews, and project planning. The curriculum emphasizes critical thinking and effective communication, preparing students for advanced academic research or professional projects. | 1. **Quality Education (SDG 4)**: Promoting inclusive and equitable quality education and fostering lifelong learning opportunities. 2. **Gender Equality (SDG 5)**: Encouraging research that addresses gender disparities and promotes equal opportunities. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Supporting research that drives innovation and enhances infrastructure. 4. **Reduced Inequalities (SDG 10)**: Fostering research that aims to reduce inequalities within and among countries. 5. **Partnerships for the Goals (SDG 17)**: Emphasizing collaboration between various stakeholders in research efforts. The specific goals addressed can vary based on the seminar’s thematic focus and the disciplines represented. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140202 | Ujian Akhir Sarjana | Bachelor’s Final Examination | The course Bachelor’s Final Examination serves as a capstone assessment for students in their final year. It evaluates their comprehensive understanding of legal principles and their ability to apply knowledge in practical scenarios. The curriculum emphasizes preparation and revision strategies, ensuring students are ready to demonstrate their competencies before graduation. | 1. **Quality Education (SDG 4)**: Ensuring students demonstrate knowledge and skills acquired during their studies. 2. **Gender Equality (SDG 5)**: If projects explore gender issues, promoting equality in research topics and methodologies. 3. **Decent Work and Economic Growth (SDG 8)**: Focusing on research that supports sustainable economic growth and employment. 4. **Reduced Inequalities (SDG 10)**: Encouraging students to address social inequalities in their research. 5. **Climate Action (SDG 13)**: If applicable, incorporating environmental sustainability into research projects. 6. **Partnerships for the Goals (SDG 17)**: Highlighting collaboration in research efforts across disciplines or with external organizations. The specific SDGs covered will depend on the individual projects and areas of research chosen by the students. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140304 | Tugas Akhir | Thesis | The Thesis course is a culminating academic project that allows students to 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, designing and implementing research methodologies, and analyzing data. The course emphasizes critical thinking, academic writing, and the presentation of findings. Throughout the thesis process, students work closely with faculty advisors to refine their research and ensure academic rigor. By the end of the course, students produce a comprehensive written document that demonstrates their ability to engage in scholarly research, contributing new insights to their discipline. Successful completion of the thesis is often a requirement for graduation in graduate programs. | 1. **Quality Education (SDG 4)**: Emphasizing the importance of research and critical thinking in higher education. 2. **Gender Equality (SDG 5)**: If the thesis examines gender issues or aims to promote gender equity. 3. **Good Health and Well-Being (SDG 3)**: Addressing public health issues or wellness in research. 4. **Decent Work and Economic Growth (SDG 8)**: Focusing on sustainable economic practices and labor conditions. 5. **Reduced Inequalities (SDG 10)**: Investigating social justice, inequality, and inclusive practices. 6. **Sustainable Cities and Communities (SDG 11)**: If the research addresses urban development or community sustainability. 7. **Climate Action (SDG 13)**: Engaging with environmental challenges and climate change solutions. 8. **Partnerships for the Goals (SDG 17)**: Highlighting collaborative approaches in research methodologies or partnerships. The specific SDGs will depend on the individual focus of the thesis and the field of study. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01122102 | Hukum dan Hak Asasi Manusia | Law and Human Rights | Law and Human Rights is a course that explores the intersection of legal principles and human rights advocacy. It covers key topics such as the foundations of human rights, international human rights law, and the role of national and international institutions in protecting rights. Students examine various human rights issues, including civil liberties, social justice, and the impact of discrimination based on race, gender, and sexuality. The course emphasizes critical analysis of legal frameworks, case law, and the effectiveness of human rights mechanisms in promoting justice and accountability. Through case studies and discussions, students develop an understanding of the challenges and opportunities in advancing human rights globally. By the end of the course, students are equipped to engage with human rights issues in legal and policy contexts and advocate for social change. | 1. **Quality Education (SDG 4)**: Promoting inclusive and equitable education about human rights and legal frameworks. 2. **Gender Equality (SDG 5)**: Addressing issues of gender-based discrimination and advocating for women’s rights. 3. **Reduced Inequalities (SDG 10)**: Focusing on legal protections for marginalized and vulnerable groups to reduce inequalities. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, emphasizing the importance of justice systems, rule of law, and human rights protection. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration among governments, civil society, and other stakeholders to promote human rights. These goals can be explored through case studies, legal analysis, and discussions about the role of law in advancing human rights globally. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130102 | Hukum Perburuhan | Labor Law | The course Labor Law examines the legal framework governing the relationship between employers and employees. Students explore topics such as employment contracts, workers’ rights, collective bargaining, and dispute resolution mechanisms. The curriculum emphasizes the role of labor law in promoting fair labor practices and protecting workers from exploitation, preparing students for careers in human resources, labor relations, or legal practice. | 1. **Decent Work and Economic Growth (SDG 8)**: Central to labor law, focusing on promoting safe and secure working environments, fair wages, and workers’ rights. 2. **Reduced Inequalities (SDG 10)**: Examining legal protections against discrimination and promoting equal opportunities for all workers. 3. **Gender Equality (SDG 5)**: Addressing issues such as pay equity and workplace discrimination based on gender. 4. **No Poverty (SDG 1)**: Discussing how labor rights can contribute to poverty alleviation through fair employment practices. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration between governments, employers, and workers’ organizations to enhance labor standards. These goals are often explored through case studies, legal frameworks, and discussions on the impact of labor law on society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130202 | Hukum Keuangan Negara | State Financial Law | The course State Financial Law focuses on the legal principles governing public finance and budgeting processes. Students learn about fiscal policies, state revenues, and expenditures, as well as the legal frameworks for financial accountability and transparency. The curriculum emphasizes the importance of financial law in ensuring responsible governance and effective resource management within the public sector. | 1. **Reduced Inequalities (SDG 10)**: Addressing issues related to equitable taxation, social welfare funding, and resource distribution. 2. **Decent Work and Economic Growth (SDG 8)**: Exploring the impact of state financial policies on economic growth and employment. 3. **Sustainable Cities and Communities (SDG 11)**: Examining funding for infrastructure and services that contribute to sustainable urban development. 4. **Partnerships for the Goals (SDG 17)**: Discussing collaboration between state entities and stakeholders in financial law and public finance management. 5. **No Poverty (SDG 1)**: Analyzing how state financial policies can support poverty reduction initiatives. These SDGs can be addressed through case studies, policy analysis, and discussions on the implications of financial law for governance and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130302 | Hukum Perjanjian Internasional | International Treaty Law | The course International Treaty Law explores the principles and processes governing the formation, interpretation, and enforcement of international treaties. Students learn about the legal status of treaties, the role of international organizations, and issues of compliance and dispute resolution. The curriculum prepares students for careers in international relations, diplomacy, and international law. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to treaty law, focusing on promoting peaceful and inclusive societies, access to justice, and effective institutions. 2. **Partnerships for the Goals (SDG 17)**: Emphasizing the importance of international cooperation and partnerships in treaty negotiation and implementation. 3. **Climate Action (SDG 13)**: Addressing treaties related to environmental protection and climate change, such as the Paris Agreement. 4. **Quality Education (SDG 4)**: Promoting knowledge about international law and the role of treaties in global governance and education. 5. **Gender Equality (SDG 5)**: Examining treaties that address gender rights and promote equality at the international level. These SDGs can be explored through case studies of significant treaties, discussions on their implications, and analyses of how they advance global objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130402 | Hukum Acara Mahkamah Konstitusi | Constitutional Court Procedural Law | The course Constitutional Court Procedural Law examines the rules and procedures governing cases brought before constitutional courts. Students study the jurisdiction of these courts, the process for filing constitutional complaints, and the implications of court rulings. The curriculum emphasizes the role of constitutional courts in upholding constitutional rights and maintaining the rule of law in a democratic society. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, focusing on the role of constitutional courts in upholding justice, rule of law, and protecting rights. 2. **Reduced Inequalities (SDG 10)**: Examining how procedural law ensures equal access to justice for all individuals, particularly marginalized groups. 3. **Quality Education (SDG 4)**: Promoting understanding of constitutional principles and legal procedures, fostering informed citizenship. 4. **Gender Equality (SDG 5)**: Exploring cases and procedures that address gender rights and promote equality within constitutional frameworks. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration among various legal institutions and civil society to enhance the effectiveness of constitutional adjudication. These goals can be explored through case studies, discussions on landmark decisions, and analyses of the procedural aspects that ensure fair legal processes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130502 | Filsafat Hukum dan Etika Profesi | Legal Philosophy and Professional Ethics | The course Legal Philosophy and Professional Ethics explores the theoretical foundations of law and the ethical responsibilities of legal professionals. Students examine key philosophical concepts related to justice, rights, and morality, while also analyzing ethical dilemmas faced by lawyers and judges. The curriculum prepares students to navigate complex legal and moral issues in their professional careers. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Examining the philosophical foundations of law and justice, and the importance of ethical practices in legal institutions. 2. **Reduced Inequalities (SDG 10)**: Discussing ethical considerations in law that promote fairness, equity, and justice for marginalized groups. 3. **Quality Education (SDG 4)**: Encouraging critical thinking and ethical reasoning, contributing to a well-informed legal profession. 4. **Gender Equality (SDG 5)**: Analyzing ethical issues related to gender rights and discrimination in legal practices. 5. **Partnerships for the Goals (SDG 17)**: Highlighting the importance of ethical collaboration and professionalism within the legal community. These SDGs can be explored through philosophical texts, case studies, and discussions about the role of ethics in legal decision-making and professional conduct. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130602 | Hukum Acara Peradilan Agama | Religious Court Procedure Law | The course Religious Court Procedure Law focuses on the legal processes and procedures within religious courts, often addressing family and personal status matters. Students learn about the jurisdiction, functions, and decision-making processes of religious courts in various legal systems. The curriculum emphasizes the importance of understanding religious law in the context of contemporary legal issues. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Focusing on the role of religious courts in the justice system and their impact on conflict resolution and community harmony. 2. **Reduced Inequalities (SDG 10)**: Examining how religious courts address issues of inequality and provide access to justice for specific communities. 3. **Gender Equality (SDG 5)**: Analyzing the treatment of gender issues within religious legal frameworks and the procedural rights of women. 4. **Quality Education (SDG 4)**: Promoting understanding of legal principles and procedural fairness in religious court systems, contributing to informed citizenship. 5. **Partnerships for the Goals (SDG 17)**: Highlighting the importance of collaboration between religious institutions and state legal systems to promote justice and respect for diverse legal traditions. These SDGs can be explored through case studies, comparative analyses, and discussions on the implications of religious legal practices in contemporary society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121402 | Hukum Konstitusi | Constitutional Law | The course Constitutional Law examines the structure and principles of a state’s constitution, including the separation of powers, checks and balances, and fundamental rights. Students study landmark cases and constitutional interpretation, analyzing how constitutional law shapes governance and protects individual liberties. The curriculum prepares students for roles in public service, advocacy, and legal scholarship. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, focusing on the principles of justice, rule of law, and the protection of fundamental rights within constitutional frameworks. 2. **Reduced Inequalities (SDG 10)**: Examining constitutional provisions that promote equality and protect marginalized groups from discrimination. 3. **Quality Education (SDG 4)**: Encouraging understanding of constitutional principles, rights, and governance, contributing to informed and engaged citizenship. 4. **Gender Equality (SDG 5)**: Analyzing constitutional guarantees related to gender rights and the legal protections afforded to women and gender minorities. 5. **Sustainable Cities and Communities (SDG 11)**: Exploring the role of constitutional law in urban governance and community rights. These goals can be explored through case studies, constitutional analysis, and discussions on the impact of constitutional law on society and governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121502 | Hukum Kemaritiman | Maritime Law | The course Maritime Law focuses on the legal principles governing shipping, navigation, and marine resources. Students learn about international conventions, liability issues, and the regulation of maritime activities. The curriculum emphasizes the complexities of maritime disputes and environmental considerations, preparing students for careers in shipping, international trade, and environmental law. | 1. **SDG 14: Life Below Water** – Focus on the conservation and sustainable use of oceans, seas, and marine resources, addressing issues such as marine biodiversity, pollution, and sustainable fishing practices. 2. **SDG 13: Climate Action** – Examines the impacts of climate change on maritime activities, including regulations regarding shipping emissions and adaptation measures for coastal communities. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Discusses legal frameworks governing maritime trade and transportation, promoting innovation in shipping and infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Explores regulations on sustainable shipping practices and the management of marine resources to reduce environmental impacts. 5. **SDG 1: No Poverty** – Examines the role of maritime law in supporting the livelihoods of coastal and fishing communities, emphasizing the importance of equitable access to marine resources. This course emphasizes the legal frameworks that govern maritime activities, promoting sustainable development and responsible use of ocean resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121602 | Hukum Acara Perdata | Civil Procedure Law | The course Civil Procedure Law examines the rules and processes governing civil litigation. Students learn about the stages of a civil lawsuit, including pleadings, discovery, and trial procedures. The curriculum emphasizes the importance of procedural law in ensuring fair and efficient resolution of disputes, equipping students for careers in litigation or dispute resolution. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring fair and transparent civil litigation processes, protecting individuals’ rights, and promoting access to justice for all. 2. **SDG 10: Reduced Inequalities** – Examines how civil procedure laws can address social inequalities, ensuring equitable access to legal remedies for marginalized individuals and communities. 3. **SDG 5: Gender Equality** – Explores the role of civil procedure in addressing gender-related issues, including domestic violence and discrimination, thereby enhancing the protection of women’s rights. 4. **SDG 3: Good Health and Well-being** – Discusses the implications of civil legal processes on mental health and the importance of fair procedures in promoting well-being for individuals involved in civil disputes. 5. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding civil procedures and the role of law in societal interactions. This course underscores the importance of procedural justice in civil matters, fostering a legal environment that supports fair resolutions and enhances public trust in the legal system. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121702 | Hukum Acara Pidana | Criminal Procedure Law | The course Criminal Procedure Law explores the legal framework governing the prosecution of criminal offenses. Students study the rights of the accused, trial processes, and the roles of law enforcement and the judiciary. The curriculum emphasizes the balance between individual rights and public safety, preparing students for careers in criminal justice, law enforcement, or legal defense. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring fair and transparent criminal justice processes, protecting individuals’ rights, and promoting the rule of law. 2. **SDG 10: Reduced Inequalities** – Examines how criminal procedure laws can address social inequalities, ensuring that marginalized groups receive equitable treatment in the justice system. 3. **SDG 5: Gender Equality** – Explores issues related to gender-based violence and the treatment of women within the criminal justice system, emphasizing the importance of protecting victims’ rights. 4. **SDG 3: Good Health and Well-being** – Discusses the impact of criminal justice procedures on mental health, rehabilitation, and the well-being of individuals involved in the system. 5. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding criminal procedures and promoting informed participation in the justice system. This course highlights the critical role of procedural justice in maintaining a fair legal system, protecting rights, and fostering public trust in criminal justice institutions. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121802 | Hukum Acara Peradilan Tata Usaha Negara | State Administrative Court Procedure Law | The course State Administrative Court Procedure Law focuses on the processes and procedures within administrative courts that handle disputes between citizens and the state. Students learn about the principles of administrative justice, the types of cases heard, and the rights of parties involved. The curriculum emphasizes the role of administrative courts in ensuring accountability and fairness in public administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring access to justice through administrative courts, promoting fair and transparent legal processes in state administration. 2. **SDG 10: Reduced Inequalities** – Examines how administrative court procedures can address issues of inequality, ensuring that marginalized individuals and communities can challenge administrative decisions. 3. **SDG 1: No Poverty** – Explores the impact of administrative law on social welfare, rights, and access to services that affect poverty alleviation and social justice. 4. **SDG 4: Quality Education** – Emphasizes the importance of understanding legal procedures in administrative courts as part of legal education and civic awareness. 5. **SDG 17: Partnerships for the Goals** – Highlights the role of collaboration between legal institutions, civil society, and government in improving administrative justice and accountability. This course emphasizes the legal frameworks governing state administrative processes and the importance of procedural justice in upholding rights and promoting effective governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121902 | Hukum Telematika | Telematics Law | The course Telematics Law examines the legal issues surrounding telecommunications and digital technology. Students study topics such as data protection, intellectual property rights, and cybersecurity regulations. The curriculum emphasizes the importance of understanding the evolving legal landscape of technology in a globalized world, preparing students for careers in tech law or policy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focus on the legal frameworks that support the development and regulation of telematics, promoting innovation in communication and information technologies. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Examines issues related to data protection, privacy, and cybersecurity, ensuring trust in digital communications and justice in the digital sphere. 3. **SDG 10: Reduced Inequalities** – Explores the role of telematics in bridging the digital divide, ensuring equitable access to technology and information for marginalized communities. 4. **SDG 12: Responsible Consumption and Production** – Discusses regulations concerning sustainable practices in the production and consumption of telematics technologies, including e-waste management. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between governments, private sectors, and civil society in promoting effective telematics regulations and innovations. This course addresses the intersection of law, technology, and society, emphasizing the importance of legal frameworks in promoting sustainable development through telematics. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01122002 | Hukum Lingkungan | Environmental Law | The course Environmental Law explores the legal frameworks established to protect the environment and regulate natural resources. Students learn about international treaties, national regulations, and the role of environmental advocacy. The curriculum emphasizes the importance of balancing economic development with environmental sustainability, preparing students for careers in environmental policy and law. | 1. **SDG 13: Climate Action** – Focus on legal frameworks addressing climate change, mitigation strategies, and adaptation measures. 2. **SDG 15: Life on Land** – Examines laws related to biodiversity conservation, land use, deforestation, and sustainable land management. 3. **SDG 12: Responsible Consumption and Production** – Discusses regulations aimed at promoting sustainable practices, waste management, and resource conservation. 4. **SDG 6: Clean Water and Sanitation** – Explores legal protections for water resources, pollution control, and access to clean water. 5. **SDG 11: Sustainable Cities and Communities** – Focus on urban planning laws that promote sustainable development, reduce environmental impacts, and enhance community resilience. This course emphasizes the importance of legal frameworks in protecting the environment and promoting sustainable development practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120702 | Pengantar Sosiologi Hukum | Introduction to Legal Sociology | The course Introduction to Legal Sociology examines the relationship between law and society, focusing on how social factors influence legal systems and vice versa. Students explore topics such as legal culture, the role of law in social change, and the impact of social movements on legal reform. The curriculum encourages critical thinking about the societal implications of legal practices. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on understanding the relationship between law, society, and justice, exploring how legal systems impact social order and governance. 2. **SDG 10: Reduced Inequalities** – Examines how laws and legal practices can contribute to or alleviate social inequalities and injustices within various communities. 3. **SDG 5: Gender Equality** – Investigates the role of law in shaping gender relations, rights, and social norms, highlighting issues related to gender-based discrimination and advocacy for women’s rights. 4. **SDG 3: Good Health and Well-being** – Explores how legal frameworks influence public health policies and access to healthcare, including issues of health equity and social determinants of health. 5. **SDG 4: Quality Education** – Emphasizes the importance of education in fostering an understanding of legal systems and their societal implications, contributing to informed citizenship. This course examines the interplay between legal norms and social structures, highlighting the importance of law in shaping societal outcomes and promoting justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120802 | PIP: Hukum Laut | PIP: Law of the Sea | The course PIP: Law of the Sea focuses on the legal principles governing maritime activities and the rights of states in oceanic areas. Students learn about the United Nations Convention on the Law of the Sea, territorial waters, and resource management. The curriculum emphasizes the significance of maritime law in addressing global challenges, such as piracy and environmental protection. | 1. **SDG 14: Life Below Water** – Focus on the conservation and sustainable use of oceans, seas, and marine resources, addressing issues like overfishing, marine biodiversity, and pollution. 2. **SDG 13: Climate Action** – Examines the impacts of climate change on ocean ecosystems and coastal communities, as well as international legal frameworks for climate change adaptation and mitigation. 3. **SDG 12: Responsible Consumption and Production** – Discusses sustainable practices in marine resource management and the importance of reducing marine pollution and waste. 4. **SDG 1: No Poverty** – Explores how the law of the sea can affect the livelihoods of coastal communities and support sustainable economic development in developing countries. 5. **SDG 17: Partnerships for the Goals** – Emphasizes the importance of international cooperation and partnerships in addressing transboundary marine issues and achieving sustainable ocean governance. This course highlights the legal frameworks that govern ocean use, conservation, and international cooperation for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120903 | Hukum Tata Negara | Constitutional law | The course Constitutional Law (repeated title) provides an in-depth analysis of constitutional principles, governance structures, and the protection of rights. Students explore the interpretation of constitutions through landmark cases and legal doctrines. The curriculum prepares students for advanced study in constitutional issues, advocacy, and public policy. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the rule of law, protection of human rights, and the functioning of democratic institutions as established by constitutional frameworks. 2. **SDG 10: Reduced Inequalities** – Examines how constitutional provisions can address social and economic inequalities, ensuring equal rights for all citizens. 3. **SDG 5: Gender Equality** – Analyzes constitutional guarantees for gender equality and protections against discrimination based on sex. 4. **SDG 4: Quality Education** – Emphasizes the importance of constitutional law education in fostering informed citizenship and understanding of rights and responsibilities. 5. **SDG 1: No Poverty** – Discusses the role of constitutional rights in addressing poverty and ensuring access to basic needs and social justice. This course highlights the foundational principles of governance, individual rights, and the relationship between law and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121002 | Hak Kekayaan Intelektual | Intellectual Property Rights | The course Intellectual Property Rights examines the legal protections available for inventions, trademarks, copyrights, and trade secrets. Students learn about the processes for obtaining and enforcing intellectual property rights, as well as the implications of infringement. The curriculum emphasizes the importance of intellectual property in fostering innovation and creativity in a global economy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focus on protecting innovations and fostering creativity through intellectual property rights, which are essential for encouraging research and development in industries. 2. **SDG 8: Decent Work and Economic Growth** – Examines how strong intellectual property protection can stimulate economic growth by encouraging entrepreneurship and creating jobs. 3. **SDG 10: Reduced Inequalities** – Discusses the role of intellectual property in promoting equitable access to technology and knowledge, potentially reducing disparities between developed and developing countries. 4. **SDG 4: Quality Education** – Addresses the importance of intellectual property in educational settings, including access to educational resources and the role of copyright in promoting learning. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the need for effective legal frameworks to protect intellectual property, ensuring justice and promoting trust in the legal system. This course emphasizes the significance of intellectual property rights in fostering innovation, economic development, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121102 | Metode Penelitian dan Penulisan Hukum | Legal Research and Writing Methods | The course Legal Research and Writing Methods focuses on developing essential research and writing skills for legal practice. Students learn how to conduct effective legal research, analyze case law, and draft legal documents. The curriculum emphasizes clarity, precision, and proper citation in legal writing, preparing students for successful careers in law. | 1. **SDG 4: Quality Education** – Focus on enhancing legal education through the development of research and writing skills essential for effective legal practice and scholarship. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of legal research in promoting justice, accountability, and informed decision-making within legal systems. 3. **SDG 10: Reduced Inequalities** – Examines how effective legal research can support advocacy efforts aimed at addressing social and economic inequalities. 4. **SDG 17: Partnerships for the Goals** – Encourages collaboration among legal professionals and institutions to enhance research efforts and share knowledge for promoting the rule of law. 5. **SDG 5: Gender Equality** – Highlights the importance of legal research in uncovering issues related to gender equality and advocating for women’s rights within legal frameworks. This course emphasizes the foundational skills necessary for legal practitioners to engage in informed, effective advocacy and contribute to social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121203 | Hukum Islam | Islamic Law | The course Islamic Law explores the principles and sources of law in Islamic tradition, including Sharia, jurisprudence, and ethical considerations. Students study the application of Islamic law in various contexts, such as family, contracts, and criminal justice. The curriculum emphasizes the role of Islamic law in contemporary legal systems and its interaction with secular law. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting justice, legal frameworks, and effective governance based on principles of fairness and accountability in Islamic law. 2. **SDG 5: Gender Equality** – Explores issues of gender rights and protections within the framework of Islamic law, including women’s rights in marriage, inheritance, and social participation. 3. **SDG 10: Reduced Inequalities** – Examines how Islamic law addresses social and economic inequalities, including mechanisms for wealth distribution and social justice. 4. **SDG 1: No Poverty** – Discusses principles related to economic justice, zakat (almsgiving), and their role in poverty alleviation within Islamic teachings. 5. **SDG 3: Good Health and Well-being** – Investigates laws related to health and family matters, including reproductive health and welfare issues. This course emphasizes the relevance of Islamic law to social justice, equality, and ethical governance, aligning with various aspects of sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121303 | Hukum Pajak | Tax Law | The course Tax Law examines the legal principles governing taxation, including income tax, corporate tax, and property tax. Students learn about tax policy, compliance, and dispute resolution processes. The curriculum emphasizes the importance of tax law in public finance and the economic implications of tax policy, preparing students for careers in tax consulting, government, or legal practice. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on how tax policies can promote economic growth, job creation, and sustainable economic development. 2. **SDG 10: Reduced Inequalities** – Examines progressive tax systems aimed at reducing income and wealth inequality, ensuring fair tax burdens. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the role of transparent and accountable tax systems in building trust in public institutions and governance. 4. **SDG 1: No Poverty** – Explores how tax revenues can be utilized for social programs that alleviate poverty and improve living standards. 5. **SDG 12: Responsible Consumption and Production** – Investigates tax incentives that promote sustainable business practices and responsible consumption. This course addresses the intersection of tax law with economic, social, and environmental policies, highlighting its importance for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110904 | Hukum Administrasi Negara | State Administrative Law | The course State Administrative Law focuses on the legal framework governing the actions and decisions of government agencies. Students explore principles of administrative justice, the rights of citizens, and the processes for challenging administrative decisions. The curriculum emphasizes the importance of accountability and transparency in public administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting accountable governance, rule of law, and effective public administration. 2. **SDG 10: Reduced Inequalities** – Examines how administrative law can address issues of social and economic inequality through equitable public service delivery. 3. **SDG 5: Gender Equality** – Investigates how administrative laws and policies promote gender equality and the inclusion of women in decision-making processes. 4. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding the administrative framework and its impact on public policy and governance. 5. **SDG 8: Decent Work and Economic Growth** – Explores the role of state administration in creating policies that support economic growth and labor rights. This course emphasizes the legal frameworks that govern state actions, focusing on accountability, transparency, and promoting social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120103 | Hukum Agraria | Agrarian Law | The course Agrarian Law examines the legal aspects of land ownership, use, and management in relation to agricultural practices. Students study land tenure systems, land reforms, and disputes arising from land issues. The curriculum emphasizes the role of agrarian law in promoting sustainable land use and addressing social justice in agricultural communities. | 1. **SDG 2: Zero Hunger** – Focus on laws related to land use, agricultural practices, and food security to promote sustainable food production. 2. **SDG 15: Life on Land** – Emphasizes sustainable land management, biodiversity conservation, and the legal frameworks governing land rights. 3. **SDG 1: No Poverty** – Examines how land rights and agrarian laws can contribute to poverty alleviation and improve livelihoods in rural communities. 4. **SDG 12: Responsible Consumption and Production** – Addresses sustainable agricultural practices and responsible use of natural resources in farming. 5. **SDG 10: Reduced Inequalities** – Focuses on land tenure laws and their role in reducing inequalities, particularly for marginalized communities and smallholder farmers. This course highlights the intersection of law, land use, agriculture, and sustainable development, emphasizing the importance of equitable land policies. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120303 | Hukum Perikatan | Engagement Law | The course Engagement Law delves into the legal principles surrounding contracts and obligations. Students learn about the formation, interpretation, and enforcement of contracts, as well as remedies for breaches. The curriculum equips students with a solid understanding of engagement law, essential for various legal practices and business transactions. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting access to justice, legal engagement, and the role of law in community participation and governance. 2. **SDG 10: Reduced Inequalities** – Examines legal frameworks that address social inequalities and promote equitable participation in legal processes. 3. **SDG 5: Gender Equality** – Investigates legal issues related to gender, including women’s rights and participation in legal and civic engagement. 4. **SDG 4: Quality Education** – Emphasizes the importance of legal education and awareness in empowering individuals to engage with the legal system effectively. 5. **SDG 17: Partnerships for the Goals** – Highlights the role of collaboration and community engagement in achieving legal reforms and social justice. This course focuses on the relationship between law and community engagement, highlighting the importance of inclusive legal practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120202 | Kewirausahaan | Entrepreneurship | The course Entrepreneurship explores the concepts and skills necessary for starting and managing a business. Students learn about business planning, financing, marketing strategies, and the legal considerations involved in entrepreneurship. The curriculum emphasizes practical applications and encourages innovative thinking in the business context. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on fostering innovation, job creation, and sustainable economic growth through entrepreneurial ventures. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation and development of sustainable business practices, as well as supporting infrastructure for entrepreneurship. 3. **SDG 10: Reduced Inequalities** – Promotes inclusive business models that empower marginalized groups and reduce economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices and corporate social responsibility among new businesses. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration and partnerships in entrepreneurship, fostering networks that support sustainable development. This course emphasizes the role of entrepreneurship in driving economic progress and addressing social and environmental challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120403 | Delik-Delik dalam kodifikasi | Offenses in codification | The course Offenses in Codification examines the codification of criminal offenses within legal systems. Students analyze the principles underlying criminal laws, including definitions, classifications, and punishments. The curriculum emphasizes the relationship between codification and societal values, preparing students for careers in criminal law and justice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the importance of codified laws in promoting justice, ensuring accountability, and building strong legal institutions. 2. **SDG 10: Reduced Inequalities** – Examines how codified offenses can address social inequalities and ensure fair treatment under the law for all individuals. 3. **SDG 5: Gender Equality** – Investigates how codified laws address offenses related to gender-based violence and discrimination, promoting gender equality in legal protections. 4. **SDG 3: Good Health and Well-being** – Explores the intersection of law and public health, particularly regarding offenses that affect community health and safety. 5. **SDG 4: Quality Education** – Emphasizes the importance of understanding legal codes and offenses as part of a broader legal education, contributing to informed citizenship. This course would focus on the significance of codified laws in maintaining social order and promoting justice and equality. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120502 | Hukum Dagang | Commercial Law | The course Commercial Law focuses on the legal principles governing business transactions and commercial relationships. Students study topics such as contracts, sales, agency, and secured transactions. The curriculum emphasizes the importance of commercial law in facilitating trade and protecting the rights of businesses and consumers. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting economic growth, fair labor practices, and creating job opportunities through effective commercial regulations. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Addresses legal frameworks that support industrialization, innovation, and the development of sustainable infrastructure. 3. **SDG 12: Responsible Consumption and Production** – Covers laws related to sustainable business practices, corporate responsibility, and ethical consumption. 4. **SDG 10: Reduced Inequalities** – Examines how commercial laws can address economic inequalities and promote inclusive business practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the importance of a stable legal framework for fostering business integrity, transparency, and fair dispute resolution. This course emphasizes the role of law in facilitating commerce while ensuring ethical practices and economic growth. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120602 | Kriminologi | Criminology | The course Criminology provides an in-depth understanding of crime, its causes, and its effects on society. Students explore theories of criminal behavior, the criminal justice system, and social responses to crime. The curriculum encourages critical thinking about crime prevention and the role of law enforcement in maintaining public safety. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on understanding crime, justice systems, and promoting effective institutions to ensure access to justice. 2. **SDG 10: Reduced Inequalities** – Examines how crime and justice affect marginalized and vulnerable populations, addressing social inequalities. 3. **SDG 3: Good Health and Well-being** – Explores the links between crime, violence, and public health, including mental health and substance abuse issues. 4. **SDG 5: Gender Equality** – Investigates issues like gender-based violence, the impact of crime on women, and policies for promoting gender equality in the justice system. 5. **SDG 8: Decent Work and Economic Growth** – Studies the economic factors related to crime and the impact of crime on communities and economic development. This course addresses the complex interactions between crime, society, and justice systems, highlighting the importance of promoting peace, equality, and well-being. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110203 | Pengantar Hukum Indonesia | Introduction to Indonesian Law | The course Introduction to Indonesian Law offers an overview of the legal system in Indonesia, including its historical development, key principles, and institutions. Students learn about various branches of law, including civil, criminal, and administrative law, providing a foundational understanding necessary for further legal studies in Indonesia. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on Indonesia’s legal system, governance, and promoting justice through strong institutions. 2. **SDG 10: Reduced Inequalities** – Examines laws aimed at reducing social, economic, and political inequalities within Indonesian society. 3. **SDG 5: Gender Equality** – Explores Indonesian laws related to gender equality, women’s rights, and protections against gender-based discrimination. 4. **SDG 13: Climate Action** – Relevant environmental laws that address climate change, deforestation, and sustainable resource use in Indonesia. 5. **SDG 15: Life on Land** – Focus on legal frameworks protecting biodiversity, natural resources, and land management in Indonesia. This course likely covers the legal structures that support justice, equality, and sustainable development in Indonesia. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110303 | Ilmu Negara | State Science | The course State Science examines the theory and practice of state governance and political systems. Students study concepts of sovereignty, power, and the role of the state in society. The curriculum emphasizes critical analysis of state functions and the relationship between government and citizens, preparing students for careers in public policy and administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on building effective, accountable, and inclusive institutions, governance systems, and legal frameworks. 2. **SDG 10: Reduced Inequalities** – Exploration of policies and state mechanisms to address social, economic, and political inequalities. 3. **SDG 8: Decent Work and Economic Growth** – Examines how government policies impact economic growth, employment, and fair working conditions. 4. **SDG 5: Gender Equality** – Focus on policies and governance that promote gender equality and women’s participation in public life. 5. **SDG 17: Partnerships for the Goals** – Emphasizes the role of governments in fostering international cooperation and partnerships for sustainable development. This course would analyze the role of the state in promoting justice, equality, and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110403 | Hukum Adat | Customary law | The course Customary Law explores the legal systems based on traditional practices and cultural norms within specific communities. Students learn about the recognition and application of customary law in various contexts, including land disputes and family matters. The curriculum emphasizes the importance of integrating customary law into the formal legal system for social cohesion. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on how customary law contributes to justice systems, social cohesion, and governance in different cultures. 2. **SDG 10: Reduced Inequalities** – Examines how customary law can address or perpetuate social inequalities, particularly in marginalized communities. 3. **SDG 5: Gender Equality** – Explores the impact of customary laws on gender roles and women’s rights, addressing challenges related to equality. 4. **SDG 15: Life on Land** – Customary laws may govern the use of natural resources, impacting sustainable land and resource management in indigenous communities. This course explores the interaction between traditional legal systems and modern justice, touching on issues of equity, governance, and sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110501 | Ko-Kurikuler | Co-Curricular | The course Co-Curricular provides opportunities for students to engage in activities that complement their academic studies. Students participate in workshops, seminars, and community service, enhancing their practical skills and professional development. The curriculum emphasizes the importance of experiential learning in fostering a well-rounded educational experience. | 1. **SDG 4: Quality Education** – Enhances education by promoting holistic learning and personal development beyond academics. 2. **SDG 3: Good Health and Well-being** – Activities related to sports, mental health, and wellness contribute to students’ overall well-being. 3. **SDG 5: Gender Equality** – Encourages equal participation in extracurricular activities, fostering inclusion and empowerment. 4. **SDG 10: Reduced Inequalities** – Promotes diversity and equal opportunities in participation, breaking down social barriers. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration through teamwork, community service, and global partnerships for achieving broader goals. Co-curricular activities often support personal growth, inclusion, and community engagement aligned with these SDGs. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110603 | Hukum Pidana | Criminal law | The course Criminal Law focuses on the principles and doctrines governing criminal offenses and defenses. Students learn about the elements of crimes, procedures for prosecution, and the rights of defendants. The curriculum emphasizes critical analysis of criminal justice issues, preparing students for careers in law enforcement or legal practice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting justice, building strong legal frameworks, and ensuring access to fair legal systems. 2. **SDG 5: Gender Equality** – Addressing laws related to gender-based violence and ensuring legal protections for women and marginalized groups. 3. **SDG 10: Reduced Inequalities** – Examining how the legal system addresses social inequalities, including race, economic status, and human rights. 4. **SDG 3: Good Health and Well-being** – Laws related to preventing crimes that affect public health, such as drug regulations or violence prevention. Criminal law connects to justice, equality, and maintaining societal well-being through legal systems. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110704 | Hukum Perdata | Civil law | The course Civil Law examines the legal principles governing private rights and obligations. Students study areas such as torts, contracts, family law, and property law. The curriculum emphasizes the role of civil law in resolving disputes and protecting individual rights, providing a foundation for further study in various legal fields. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Civil law is essential for promoting justice and the rule of law. It provides mechanisms for resolving disputes, protecting rights, and ensuring accountability. 2. **Goal 10: Reduced Inequalities** – Civil law can address issues of discrimination and inequality by providing legal remedies and protections for marginalized and vulnerable groups. 3. **Goal 5: Gender Equality** – Civil law often encompasses family law, property rights, and issues related to domestic violence, which are crucial for advancing gender equality and protecting women’s rights. 4. **Goal 4: Quality Education** – Civil law education contributes to a better understanding of legal rights and responsibilities, promoting awareness of the legal system and access to justice. 5. **Goal 3: Good Health and Well-Being** – Civil law can intersect with health law in areas such as patient rights, informed consent, and liability issues in healthcare. 6. **Goal 8: Decent Work and Economic Growth** – Civil law regulates contracts, labor relations, and business transactions, which are vital for fostering economic growth and decent work. These goals are interconnected, and discussions in the course may also cover topics such as property rights, tort law, and the impact of civil law on social justice and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110803 | Hukum Internasional | International Law | The course International Law explores the legal frameworks governing relations between states and international organizations. Students study topics such as treaties, human rights, and international trade law. The curriculum emphasizes the importance of international law in promoting global cooperation and addressing transnational issues, preparing students for careers in international relations or diplomacy. | 1. Peace, Justice, and Strong Institutions (SDG 16): Promotes peaceful dispute resolution and access to justice for global stability. 2. No Poverty (SDG 1): Supports international cooperation frameworks to reduce poverty and promote sustainable development. 3. Quality Education (SDG 4): Advocates for access to quality education through international treaties. 4. Gender Equality (SDG 5): Establishes legal protections against discrimination and promotes gender equity. 5. Sustainable Cities and Communities (SDG 11): Guides policies for urban development and environmental protection. 6. Climate Action (SDG 13): Provides legal frameworks for international cooperation on climate change. International Law is essential for maintaining global order, promoting human rights, and addressing global challenges, significantly contributing to sustainable development goals. If you need more information or examples, just let me know! |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110102 | Pengantar Ilmu Hubungan Internasional | Introduction to International Relations | Introduction to International Relations course typically explores the fundamental concepts, theories, and frameworks that shape the interactions between states and non-state actors on the global stage. | 1. SDG 4: Quality Education Introduction to International Relations supports SDG 4: Quality Education by providing students with a comprehensive understanding of global issues and the political systems that affect them. Knowledge of international relations equips students with the skills necessary to analyze global challenges and propose solutions that are relevant for sustainable development and conflict resolution. This course promotes critical thinking, encourages global citizenship, and fosters a deeper understanding of how international systems work, all of which are fundamental to achieving quality education in a globalized world. 2. SDG 10: Reduced Inequalities International Relations courses often examine global inequalities in wealth, access to resources, power, and opportunities. SDG 10: Reduced Inequalities is directly related to discussions on economic disparities, human rights, development aid, and the political structures that perpetuate inequality. A foundational understanding of global inequality helps students appreciate the root causes of inequality and the role that international institutions, such as the United Nations, World Bank, or WTO, play in addressing issues like poverty, gender equality, and education. 3. SDG 5: Gender Equality In an International Relations course, gender equality can be explored through topics such as women’s empowerment, gender-based violence, sexual and reproductive rights, and the role of women in peace and security. SDG 5: Gender Equality is often addressed in discussions of international law, human rights frameworks, and international organizations like the United Nations Women (UN Women). The course may cover how gender shapes global conflicts, diplomacy, and policies, and the ways in which international institutions work toward gender equality and the empowerment of women globally. 4. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is central to International Relations, which often addresses issues such as conflict resolution, international law, peacekeeping, and the role of institutions like the UN Security Council, International Criminal Court (ICC), and other international organizations in promoting peace and justice. Understanding the frameworks for peacebuilding, humanitarian intervention, and conflict prevention equips students with knowledge to advocate for strong, just institutions that promote international peace, justice, and human rights. 5. SDG 17: Partnerships for the Goals International Relations is heavily concerned with global cooperation, diplomacy, and the role of international organizations and alliances in addressing global challenges. SDG 17: Partnerships for the Goals emphasizes the importance of collaborative action between governments, businesses, civil society, and international organizations to achieve the SDGs. The course highlights the significance of multilateral diplomacy and how states and international institutions collaborate on issues such as climate change, global health, trade, and human rights. 6. SDG 13: Climate Action SDG 13: Climate Action is a growing focus in international relations courses, as climate change is increasingly seen as a global issue requiring international cooperation. Topics such as climate diplomacy, international climate agreements (like the Paris Agreement), and the role of international organizations in managing climate risks are often covered. Students may learn about international environmental law, environmental governance, and how international cooperation can be used to mitigate climate change and address the displacement of populations due to environmental disasters. 7. SDG 3: Good Health and Well-being Global health issues, such as pandemics (e.g., COVID-19), healthcare systems, disease prevention, and access to medicine are also central themes in International Relations. SDG 3: Good Health and Well-being is addressed through the study of international health organizations like the World Health Organization (WHO), global health policy, and health diplomacy. The course may discuss how international organizations, states, and NGOs work together to address global health crises, access to healthcare, and health equity. 8. SDG 4.7: Education for Sustainable Development and Global Citizenship International Relations fosters a sense of global citizenship, as it emphasizes the interconnectedness of global issues and the role of states and individuals in creating a more sustainable and peaceful world. The course encourages education for sustainable development, helping students understand the interactions between international organizations, state policies, and global governance on issues like human rights, environmental sustainability, and peacebuilding. Understanding these relationships helps students contribute to sustainable development goals in their own communities and beyond, preparing them for active roles in global diplomacy and international cooperation. 9. SDG 8: Decent Work and Economic Growth International Relations often includes discussions of global trade, economic integration, development aid, and economic diplomacy. SDG 8: Decent Work and Economic Growth can be addressed by studying trade policies, international economic organizations like the World Trade Organization (WTO), and the role of multinational corporations in the global economy. The course explores how international relations impact economic growth, job creation, and the fight against poverty in different regions, focusing on how international policies shape labor markets and economic opportunities. 10. SDG 6: Clean Water and Sanitation (Indirectly) Global water security and access to clean water is often a topic in international relations, especially in the context of international treaties, transboundary water management, and development cooperation. SDG 6: Clean Water and Sanitation may be addressed by exploring how countries work together to manage shared water resources and tackle water scarcity. Topics such as water diplomacy and sustainable water management practices might be covered, with a focus on the role of international organizations in promoting access to clean water. Conclusion The Introduction to International Relations course aligns with several United Nations Sustainable Development Goals (SDGs), primarily those related to global cooperation, peace, justice, sustainable development, and education. 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 13: Climate Action SDG 3: Good Health and Well-being SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation (indirectly) By understanding the dynamics of international relations, students are better equipped to engage in global diplomacy, advocate for sustainable development, and work towards a more equitable, peaceful, and just world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131703 | Politik Lingkungan Global | Global Environmental Politics | Global Environmental Politics course examines the intersection of environmental issues and international relations. | 1. SDG 13: Climate Action SDG 13: Climate Action is one of the primary SDGs covered in Global Environmental Politics. The course typically explores climate change policy, international climate agreements (e.g., the Paris Agreement), the role of climate finance, and the political dynamics of global climate governance. Students learn about the political processes that shape climate policy, the role of states and international organizations (such as the United Nations Framework Convention on Climate Change (UNFCCC)), and strategies for mitigating and adapting to climate change. 2. SDG 15: Life on Land SDG 15: Life on Land is closely linked to Global Environmental Politics, particularly through discussions on issues like deforestation, land degradation, biodiversity loss, and land use policies. The course may explore how international agreements (such as the Convention on Biological Diversity) and multilateral efforts address the preservation of ecosystems, sustainable land management, and the conservation of forests and wildlife. Topics such as land tenure, sustainable agriculture, and land protection policies often arise in the context of political debates and global governance. 3. SDG 6: Clean Water and Sanitation SDG 6: Clean Water and Sanitation is directly relevant to the course, as water scarcity, water pollution, and the management of transboundary water resources are often key topics in global environmental politics. The course explores how international agreements, global water governance, and environmental policies address issues like access to clean water, water conservation, and pollution control, especially in developing regions. 4. SDG 12: Responsible Consumption and Production SDG 12: Responsible Consumption and Production is integral to Global Environmental Politics, especially when examining sustainable development and the role of international institutions in promoting sustainable practices. The course may cover topics such as sustainable resource use, green technologies, waste management, and the role of multilateral environmental agreements in promoting circular economies and responsible production at the global level. 5. SDG 7: Affordable and Clean Energy SDG 7: Affordable and Clean Energy is addressed in Global Environmental Politics through discussions on the energy transition, renewable energy policies, and the political economy of energy. The course explores global energy governance, energy security, and the role of international agreements in promoting sustainable energy solutions and energy access for all, particularly in the context of developing countries. 6. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is linked to Global Environmental Politics as the course often explores international environmental law, environmental justice, and the role of international organizations (e.g., UN Environment Programme (UNEP), World Trade Organization (WTO)) in addressing environmental governance and conflict resolution. Environmental conflicts, such as disputes over natural resources, water rights, and land use, are central topics. The course may discuss how strong institutions, both at the national and international levels, are essential for effective environmental protection and ensuring justice in global environmental governance. 7. SDG 17: Partnerships for the Goals SDG 17: Partnerships for the Goals is highly relevant to Global Environmental Politics, as the course focuses on international cooperation and the role of global partnerships in addressing environmental challenges. Students explore the role of multilateral institutions (like the UN, World Bank, and regional organizations), NGOs, and private-sector actors in collaborating on global environmental issues. Partnerships and cross-border cooperation are essential to address complex issues such as climate change, biodiversity, and sustainable development. 8. SDG 11: Sustainable Cities and Communities SDG 11: Sustainable Cities and Communities is another key focus of Global Environmental Politics, particularly in the context of urbanization, sustainable urban development, and the environmental impact of cities. The course examines the political challenges of managing urban growth, sustainable transportation, green infrastructure, and the relationship between urban areas and the natural environment. Discussions may cover the role of international policies in shaping sustainable cities and addressing issues like urban pollution, housing sustainability, and public health in urban settings. 9. SDG 2: Zero Hunger SDG 2: Zero Hunger can be addressed in Global Environmental Politics, particularly when examining the politics of food security, sustainable agriculture, and the environmental impacts of global food systems. Topics such as climate change and its effect on food production, land use policies, food trade, and the role of international organizations (like the Food and Agriculture Organization (FAO)) in promoting sustainable agriculture practices are often discussed in the context of global governance. 10. SDG 14: Life Below Water SDG 14: Life Below Water is closely connected to Global Environmental Politics, as many environmental issues affecting marine life—such as overfishing, ocean pollution, and marine biodiversity conservation—are addressed within the course. The course may explore international environmental agreements like the Convention on the Law of the Sea (UNCLOS), marine protected areas, and the politics of ocean governance to protect marine ecosystems and ensure the sustainable use of ocean resources. Conclusion Global Environmental Politics plays a central role in understanding how the political landscape intersects with environmental issues. The course directly engages with several United Nations Sustainable Development Goals (SDGs), especially those related to the environment, sustainability, and global governance. Here’s a summary of the SDGs most relevant to Global Environmental Politics: SDG 13: Climate Action SDG 15: Life on Land SDG 6: Clean Water and Sanitation SDG 12: Responsible Consumption and Production SDG 7: Affordable and Clean Energy SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 11: Sustainable Cities and Communities SDG 2: Zero Hunger SDG 14: Life Below Water By studying Global Environmental Politics, students are equipped to understand and participate in addressing the global environmental challenges that impact not only the natural world but also human societies, economies, and future generations. The course highlights the importance of international collaboration, strong institutions, and sustainable policies for a better global future. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06144504 | KKN | KKN | “KKN” typically refers to “Kuliah Kerja Nyata,” an Indonesian term meaning “Community Service Learning.” This course involves practical engagement where students work directly with communities to apply their academic knowledge to real-world problems. | 1. SDG 1: No Poverty KKN aims to address poverty and social inequalities by empowering local communities. Students may engage in projects that promote economic development, job creation, and income-generating activities for marginalized groups, helping to reduce poverty at the grassroots level. Projects related to microfinance, entrepreneurship education, and improving access to basic resources directly contribute to SDG 1. 2. SDG 2: Zero Hunger In many KKN programs, students work on initiatives related to food security, agriculture, and nutrition. They may assist in sustainable farming practices, improving access to nutritious food, or teaching communities how to grow their own food in an environmentally friendly way. These activities directly support SDG 2, aiming to eliminate hunger and improve food security in rural and underserved communities. 3. SDG 3: Good Health and Well-being Health-related KKN projects are common and can include health education, disease prevention, sanitation, immunization programs, and mental health awareness. By raising awareness about public health issues, promoting clean water access, and educating local populations on hygiene and nutrition, KKN helps improve the health and well-being of local communities, directly supporting SDG 3. 4. SDG 4: Quality Education KKN frequently involves education initiatives, such as teaching, providing tutoring, or setting up programs for underprivileged children and adults. Students may help improve access to quality education by organizing literacy programs, skill training, or by facilitating the development of educational infrastructure. Projects focusing on education and lifelong learning directly contribute to SDG 4. 5. SDG 5: Gender Equality Many KKN projects address gender equality, including initiatives aimed at empowering women and promoting women’s rights. This could involve creating safe spaces for women, raising awareness about gender-based violence, and advocating for equal educational and economic opportunities for women and girls. By encouraging female participation in community development and decision-making, KKN supports SDG 5. 6. SDG 6: Clean Water and Sanitation Access to clean water and sanitation is a key issue in many rural and underserved communities. KKN students often engage in projects that aim to improve sanitation facilities, clean water access, and hygiene education. Students may help build or maintain clean water infrastructure (e.g., wells, rainwater collection systems), promote water conservation, and provide training on sanitation practices, which directly supports SDG 6. 7. SDG 8: Decent Work and Economic Growth KKN helps promote economic growth by fostering entrepreneurship, skill-building workshops, and employment programs in the local communities. Students may assist with vocational training, business development, and capacity-building to encourage sustainable livelihoods. By supporting local economies and creating opportunities for decent work, KKN directly contributes to SDG 8. 8. SDG 10: Reduced Inequalities One of the core aims of KKN is to help reduce social and economic inequalities in communities. Students work to empower marginalized groups, improve access to education, and raise awareness about social justice. KKN activities often focus on promoting inclusive development and ensuring that vulnerable groups such as people with disabilities, women, and children benefit from community development efforts, thus supporting SDG 10. 9. SDG 11: Sustainable Cities and Communities Many KKN projects are geared toward creating more sustainable communities. This may involve urban planning, environmental conservation, eco-friendly construction, and infrastructure improvement in both rural and urban settings. Students may help develop sustainable livelihoods, public spaces, and green areas, as well as encourage sustainable housing practices, directly supporting SDG 11. 10. SDG 12: Responsible Consumption and Production In the context of KKN, students often promote sustainable consumption and waste management practices. They may run recycling campaigns, promote eco-friendly practices, or teach communities about sustainable farming and resource management. These activities are aimed at reducing waste, improving resource efficiency, and promoting more responsible ways of living, which align with SDG 12. 11. SDG 16: Peace, Justice, and Strong Institutions KKN also involves activities that strengthen local governance and promote social cohesion. Students may participate in programs that foster community leadership, peacebuilding, and conflict resolution. By supporting community participation and enhancing local institutions, KKN helps build more inclusive, transparent, and strong local governance, aligning with SDG 16. 12. SDG 17: Partnerships for the Goals KKN fosters collaboration between universities, local governments, NGOs, and community members, which is central to SDG 17. It emphasizes the importance of multi-stakeholder partnerships to achieve community development goals and support sustainable practices. Through cooperation and partnerships, KKN strengthens efforts toward sustainable development at the grassroots level. Conclusion KKN contributes to a variety of United Nations Sustainable Development Goals (SDGs) by fostering community development, promoting education, improving health, and enhancing local governance. Here’s a summary of the SDGs most relevant to KKN: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals Through its hands-on approach to sustainable development, KKN plays a crucial role in addressing local challenges while contributing to broader global goals, especially those related to poverty reduction, environmental sustainability, and social equality. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06144406 | Tugas Akhir (Skripsi) | Final Project (Thesis) | A Final Project (Thesis) course typically involves the culmination of a student’s academic program, where they apply their knowledge to a specific research question or practical problem. Students are required to conduct independent research, gather data, analyze findings, and present their work in a formal written thesis. The process usually includes a proposal stage, regular consultations with a faculty advisor, and a final defense or presentation of the project. This course is designed to enhance critical thinking, research skills, and the ability to communicate complex ideas effectively. | 1. SDG 1: No Poverty Research on topics such as poverty alleviation, economic development, social safety nets, and microfinance can address issues related to poverty. Theses that examine income inequality, rural development, or the impact of government policies on poverty reduction can contribute to SDG 1. 2. SDG 2: Zero Hunger Theses focused on food security, agriculture, sustainable farming practices, food distribution systems, and nutrition can directly contribute to SDG 2. Topics such as the role of agricultural policies in reducing hunger or climate change impacts on food production may align with this goal. 3. SDG 3: Good Health and Well-being Research on public health, disease prevention, mental health, healthcare systems, and nutrition often falls under this category. A thesis exploring global health challenges, healthcare accessibility, or pandemic responses would contribute to SDG 3. 4. SDG 4: Quality Education A thesis on education policy, teaching methodologies, access to education, or digital learning tools would directly align with SDG 4. Research topics such as inclusive education or education for marginalized communities would also contribute to this goal. 5. SDG 5: Gender Equality Theses that focus on gender equality, women’s empowerment, gender-based violence, and sexual and reproductive rights align with SDG 5. Research that examines gender disparities in education, workplace inequality, or the impact of gender policies would contribute to advancing gender equality. 6. SDG 6: Clean Water and Sanitation Research on water management, sanitation systems, water scarcity, clean water technologies, and policy measures for water security can support SDG 6. A thesis focused on access to safe drinking water, water conservation, or the effects of pollution on water quality would also align with this goal. 7. SDG 7: Affordable and Clean Energy Theses that explore renewable energy, energy access in developing countries, energy efficiency technologies, or sustainable energy systems would support SDG 7. Topics such as the political economy of energy or technological innovations for clean energy are highly relevant. 8. SDG 8: Decent Work and Economic Growth Research on economic development, labor rights, inclusive growth, and job creation fits well with SDG 8. A thesis exploring workplace equality, labor market trends, or the impact of automation on employment would contribute to achieving decent work and sustainable economic growth. 9. SDG 9: Industry, Innovation, and Infrastructure Theses focused on technological innovation, sustainable industries, smart infrastructure, and industrial growth can address SDG 9. Research on the development of sustainable technologies, innovative infrastructure solutions, or the role of innovation in economic development would contribute to this goal. 10. SDG 10: Reduced Inequalities A thesis exploring social inequality, economic disparities, marginalized communities, and inclusive policies aligns with SDG 10. Topics such as reducing inequality in income distribution, education inequality, or discrimination in social systems are key to advancing this goal. 11. SDG 11: Sustainable Cities and Communities Research on urban development, sustainable urban planning, green cities, and smart cities supports SDG 11. A thesis on housing policies, sustainable public transport, or disaster-resilient infrastructure would align with this SDG. 12. SDG 12: Responsible Consumption and Production Theses on sustainable production, circular economy, waste management, and resource efficiency are key to achieving SDG 12. Research topics such as consumer behavior towards sustainability or corporate social responsibility would contribute to reducing environmental impact and promoting sustainable production practices. 13. SDG 13: Climate Action A thesis focusing on climate change, carbon emissions, climate policies, adaptation and mitigation strategies, or climate justice would directly contribute to SDG 13. Research on the economic impacts of climate change, policy frameworks for combating climate change, or climate resilience strategies would be relevant. 14. SDG 14: Life Below Water Theses on marine conservation, ocean pollution, sustainable fisheries, and marine biodiversity align with SDG 14. Topics such as marine protected areas, the impacts of overfishing, or pollution reduction in oceans contribute to preserving life below water. 15. SDG 15: Life on Land Research on biodiversity conservation, deforestation, land use, and ecosystem restoration supports SDG 15. A thesis focused on sustainable land management, wildlife protection, or ecosystem services would contribute to the conservation of life on land. 16. SDG 16: Peace, Justice, and Strong Institutions Theses on human rights, social justice, conflict resolution, and good governance directly align with SDG 16. Research on strengthening democratic institutions, accountability, rule of law, or peacebuilding would support global efforts towards peace and justice. 17. SDG 17: Partnerships for the Goals Research on global partnerships, multilateral cooperation, international agreements, and cross-sectoral collaborations supports SDG 17. A thesis exploring the role of international organizations in achieving the SDGs or partnerships for sustainable development would be relevant. Conclusion The Final Project (Thesis) can cover a wide range of UN Sustainable Development Goals (SDGs), depending on the field of study and research focus. Some of the most relevant SDGs for thesis topics include: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 7: Affordable and Clean Energy SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 14: Life Below Water SDG 15: Life on Land SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals A thesis can contribute to any of these goals depending on the student’s research topic, methodology, and the broader societal or environmental issues they are addressing. It provides an opportunity to engage deeply with global challenges and contribute meaningful solutions. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131003 | Studi Perbatasan dan Transnasionalisme | Border Studies and Transnationalism | The course on Border Studies and Transnationalism explores the social, political, and cultural dynamics of borders and the movement of people across them. It examines how borders shape identities, communities, and power relations while considering the impacts of globalization and transnationalism. Students analyze case studies from various regions, focusing on issues such as migration, citizenship, and cross-border interactions. The course encourages critical thinking about the implications of borders in contemporary society and fosters an understanding of the interconnectedness of local and global contexts. | 1. SDG 10: Reduced Inequalities Border Studies often focuses on migration, refugees, asylum seekers, and displaced persons who face social, economic, and political inequalities. The course would explore how migration policies or the lack thereof perpetuate inequalities, especially among marginalized communities. By examining human rights and inclusive migration policies, this course can contribute to SDG 10, which aims to reduce inequalities within and among countries. Discussions on how to bridge gaps in wealth, opportunity, and access to services for transnational populations fit well with this SDG. 2. SDG 16: Peace, Justice, and Strong Institutions Border Studies is deeply intertwined with conflict, violence, migration crises, and the governance of state borders. The course might examine issues like border conflicts, ethnic or national identity, disputes over territories, and the ways that sovereignty and international law intersect with issues of peace and security. By studying international institutions, border governance, and human rights frameworks, students can explore ways to foster peace, justice, and the strengthening of strong institutions that respect the rights and freedoms of people across borders, making it a key component of SDG 16. 3. SDG 4: Quality Education In the context of transnationalism, this course could also address issues like access to education for migrant populations, displaced children, and cross-border education initiatives. These issues intersect with broader questions of educational equity, especially for groups who are excluded from formal education systems due to displacement or migration. Understanding how to provide quality education for transnational or border-crossing communities contributes to SDG 4, which aims for inclusive and equitable education and the promotion of lifelong learning opportunities for all. 4. SDG 11: Sustainable Cities and Communities Transnationalism and border studies often focus on the impacts of migration and urbanization as people move across borders and settle in new locations. The course could examine how migration trends influence the development of cities, especially in regions with large populations of migrants or refugees. It could also address integration policies, housing challenges, and social cohesion in cities with growing migrant communities, all of which are essential elements for achieving SDG 11, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. 5. SDG 17: Partnerships for the Goals Transnationalism emphasizes the connections and relationships that cross borders—whether economic, political, cultural, or social. The course might explore how international organizations, states, and civil society interact across borders to address shared challenges like migration management, refugee protection, or global crises. By exploring collaborations and partnerships across borders, this course promotes multilateral cooperation for achieving SDG 17, which highlights the importance of partnerships for sustainable development. 6. SDG 5: Gender Equality Border issues and transnationalism also intersect with gender. Migration patterns show that women and girls often experience different risks and challenges compared to men, including gender-based violence, exploitation, and discrimination in both migration contexts and host countries. A course on this topic would likely examine how gender dynamics affect migration and the legal status of female migrants and refugees, which contributes to SDG 5 on gender equality and empowerment of women and girls. 7. SDG 6: Clean Water and Sanitation For transnational migrants and communities living in border areas, access to clean water and sanitation can be a significant challenge. A course in Border Studies might explore how migration and displacement affect the provision of essential services like water and sanitation for people in camps, border cities, or urban centers. Studying the dynamics of resource distribution and the infrastructure challenges in these contexts could contribute to efforts to ensure clean water and sanitation for all, which is central to SDG 6. 8. SDG 13: Climate Action One of the growing themes in Border Studies and Transnationalism is the impact of climate change on migration patterns. As climate change exacerbates issues like sea-level rise, drought, and natural disasters, it can push communities to migrate across borders, creating new geopolitical and humanitarian challenges. Research on climate-induced migration or climate justice and its intersection with border policies and transnational issues directly contributes to SDG 13, which calls for urgent action to combat climate change and its impacts. 9. SDG 3: Good Health and Well-being People crossing borders—whether as migrants, refugees, or internally displaced persons—often face significant health challenges, including access to healthcare services, mental health issues, and the spread of diseases in border regions. A course in Border Studies and Transnationalism might address these health disparities and examine how to ensure healthcare access for migrant populations, making it relevant to SDG 3, which promotes good health and well-being for all. Conclusion A university course on Border Studies and Transnationalism is likely to cover a variety of topics that intersect with several UN Sustainable Development Goals (SDGs). These could include: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 11: Sustainable Cities and Communities SDG 17: Partnerships for the Goals SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 13: Climate Action SDG 3: Good Health and Well-being By examining how borders and transnational movements shape the world, this course can contribute to understanding the global challenges of migration, inequality, climate change, human rights, and social justice, all of which are central to the Sustainable Development Goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131103 | Pariwisata Internasional | International Tourism | The International Tourism course examines the global tourism industry, focusing on its economic, social, and cultural impacts. Students explore topics such as destination development, marketing strategies, sustainable tourism practices, and the role of technology in travel. The course also analyzes trends in tourist behavior and the effects of globalization on travel patterns. Through case studies and practical projects, students gain insights into the challenges and opportunities within the tourism sector, preparing them for careers in tourism management, marketing, and policy development. | 1. SDG 8: Decent Work and Economic Growth Tourism is a significant contributor to the global economy, providing jobs, boosting local economies, and creating opportunities for small businesses and entrepreneurship. A course on International Tourism will likely explore how tourism can generate decent jobs, stimulate economic growth, and create entrepreneurial opportunities in both developed and developing countries. This supports SDG 8, which focuses on promoting inclusive and sustainable economic growth, employment, and decent work for all. 2. SDG 12: Responsible Consumption and Production Tourism has both positive and negative impacts on the environment. Sustainable tourism practices aim to reduce negative environmental effects, such as over-tourism, waste, and carbon emissions. A course in International Tourism will examine ways to promote responsible consumption and sustainable tourism practices, encouraging eco-friendly travel, conservation of resources, and ethical tourism. This directly contributes to SDG 12, which advocates for sustainable production and consumption patterns. 3. SDG 10: Reduced Inequalities Tourism can be an avenue for reducing inequalities, especially in underdeveloped or rural areas, by providing economic opportunities and empowering marginalized communities. However, tourism also has the potential to exacerbate inequalities if not properly managed. Inclusive tourism—which involves improving access for people with disabilities, marginalized ethnic or social groups, and creating equitable tourism policies—aligns with SDG 10 on reducing inequalities both within and between countries. 4. SDG 11: Sustainable Cities and Communities Urban areas, particularly in tourist hotspots, face both opportunities and challenges from tourism. The course would explore urban tourism, tourism infrastructure, tourism planning, and how cities can balance growth with sustainability. The course would also cover sustainable development of tourism in urban settings and how cities can become inclusive, safe, and resilient, in line with SDG 11, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. 5. SDG 14: Life Below Water Tourism, especially in coastal and marine areas, can put pressure on marine ecosystems through activities like coral reef damage, pollution, and overfishing. Sustainable tourism focuses on minimizing these impacts. A course on International Tourism will likely address the importance of eco-tourism and marine conservation as a way to protect ocean life while still providing economic benefits to local communities. This contributes to SDG 14, which is focused on conserving and sustainably using the oceans, seas, and marine resources. 6. SDG 15: Life on Land Tourism can either help or harm land-based ecosystems, such as wildlife tourism, eco-tourism, and safaris. The course will likely explore how tourism can contribute to the conservation of biodiversity, sustainable land use, and the protection of wildlife habitats. Sustainable tourism practices, such as creating protected areas for nature-based tourism or promoting wildlife conservation programs, would support SDG 15, which aims to protect, restore, and promote the sustainable use of terrestrial ecosystems. 7. SDG 16: Peace, Justice, and Strong Institutions Tourism can serve as a tool for peacebuilding and cultural exchange between nations, fostering mutual understanding and cooperation. However, conflict zones can face challenges related to tourism, including security risks and the exploitation of local communities. A course on International Tourism would likely address the role of tourism in promoting peace, justice, and strong institutions, as well as how tourism can be a force for cultural diplomacy and building international relations. This is linked to SDG 16, which focuses on promoting peaceful societies and strong institutions. 8. SDG 3: Good Health and Well-being Tourism and travel have health-related aspects, such as wellness tourism, the management of pandemics in tourism hubs, and ensuring public health for both tourists and local populations. The course could examine how tourism can promote health and well-being by encouraging health tourism, wellness retreats, and destinations that foster a healthy lifestyle while maintaining public health standards, contributing to SDG 3 on ensuring health and well-being for all. 9. SDG 7: Affordable and Clean Energy Sustainable tourism is increasingly focusing on reducing energy consumption and promoting renewable energy in tourist destinations. This includes green hotels, eco-friendly transport, and sustainable tourism infrastructures. The course might explore how tourism industries are adopting clean energy solutions and promoting energy efficiency in tourist destinations, contributing to SDG 7, which promotes affordable and clean energy for all. 10. SDG 17: Partnerships for the Goals Tourism is a global industry that requires international cooperation and partnerships. Sustainable tourism practices often depend on collaboration between governments, international organizations, the private sector, and local communities. The course would likely address how partnerships for sustainable tourism can drive the SDGs forward, including through public-private partnerships, international collaborations, and the involvement of local communities. This aligns with SDG 17, which emphasizes partnerships for the goals. Conclusion A course on International Tourism aligns with multiple UN Sustainable Development Goals (SDGs), with particular relevance to the following: SDG 8: Decent Work and Economic Growth SDG 12: Responsible Consumption and Production SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 14: Life Below Water SDG 15: Life on Land SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 7: Affordable and Clean Energy SDG 17: Partnerships for the Goals The course would focus on how tourism can promote economic development, social inclusion, and environmental sustainability while addressing issues like responsible consumption, cultural preservation, and peace-building. By studying sustainable tourism practices, students would learn how to contribute positively to both local and global sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131203 | Studi Gender dalam Hubungan Internasional | Gender Studies in International Relations | The Gender Studies in International Relations course investigates the interplay between gender and global politics. It examines how gender influences power dynamics, policy-making, and international relations, highlighting issues such as conflict, security, human rights, and development. Students analyze the roles of women and marginalized genders in diplomatic processes and the impact of gendered perspectives on global issues. The course encourages critical thinking about traditional IR theories and promotes an understanding of how integrating gender analysis can lead to more inclusive and effective solutions in international contexts. | 1. SDG 5: Gender Equality This is the most directly related SDG to a Gender Studies in International Relations course. SDG 5 focuses specifically on achieving gender equality and empowering all women and girls. The course would likely explore issues such as: Gender-based violence (GBV) in conflict zones. Women’s representation in international political institutions, diplomacy, and peace negotiations. Gender mainstreaming in international law and policy. Feminist theories in international relations and how they challenge traditional paradigms. Intersectionality, considering how race, class, and other factors intersect with gender in international contexts. By addressing these topics, the course contributes to achieving SDG 5, which is dedicated to eliminating discrimination, promoting economic and political participation, and ensuring equal rights for all genders. 2. SDG 10: Reduced Inequalities Gender inequality is a significant form of social inequality. A course on Gender Studies in International Relations would likely examine how gender-based discrimination manifests in various global contexts, such as in access to education, healthcare, political participation, and economic opportunities. SDG 10 emphasizes reducing inequalities within and among countries. The course would explore how gender disparities contribute to broader social, political, and economic inequalities globally, and discuss policy recommendations to address these disparities. Topics might include gender-based economic inequality, political representation, and how global economic policies affect women and gender minorities differently. 3. SDG 16: Peace, Justice, and Strong Institutions Gender plays a significant role in global peace and security. UN Security Council Resolution 1325 emphasizes the importance of women’s participation in peacebuilding and conflict resolution processes. A course on Gender and International Relations would examine how gender affects: Post-conflict reconstruction and the role of women in rebuilding societies. Security sector reforms and the need for gender-sensitive security policies. The impact of women’s leadership in peace and diplomacy. The role of gender-based violence in conflict and the need for justice for survivors. By exploring these themes, the course contributes to SDG 16, which aims to promote peaceful societies, justice, and the strengthening of institutions that are inclusive of all genders. 4. SDG 4: Quality Education Gender inequality in education is a key issue explored in Gender Studies in International Relations, particularly the barriers that girls and women face in accessing quality education around the world. The course could examine the gender gap in education, the role of international organizations in addressing educational inequality, and gender-sensitive curricula in global education systems. Addressing these issues supports SDG 4, which calls for inclusive and equitable quality education and promoting lifelong learning opportunities for all, with a focus on marginalized groups, including women and girls. 5. SDG 3: Good Health and Well-being Gender inequalities affect access to healthcare and health outcomes for women, men, and gender minorities. The course could explore topics such as: Reproductive health rights and access to services. Sexual and reproductive rights in international contexts. The health impacts of conflict on women and gender minorities (e.g., sexual violence in war). Mental health issues related to gender-based violence, especially in conflict zones. These discussions align with SDG 3, which focuses on ensuring good health and well-being for all, with particular attention to addressing the health disparities caused by gender inequality. 6. SDG 17: Partnerships for the Goals Achieving gender equality and addressing the gendered dimensions of international relations requires collaboration across governments, international organizations, NGOs, and civil society. The course could examine how partnerships can be built to address global gender issues: International cooperation on issues like gender-based violence, human trafficking, and displacement. The importance of multilateral action to promote gender justice. This aligns with SDG 17, which emphasizes the importance of partnerships to achieve the SDGs. Effective partnerships are necessary for addressing the complex gender inequalities that span across different sectors and regions. 7. SDG 13: Climate Action Climate change disproportionately impacts women and gender minorities, especially in regions where they have limited access to resources and decision-making power. A course on Gender Studies in International Relations would examine: The role of gender-sensitive climate policies in addressing the specific needs of women and marginalized groups in climate adaptation and mitigation efforts. The role of women in climate change activism and sustainable development. The gendered impacts of natural disasters and the specific vulnerabilities of women and girls during environmental crises. This fits with SDG 13, which focuses on combating climate change and its impacts, ensuring that gender is incorporated into climate action strategies. 8. SDG 6: Clean Water and Sanitation Access to clean water and sanitation often reflects gender inequalities, with women and girls being disproportionately responsible for water collection in many parts of the world. A course in Gender Studies and International Relations could examine: The gendered dimensions of water access and how international policy can address gendered water burdens. The importance of gender-sensitive water and sanitation policies to ensure that women and girls have safe access to water and sanitation services. This aligns with SDG 6, which aims to ensure access to water and sanitation for all, with a focus on gender equality in water management. Conclusion A university course on Gender Studies in International Relations covers a wide array of topics that intersect with multiple UN Sustainable Development Goals (SDGs). Key SDGs that are directly relevant include: SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 6: Clean Water and Sanitation The course would explore the gendered dimensions of global issues like peacebuilding, health, economic development, education, and environmental sustainability, contributing to a deeper understanding of how gender intersects with international relations and global governance. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131303 | Hubungan Internasional dan Otonomi Daerah | International Relations and Regional Autonomy | The International Relations and Regional Autonomy course explores the concept of regional autonomy within the context of global politics. It examines how various regions assert their identities, governance structures, and self-determination in relation to nation-states and international systems. Students analyze case studies of autonomous regions, considering factors such as ethnic identity, political movements, and economic development. The course also addresses the implications of regional autonomy for international relations, conflict resolution, and global governance. Through this lens, students gain insights into the complexities of power, sovereignty, and self-governance in an increasingly interconnected world. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is directly relevant to a course on International Relations and Regional Autonomy, as it focuses on the promotion of peaceful and inclusive societies for sustainable development. This SDG includes ensuring access to justice for all and building effective, accountable institutions at all levels, which are key issues when discussing regional autonomy. Topics covered might include: Conflict resolution between central governments and regional or ethnic groups seeking greater autonomy. The role of self-governance in promoting peace and security. Decentralization and the potential for stronger, more responsive local institutions that better meet the needs of regional communities. Addressing minority rights, autonomy movements, and secessionism in a peaceful and just manner. Strengthening democratic institutions at regional levels and ensuring that local governance does not undermine national unity but rather complements it. SDG 16 emphasizes the need for strong institutions and peaceful approaches to political self-determination. 2. SDG 10: Reduced Inequalities Regional autonomy often arises in the context of marginalized or underrepresented ethnic, cultural, or linguistic groups seeking greater political and economic rights. This course would likely explore how regional autonomy can serve as a solution to reduce inequalities within states, especially in regions that have historically faced political, economic, or social exclusion. The course might cover: How regional autonomy can contribute to addressing ethnic and cultural inequalities within states. Inclusive governance structures that ensure the representation of all communities, reducing disparities in access to resources, education, healthcare, and employment. The impact of regional governance on economic disparities between regions within a state. SDG 10 aims to reduce inequalities both within and between countries, which is a key aspect of the discussions around regional autonomy. 3. SDG 11: Sustainable Cities and Communities Regional autonomy often involves local governance and urban planning. The course would explore how greater decentralization or autonomy at the regional level can lead to more sustainable cities and communities that are better adapted to local needs and environmental contexts. Topics might include: Local decision-making around urban planning and sustainable development. How autonomous regions can design policies to address housing, infrastructure, and urban mobility challenges in ways that are tailored to local needs. The role of regional governments in addressing the socioeconomic sustainability of cities and communities. The integration of local cultural identities into the development of urban spaces. SDG 11 focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which aligns with the decentralization of political and economic powers to regional authorities. 4. SDG 17: Partnerships for the Goals Achieving regional autonomy often requires cooperation between different levels of government (local, regional, national) and international organizations. A course on International Relations and Regional Autonomy would explore the importance of partnerships to ensure that autonomy is achieved without compromising national stability or global cooperation. The course might discuss: Multilevel governance structures, where international organizations, national governments, and regional authorities collaborate to ensure sustainable autonomy. Cross-border regional cooperation (for example, the European Union, ASEAN, or the African Union) and how regional autonomy can be harmonized with broader international relations and global goals. The role of international law and UN mechanisms in supporting or regulating regional autonomy movements. SDG 17 emphasizes the need for effective partnerships to achieve the SDGs at both the national and regional levels. 5. SDG 1: No Poverty In many cases, regional autonomy can be a strategy to tackle regional poverty by enabling local governments to better address local economic needs, such as by investing in infrastructure, education, and health services tailored to the specific challenges of the region. The course would explore how decentralized governance might improve the delivery of public services and economic development in disadvantaged regions, reducing the poverty gap between regions within a state. For example, autonomous regions might have greater control over their natural resources or economic policies, which can help lift their populations out of poverty. SDG 1 focuses on ending poverty in all its forms everywhere, and regional autonomy can be a tool for achieving this goal by fostering local economic development. 6. SDG 4: Quality Education Regional autonomy can impact education systems, particularly in regions with distinct cultural or linguistic identities. The course might explore how autonomous regions can develop education policies that cater to the specific needs of their populations, including promoting mother-tongue education, local history, and cultural preservation. The course might also discuss how autonomy allows for local control over education infrastructure, leading to potentially more equitable access to quality education for historically underserved regions or communities. SDG 4 emphasizes the importance of ensuring inclusive and equitable quality education for all and promoting lifelong learning opportunities, which may be advanced through regional governance structures. 7. SDG 2: Zero Hunger The course might explore how regional autonomy can contribute to food security by enabling regions to tailor agricultural policies, manage natural resources sustainably, and address local challenges related to food production, distribution, and access. Regional governments may have greater flexibility to implement policies that promote sustainable agriculture and ensure food security for their populations, particularly in regions that are food insecure. SDG 2 focuses on ending hunger and achieving food security, and regional autonomy can be a key aspect in tailoring agriculture and food distribution systems to local needs. Conclusion A university course on International Relations and Regional Autonomy aligns with several UN Sustainable Development Goals (SDGs), particularly: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 4: Quality Education SDG 2: Zero Hunger These SDGs relate to the political empowerment of regions, the reduction of inequalities, the promotion of sustainable development, and the creation of inclusive governance systems that enable regions to self-determine their political, economic, and social policies. The course would explore the complex dynamics of regional autonomy within the framework of international relations, emphasizing how decentralization can foster peace, democracy, and equitable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131403 | Diaspora dan Migrasi Internasional | Diaspora and International Migration | The Diaspora and International Migration course explores the movement of people across borders and the formation of diasporic communities. It examines the social, economic, and political factors driving migration, as well as the experiences of migrants and their descendants in host countries. Topics include identity, transnationalism, remittances, and the impact of migration on both home and host societies. Through case studies and theoretical frameworks, students analyze the challenges and contributions of diasporas to global culture and economy, fostering a deeper understanding of migration’s role in shaping contemporary societies. | 1. SDG 10: Reduced Inequalities Migration is often driven by inequality, including disparities in economic opportunities, access to education, and social services between countries or regions. A course on Diaspora and International Migration would examine how migration patterns are influenced by social, economic, and political inequalities. Topics might include: The role of migration in reducing or exacerbating inequalities, particularly for marginalized groups. The impact of remittances sent by diasporic communities on poverty alleviation in home countries. The challenges faced by migrants and refugees in overcoming discrimination and economic inequality in host countries. The course would explore policies aimed at reducing disparities in migration opportunities and addressing the inequalities that migrants face. SDG 10 emphasizes reducing inequalities both within and among countries, which is a critical theme in the study of migration and diaspora. 2. SDG 16: Peace, Justice, and Strong Institutions Migration often intersects with issues of justice, security, and human rights. A course on Diaspora and International Migration would likely discuss how migration policies and national security measures impact the rights and safety of migrants and refugees. Key themes could include: The rights of migrants, particularly in the context of refugees and asylum seekers. The role of international law and regional cooperation (e.g., the Global Compact on Migration) in protecting the human rights of migrants and diasporic communities. Integration of migrants into host societies, focusing on social justice and equal opportunities. The role of diaspora communities in promoting peacebuilding and conflict resolution in both their host and home countries. SDG 16 focuses on building peaceful societies, ensuring access to justice, and promoting strong institutions that protect human rights — all critical areas impacted by migration. 3. SDG 3: Good Health and Well-being Migrants face specific health challenges due to their displacement and migration status. The course would examine the health impacts of migration, including access to healthcare and the mental health of migrants, particularly in relation to refugees and those displaced due to conflict or climate change. Topics might include: Healthcare access for migrants and refugees in host countries, particularly in terms of maternal and child health, mental health services, and preventive care. The health risks associated with migration, including exposure to violence, trauma, and exploitation. The role of diaspora communities in supporting health initiatives in their countries of origin, especially in remote or underdeveloped regions. SDG 3 focuses on ensuring good health and well-being for all, and this includes addressing the specific health needs of migrants and refugees. 4. SDG 4: Quality Education Education plays a key role in the integration and empowerment of migrants and diasporic communities. A course on migration would explore the barriers that migrants face in accessing education in host countries, as well as the educational challenges for refugees and displaced populations. Possible topics: The right to education for migrant children and youth, and how to improve their access to quality education. The role of diaspora communities in promoting education in their home countries, especially through remittances or community-led projects. The importance of education in supporting the social integration of migrants and promoting their empowerment. SDG 4 aims to ensure inclusive and equitable quality education for all, which includes addressing the educational needs of migrant populations. 5. SDG 5: Gender Equality Migration affects men and women differently, with gender being a critical factor in shaping migration experiences. A course on Diaspora and International Migration would explore the gendered dimensions of migration, including how women and girls face specific vulnerabilities in migration contexts. Topics could include: Gender-based violence and exploitation of migrant women and girls, particularly in conflict or refugee settings. The empowerment of women in the diaspora through education and economic opportunities. The role of women migrants in family remittances, economic development, and social change in both host and home countries. SDG 5 focuses on gender equality, and migration studies address the specific challenges and opportunities that gender plays in the migration experience. 6. SDG 8: Decent Work and Economic Growth Migration is often driven by economic factors, including the search for better job opportunities. A course on Diaspora and International Migration would explore the economic impact of migration on both home and host countries. Key topics: The contribution of diasporic communities to the economic growth of host countries through labor and entrepreneurship. Remittances sent by migrants to their families back home and their impact on poverty reduction and economic development in origin countries. The challenges faced by migrants in accessing decent work and labor rights, particularly in the context of informal or undocumented labor. SDG 8 focuses on promoting sustained, inclusive, and sustainable economic growth, and decent work for all, including migrants. 7. SDG 6: Clean Water and Sanitation In some cases, migration is driven by the need for access to clean water and sanitation, particularly in areas where resources are scarce or where climate change has worsened access to water and other basic services. A course on migration could explore how climate-induced migration impacts communities’ ability to access these essential resources. The course could discuss: Water scarcity and environmental displacement and how these issues push people to migrate in search of better living conditions. The role of diaspora communities in improving water and sanitation infrastructure in their home countries. SDG 6 aims to ensure availability and sustainable management of water and sanitation for all, which is crucial in migration studies, particularly regarding environmental migrants. 8. SDG 13: Climate Action One of the growing causes of migration is climate change, which forces people to leave their homes due to extreme weather events, such as droughts, floods, and sea-level rise. A course on Diaspora and International Migration would likely address the emerging phenomenon of climate migration and how it is reshaping migration patterns globally. Key topics might include: The role of climate-induced migration and its impact on vulnerable populations. Policy responses to the challenges posed by climate refugees and the need for international cooperation to address this global issue. SDG 13 focuses on combating climate change and its impacts, which has a significant role in migration studies, especially with respect to environmental refugees. Conclusion A course on Diaspora and International Migration addresses several UN Sustainable Development Goals (SDGs), including: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation SDG 13: Climate Action These SDGs are interconnected with migration patterns, highlighting the social, economic, political, and environmental aspects of migration. Understanding these connections is essential for addressing the challenges and opportunities that arise from global migration trends, with the goal of ensuring human rights, sustainable development, and inclusive societies. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131503 | Gerakan Sosial Global | Global Social Movements | The Global Social Movements course examines collective actions that seek social, political, and environmental change on a global scale. It explores the historical and contemporary movements addressing issues such as human rights, climate justice, gender equality, and labor rights. Students analyze the strategies, networks, and impacts of these movements, considering the role of technology and globalization in their evolution. The course encourages critical thinking about the challenges and successes faced by social movements and their ability to influence policy and societal change across borders. | 1. SDG 10: Reduced Inequalities Social movements often arise as responses to inequality and discrimination based on factors such as race, gender, sexuality, class, ethnicity, and disability. A course on global social movements will examine how movements challenge economic, social, and political inequalities at local, national, and global levels. Key topics might include: Grassroots movements advocating for the rights of marginalized communities (e.g., racial justice movements, LGBTQ+ rights, disability rights). The role of social movements in reducing income inequality and advocating for fair labor practices. How global solidarity movements can foster inclusive societies and reduce disparities between different groups. SDG 10 focuses on reducing inequalities within and between countries, which is central to the goals of many global social movements. 2. SDG 16: Peace, Justice, and Strong Institutions Many social movements are concerned with promoting peace, justice, and the rule of law. They seek to address issues such as human rights abuses, corruption, state violence, and lack of accountability in institutions. Topics covered in the course could include: Movements advocating for democracy, human rights, and free expression in authoritarian or oppressive regimes. The role of nonviolent resistance in promoting peaceful change and challenging unjust systems. Social movements demanding transparency and the reform of state institutions and governance systems. The ways in which global movements (e.g., Black Lives Matter, Me Too) hold institutions accountable for issues like police brutality, gender-based violence, and corruption. SDG 16 highlights the importance of promoting peace, justice, and the development of strong institutions, which are core concerns for many social movements globally. 3. SDG 5: Gender Equality A significant number of global social movements focus on promoting gender equality and fighting for the rights of women and gender minorities. These movements often challenge patriarchy, gender-based violence, and gender discrimination across different cultures and societies. Key areas of focus in the course may include: The impact of feminist movements and campaigns like #MeToo or Times Up in addressing gender inequality and sexual harassment. Transnational movements that advocate for reproductive rights, gender justice, and equal pay. The role of social media in amplifying gender equality movements globally. SDG 5 directly addresses gender equality, which is a central theme for many social movements, particularly those focused on achieving women’s rights and combating gender-based violence. 4. SDG 13: Climate Action Environmental justice movements are a key part of global social movements, with a strong focus on climate change, environmental degradation, and sustainability. These movements often call for urgent action to address environmental problems that disproportionately affect marginalized communities, particularly in the Global South. Course topics could include: Climate justice movements that link environmental destruction with issues of social justice, poverty, and human rights. The role of youth-led movements like Fridays for Future and Extinction Rebellion in pushing for climate action. The intersection of indigenous rights and environmental activism, particularly in protecting biodiversity and natural resources. SDG 13 focuses on climate action, and global social movements are at the forefront of advocating for policy changes and raising awareness about climate change and its global impacts. 5. SDG 2: Zero Hunger Social movements focused on food sovereignty, fair trade, and sustainable agriculture challenge the global food system, which often perpetuates hunger and malnutrition, particularly in developing regions. Topics might include: Movements advocating for sustainable farming practices, local food production, and access to nutritious food in low-income areas. The impact of activism in advocating for food justice and addressing the role of corporate monopolies in the food system that exacerbate hunger. The intersection of land rights, environmental activism, and food security. SDG 2 focuses on achieving zero hunger and improving nutrition, and many social movements, such as the food sovereignty movement, are addressing these issues. 6. SDG 4: Quality Education Many social movements emphasize the importance of access to quality education as a fundamental right, especially for marginalized groups such as girls, refugees, and ethnic minorities. Course topics could include: The role of global education movements advocating for universal primary and secondary education. The importance of educating young people on global citizenship and social justice through activism. The impact of movements fighting for equal access to education for people with disabilities, minority communities, or those in conflict zones. SDG 4 focuses on ensuring inclusive and equitable education for all, and global social movements often advocate for educational equity and rights-based access to education. 7. SDG 8: Decent Work and Economic Growth Global social movements also address issues related to labor rights, fair wages, safe working conditions, and economic justice. These movements challenge exploitative labor practices, including child labor, forced labor, and unsafe working conditions. Key topics might include: The role of trade unions, workers’ rights movements, and campaigns for living wages. Global justice movements that challenge the exploitation of workers in global supply chains. The role of social enterprises and alternative economic systems in promoting fair trade and economic sustainability. SDG 8 focuses on promoting decent work and economic growth, which social movements often push for through labor activism, fair trade, and economic justice campaigns. 8. SDG 17: Partnerships for the Goals Global social movements often require transnational cooperation and alliances between local and global activists, NGOs, governments, and international organizations. Topics might include: The role of solidarity networks and coalitions in advancing global causes (e.g., Fair Trade, Global Warming). The intersection of activism and policy at the international level through initiatives like the Paris Agreement or UN Sustainable Development Goals. SDG 17 emphasizes partnerships for the goals and the importance of building global coalitions to tackle complex challenges, which is a central theme in global social movements. Conclusion A university course on Global Social Movements aligns with a wide range of UN Sustainable Development Goals (SDGs), including: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 13: Climate Action SDG 2: Zero Hunger SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals Social movements play a crucial role in driving global change by advocating for social justice, environmental sustainability, human rights, and inclusive development. They intersect with many of the challenges and goals outlined in the UN SDGs, and a course on this topic helps students understand how collective action can influence and reshape global systems for a more just and sustainable future. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131603 | Bisnis Internasional | International Business | The International Business course provides an overview of the principles and practices involved in conducting business across national borders. It covers topics such as global trade, foreign investment, international marketing, and cross-cultural management. Students learn about the challenges and opportunities of operating in diverse markets, including legal, economic, and political factors that influence international business decisions. Through case studies and real-world examples, the course equips students with the skills necessary to navigate the complexities of global business environments and develop effective strategies for success. | 1. SDG 8: Decent Work and Economic Growth International Business is deeply tied to economic growth, employment generation, and labor conditions in both developed and developing economies. A course in this field will likely cover how international trade and investment contribute to economic development, especially in emerging markets, and the promotion of decent work. Key areas: How multinational corporations (MNCs) contribute to economic growth and job creation, particularly in developing countries. Addressing fair labor standards, human rights, and ensuring decent work conditions within global supply chains. The impact of foreign direct investment (FDI) on economic growth and its potential to create job opportunities and improve living standards. The role of entrepreneurship in fostering innovation and sustainable growth in a global economy. SDG 8 emphasizes promoting sustained, inclusive, and sustainable economic growth, as well as decent work for all. 2. SDG 9: Industry, Innovation, and Infrastructure International business relies on robust infrastructure and innovation to facilitate cross-border trade, investment, and market expansion. A course in international business will explore the development of both physical infrastructure (e.g., transportation, logistics) and digital infrastructure (e.g., e-commerce, fintech) and their role in enhancing global business operations. Key topics: The role of technology and innovation in global supply chains, product development, and market expansion. The development of sustainable infrastructure and technological innovation to drive competitiveness in international markets. Public-private partnerships (PPPs) for infrastructure projects in developing countries, and their potential to spur industrialization and economic growth. SDG 9 focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation, all of which are crucial in the context of international business. 3. SDG 12: Responsible Consumption and Production Sustainability is a growing concern in international business, as businesses are increasingly expected to integrate environmental and social sustainability into their operations. Topics in an international business course will often explore the impact of global production systems on the environment, resource management, and ethical consumption practices. Key areas: The role of businesses in adopting sustainable production methods and responsible sourcing across global supply chains. Circular economy models and their potential for reducing waste and promoting sustainable consumption. The implementation of ethical business practices, including fair trade, corporate social responsibility (CSR), and sustainable development goals in international operations. How international companies can contribute to reducing carbon footprints and minimizing environmental degradation. SDG 12 focuses on responsible consumption and production, which are essential considerations for international businesses aiming to meet global sustainability challenges. 4. SDG 10: Reduced Inequalities International business plays a role in addressing global inequalities by fostering economic opportunities in underdeveloped or developing regions. A course on this topic would explore how global trade, investment, and corporate activities can either reduce or exacerbate inequalities within and between countries. Key discussions: The importance of inclusive business practices and creating economic opportunities for marginalized groups, such as women, minorities, and rural communities. Fair trade and ethical business practices that ensure more equitable distribution of wealth and resources across global value chains. How international businesses can help reduce the digital divide by providing technology and infrastructure to underserved regions. SDG 10 seeks to reduce inequalities within and between countries, a key area where international business can make significant contributions by creating more equitable economic opportunities. 5. SDG 4: Quality Education International business plays a key role in driving global education and skill development, particularly through investments in education and training programs for employees across global markets. The course might cover topics related to the role of international businesses in fostering talent and knowledge exchange across borders. Key areas: Corporate investments in skills development and training programs that increase the employability of people in developing countries. The role of global corporations in promoting entrepreneurship education and innovation. The importance of education in developing a competitive global workforce and enhancing global business strategies. SDG 4 emphasizes ensuring inclusive and equitable quality education for all, and international business is often involved in investing in education and skills training globally. 6. SDG 16: Peace, Justice, and Strong Institutions International business operates within a complex framework of laws, regulations, and governance systems at the international and national levels. A course in international business will examine the role of businesses in supporting strong institutions, promoting good governance, and ensuring ethical practices in both developed and developing countries. Key topics: The importance of anti-corruption measures, corporate transparency, and ethical governance within multinational corporations. How businesses contribute to strengthening rule of law and fostering peaceful societies by adhering to international norms and agreements. The role of international trade agreements and trade organizations in promoting global economic cooperation and legal certainty in cross-border business operations. SDG 16 is focused on promoting peace, justice, and the development of strong institutions, which is critical for businesses engaged in international trade and operations. 7. SDG 17: Partnerships for the Goals International business is a key driver of global partnerships, whether through trade agreements, joint ventures, or corporate social responsibility initiatives. A course in international business will explore the importance of collaborations between businesses, governments, non-governmental organizations (NGOs), and international organizations to address global challenges. Key topics: Public-private partnerships (PPPs) that promote sustainable development, infrastructure projects, and economic cooperation. How international companies engage in global initiatives to support the Sustainable Development Goals (SDGs), from tackling climate change to improving healthcare and education. The role of corporations in forming partnerships to achieve SDGs, particularly through investments in sustainable development and innovation. SDG 17 emphasizes the importance of global partnerships to achieve the SDGs, and international business plays a central role in fostering these partnerships. 8. SDG 3: Good Health and Well-being International business is also connected to the health sector through its impact on healthcare systems, pharmaceutical supply chains, and the promotion of employee well-being. A course in international business may discuss the role of corporations in improving global health outcomes and ensuring health equity. Key topics: The role of multinational companies in improving access to healthcare through innovative products and services. Corporate policies that promote health and employee well-being globally. The role of international business in addressing global health crises, such as pandemics (e.g., COVID-19) or improving access to medications and vaccines in developing countries. SDG 3 aims to ensure good health and well-being for all, and international business contributes to this goal through innovation, corporate responsibility, and global health initiatives. Conclusion A university course on International Business is highly relevant to several UN Sustainable Development Goals (SDGs), including: SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 12: Responsible Consumption and Production SDG 10: Reduced Inequalities SDG 4: Quality Education SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being International business is intrinsically linked to global economic growth, social progress, and environmental sustainability, making it a key area for advancing the UN SDGs. The course would explore how international businesses can operate responsibly, drive innovation, contribute to sustainable development, and play a role in achieving a more inclusive and equitable global economy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130303 | Demokrasi dan Masyarakat Sipil Global | Democracy and Global Civil Society | The Democracy and Global Civil Society course explores the relationship between democratic governance and the role of civil society in promoting social change at a global level. It examines how non-governmental organizations (NGOs), grassroots movements, and transnational networks contribute to democratic practices, human rights advocacy, and public accountability. Students analyze case studies of civil society initiatives, the challenges they face in different political contexts, and their impact on global governance. The course encourages critical thinking about the importance of civic engagement and participation in fostering democratic ideals in an interconnected world. | 1. SDG 16: Peace, Justice, and Strong Institutions Democracy and global civil society are fundamentally about promoting peace, justice, and the rule of law. This goal is closely linked to the course’s exploration of how democratic systems and institutions operate and interact with civil society to promote good governance, transparency, accountability, and human rights. Key topics: The role of democratic governance in maintaining peace and ensuring justice within societies. The strengthening of democratic institutions and ensuring accountability in the public sector. The role of civil society organizations (CSOs) and NGOs in advocating for human rights and holding governments accountable. How global movements and activism influence democratic reforms and the fight for justice in both developed and developing nations. SDG 16 emphasizes promoting peace, justice, and strong institutions, which is directly relevant to the course’s focus on democratic governance and civil society’s role in advancing these values. 2. SDG 10: Reduced Inequalities Civil society organizations and democratic processes are often at the forefront of efforts to reduce inequality, whether it’s economic, social, or political. A course on democracy and civil society will likely explore how these entities work to address disparities in power, access to resources, and opportunities. Key areas: The role of global civil society movements in fighting inequality, such as campaigns for racial equality, gender equality, LGBTQ+ rights, and poverty reduction. How participatory democracy and advocacy organizations work to ensure marginalized communities have a voice in political processes. The impact of global solidarity and activism in promoting social justice and addressing the structural causes of inequality. SDG 10 focuses on reducing inequalities within and between countries, and this goal is closely tied to the work of global civil society organizations and the promotion of democratic participation. 3. SDG 5: Gender Equality Civil society plays a crucial role in promoting gender equality through advocacy, education, and policy reform. Many global civil society organizations focus on promoting women’s rights and challenging gender-based discrimination. Key topics in the course: The role of women’s rights organizations and feminist movements in promoting gender equality in democratic systems. How global civil society works to end gender-based violence and achieve equal political participation and economic empowerment for women. International frameworks and policies aimed at promoting gender equality, such as the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). SDG 5 focuses on achieving gender equality and empowering all women and girls, which is a central concern for global civil society and democratic movements advocating for women’s rights. 4. SDG 4: Quality Education A robust civil society and functioning democracy require quality education to empower citizens to participate effectively in governance, advocate for their rights, and understand global issues. Key areas of focus: The role of civil society in promoting educational access for marginalized populations, such as girls, refugees, and minorities. The importance of civic education and democratic engagement, ensuring that people understand their rights and responsibilities as citizens. How global civil society contributes to education for sustainable development and raises awareness about human rights and democratic values. SDG 4 emphasizes inclusive and equitable quality education and the promotion of lifelong learning opportunities for all, which is closely linked to the goals of democracy and civil society in promoting informed and engaged citizenry. 5. SDG 17: Partnerships for the Goals Achieving the Sustainable Development Goals (SDGs) requires global partnerships between governments, civil society, the private sector, and international organizations. Global civil society plays a critical role in advocacy, mobilization, and partnership-building to support the SDGs. Key areas: The role of NGOs, activist networks, and global civil society organizations in fostering collaboration and partnerships to advance sustainable development. How global civil society movements work in partnership with governments and businesses to achieve shared goals, such as climate action, human rights, and peace. The importance of global cooperation to address global challenges like poverty, inequality, and climate change. SDG 17 focuses on the importance of partnerships for the SDGs, and global civil society is crucial in fostering these partnerships, particularly in advocating for sustainable development and global justice. 6. SDG 13: Climate Action Civil society plays a pivotal role in climate activism, advocating for climate justice and pressing for governments and corporations to take stronger action on climate change. Many movements push for policies that integrate environmental sustainability with democratic processes. Key topics: The rise of global climate movements (e.g., Fridays for Future, Extinction Rebellion) and their influence on public opinion and policy change. The importance of democratic participation in creating policies that promote sustainable development and climate resilience. How civil society organizations advocate for climate justice, particularly for vulnerable and marginalized populations who are disproportionately affected by climate change. SDG 13 focuses on climate action, and civil society is an important driver of climate activism and the push for sustainable policies. 7. SDG 3: Good Health and Well-being Global civil society plays an important role in promoting health equity, addressing public health crises, and ensuring access to healthcare for all people, especially in under-served or marginalized communities. Key areas: The role of global civil society organizations in promoting universal health coverage and healthcare access. How democratic systems can better manage public health through transparency and accountability to citizens. The intersection of human rights and health, where global civil society advocates for the right to healthcare and well-being for all. SDG 3 focuses on ensuring good health and well-being for all, and the global civil society’s role in advocating for health equity is central to achieving this goal. Conclusion A university course on Democracy and Global Civil Society is relevant to several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being This course is highly relevant to understanding the role of democracy and civil society in achieving global justice, human rights, sustainable development, and peace. It underscores the need for collaboration and active participation by citizens, organizations, and governments in addressing global challenges and building a fairer, more equitable world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130403 | Terorisme dan Kejahatan Transnasional | Terrorism and Transnational Crime | The Terrorism and Transnational Crime course examines the complex relationship between terrorism and various forms of transnational crime, such as drug trafficking, human smuggling, and money laundering. It explores the motivations, methods, and impacts of terrorist organizations and criminal networks, as well as their implications for national and international security. Students analyze case studies and theoretical frameworks to understand the interplay between political, economic, and social factors that drive these activities. The course emphasizes the importance of global cooperation and policy responses in addressing the challenges posed by terrorism and transnational crime. | 1. SDG 16: Peace, Justice, and Strong Institutions This SDG is directly linked to the course, as it focuses on promoting peace, justice, and effective institutions, which are fundamental to combating terrorism and transnational crime. The course may explore the role of law enforcement agencies, justice systems, and international cooperation in addressing both terrorism and organized crime. Key topics: The importance of rule of law and institutional integrity in preventing and addressing terrorism and transnational crime. The role of international law, such as UN conventions and resolutions, in countering terrorism and organized crime. The challenges of criminal justice systems in dealing with the transnational nature of these crimes and ensuring accountability for perpetrators. The need for strong institutions at both national and international levels to promote peaceful societies. SDG 16 emphasizes peace, justice, and the development of strong institutions — essential for tackling the global threat posed by terrorism and organized crime. 2. SDG 10: Reduced Inequalities Terrorism and transnational crime often thrive in environments marked by inequality, poverty, and political instability. This course might explore how inequality, lack of development, and social exclusion can fuel recruitment to terrorist organizations and participation in criminal networks. Key areas: How poverty, economic inequality, and lack of opportunities contribute to the rise of radicalization and organized crime. The role of education, job creation, and economic development in preventing individuals from being drawn into terrorist groups and criminal activities. The importance of social inclusion and gender equality as strategies for combating radicalization and the growth of criminal organizations. SDG 10 focuses on reducing inequalities within and between countries, which is key to addressing the root causes of terrorism and transnational crime. 3. SDG 5: Gender Equality Terrorism and transnational crime often have distinct impacts on women and girls. This course may cover how gender inequality contributes to vulnerability and exploitation by terrorist organizations and criminal groups, including sexual violence and trafficking. Key areas: The role of women in terrorism, including both perpetrators and victims, and how gender dynamics shape terrorist and criminal networks. The recruitment of women and girls by terrorist organizations and the use of gender-based violence as a tool of control. The importance of gender-sensitive policies in countering both terrorism and transnational crime, and ensuring protection for vulnerable populations. SDG 5 is concerned with achieving gender equality and empowering all women and girls, which is critical in addressing the gendered dimensions of terrorism and organized crime. 4. SDG 3: Good Health and Well-being Terrorism and transnational crime have significant impacts on public health, whether through the violence they generate, the psychological trauma they cause, or the criminal activities they fuel, such as drug trafficking and human trafficking. The course may discuss how these criminal activities exacerbate health crises globally, including the spread of infectious diseases and substance abuse problems. Key areas: The mental health impact of living in conflict zones or areas affected by terrorism and organized crime. The health risks associated with drug trafficking, such as the spread of diseases like HIV/AIDS, hepatitis, and overdose deaths. The role of health systems in responding to the consequences of terrorism and organized crime, especially in terms of victim care and rehabilitation for those involved in or affected by criminal activities. SDG 3 focuses on ensuring good health and well-being for all, which is severely impacted by terrorism and organized crime. 5. SDG 13: Climate Action Terrorism and organized crime can exacerbate climate-related conflicts by exploiting natural resources or engaging in activities that damage the environment, such as illegal logging, wildlife trafficking, and oil theft. These actions can destabilize regions and contribute to climate-induced displacement and conflict. Key topics: The role of organized crime in environmental degradation, such as illegal mining or deforestation. How terrorist groups may exploit climate change or resource scarcity to recruit members or fund their activities. The importance of environmental security in preventing conflicts that may be fueled by competition for scarce resources. SDG 13 focuses on taking urgent action to combat climate change and its impacts, which is indirectly related to the activities of transnational crime and terrorism. 6. SDG 8: Decent Work and Economic Growth Transnational crime often thrives in the absence of economic opportunities and job creation, and may lead to the exploitation of workers, including through forced labor, human trafficking, and drug trade. The course may discuss the economic dimensions of transnational crime and how sustainable economic growth can help prevent individuals from being drawn into illicit activities. Key areas: The role of organized crime in exploiting vulnerable workers, including through forced labor and human trafficking. How economic instability and lack of job opportunities can fuel both terrorism and transnational crime. The importance of economic development and job creation in addressing the root causes of these criminal activities. SDG 8 aims to promote inclusive and sustainable economic growth and decent work for all, which can reduce the appeal of illicit activities and the violence associated with terrorism. 7. SDG 4: Quality Education Terrorism and transnational crime often thrive in areas where there is a lack of education and economic opportunity. The course may explore the role of education in countering radicalization and providing individuals with alternatives to crime and violence. Key areas: The role of education in preventing radicalization and promoting peaceful societies. How formal and informal education systems can help disengage individuals from criminal or terrorist activities. The role of global education programs in promoting counter-narratives to terrorism and organized crime. SDG 4 focuses on ensuring inclusive and equitable quality education for all, and education is a key tool in preventing and countering terrorism and transnational crime. 8. SDG 17: Partnerships for the Goals Combating terrorism and transnational crime requires global cooperation and partnerships between states, international organizations, law enforcement agencies, and civil society. The course may focus on how international cooperation is essential to combating these global issues. Key areas: The role of international treaties and cooperative frameworks such as the UN Convention against Transnational Organized Crime in facilitating collaboration. How countries and NGOs can work together to combat terrorism and transnational crime through joint initiatives, peacebuilding efforts, and criminal justice systems. The importance of global partnerships for sharing intelligence, training law enforcement, and coordinating efforts to dismantle transnational criminal networks. SDG 17 emphasizes the importance of partnerships for the SDGs, and international collaboration is critical in addressing the global challenges of terrorism and transnational crime. Conclusion A university course on Terrorism and Transnational Crime covers multiple UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 4: Quality Education SDG 17: Partnerships for the Goals Terrorism and transnational crime are complex issues that touch on human rights, security, economic development, health, education, and the environment. Addressing these challenges requires a multifaceted approach involving legal frameworks, international cooperation, and efforts to address the underlying social, political, and economic conditions that allow terrorism and organized crime to flourish. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130503 | Media dan Diplomasi Publik | Media and Public Diplomacy | The Media and Public Diplomacy course explores the role of media in shaping public perceptions and influencing international relations. It examines how governments, organizations, and non-state actors use media strategies to communicate with foreign audiences, promote cultural exchange, and foster diplomatic relationships. Students analyze case studies of public diplomacy campaigns, the impact of digital media, and the challenges posed by misinformation and global narratives. The course emphasizes the importance of effective communication in diplomacy and encourages critical thinking about the ethical implications of media in the international arena. | 1. SDG 16: Peace, Justice, and Strong Institutions Public diplomacy and media play a crucial role in promoting peace, justice, and the rule of law. This goal is directly relevant as public diplomacy can foster understanding, dialogue, and conflict resolution between nations and communities, promoting peaceful societies. Key areas: How media and public diplomacy are used in promoting international cooperation, human rights, and justice. The role of media in advocating for democratic values, free speech, and accountability in governance. The use of public diplomacy to support peace-building efforts and conflict prevention. SDG 16 emphasizes the importance of promoting peace, justice, and strong institutions, which is enhanced through strategic media and diplomatic efforts. 2. SDG 10: Reduced Inequalities Media and public diplomacy can be powerful tools in addressing global inequalities by advocating for marginalized groups, promoting inclusive policies, and giving a platform to underrepresented voices. Media campaigns can help raise awareness about issues such as poverty, gender equality, refugee rights, and social justice. Key topics: How international media campaigns raise awareness of inequality, poverty, and discrimination. The role of public diplomacy in promoting inclusive economic policies, cultural diversity, and the voices of marginalized groups. Using media for advocacy in reducing inequalities in access to education, healthcare, and economic opportunities. SDG 10 focuses on reducing inequalities within and between countries, which can be promoted through inclusive media coverage and public diplomacy strategies. 3. SDG 5: Gender Equality Media and public diplomacy are powerful tools for challenging gender stereotypes, promoting women’s rights, and advocating for gender equality on a global scale. The course may explore how media can be used to address issues such as gender-based violence, gender equity in leadership, and empowerment of women and girls. Key areas: How media campaigns can challenge gender norms and highlight the importance of gender equality in different cultures. The role of public diplomacy in promoting women’s empowerment globally and advocating for gender-sensitive policies. The role of international media in spotlighting gender issues and advancing women’s rights globally. SDG 5 focuses on achieving gender equality and empowering all women and girls, a central focus of media and diplomatic strategies worldwide. 4. SDG 4: Quality Education Media and public diplomacy are critical tools for promoting education and lifelong learning on a global scale. This SDG is linked to how media campaigns can encourage educational reforms, access to education, and the promotion of inclusive and equitable quality education. Key topics: The use of media to promote global education initiatives and raise awareness about the importance of education for all. How public diplomacy can support educational exchanges, collaboration between universities, and global learning initiatives. The role of media in fostering global citizenship and encouraging critical thinking and education for peace. SDG 4 emphasizes ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, which is greatly enhanced by media and public diplomacy efforts. 5. SDG 13: Climate Action The course on Media and Public Diplomacy will likely cover the role of media in climate change communication, advocacy, and mobilizing international efforts. Public diplomacy can be a tool for shaping international norms and encouraging global action on climate change. Key topics: How media campaigns can raise awareness about climate change and the urgency of taking collective action. The role of public diplomacy in encouraging climate policy discussions and advocating for sustainable practices across borders. How global media coverage shapes perceptions of climate justice and the impact of climate change on vulnerable populations. SDG 13 is dedicated to taking urgent action to combat climate change and its impacts, which media and public diplomacy play a vital role in addressing. 6. SDG 17: Partnerships for the Goals Achieving the Sustainable Development Goals (SDGs) requires global partnerships, and media and public diplomacy are key tools in facilitating these partnerships. Public diplomacy fosters cooperation between governments, NGOs, businesses, and international organizations, helping to align strategies and efforts to meet global challenges. Key areas: The role of media in fostering global dialogue and highlighting opportunities for international cooperation. How public diplomacy helps build cross-border partnerships for development and peacebuilding efforts. The importance of international media networks and media diplomacy in enhancing cooperation and advancing the SDGs globally. SDG 17 focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development, where media and public diplomacy play an essential role. 7. SDG 3: Good Health and Well-being Media and public diplomacy can be instrumental in promoting global health initiatives, raising awareness about public health issues, and disseminating information on disease prevention, vaccination campaigns, and mental health. Key topics: How media campaigns are used to promote public health initiatives such as HIV/AIDS prevention, vaccination, and global health literacy. The role of public diplomacy in fostering international cooperation in tackling global health crises, such as the COVID-19 pandemic. How media can be used to dispel misinformation about health issues and encourage healthy behaviors on a global scale. SDG 3 focuses on ensuring good health and well-being for all, and media and public diplomacy are essential tools in promoting health-related objectives. Conclusion A university course on Media and Public Diplomacy intersects with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being By analyzing how media and public diplomacy can be utilized to address global challenges, this course emphasizes the power of communication and international cooperation in achieving sustainable development and promoting global peace, justice, and human rights. It highlights the essential role of media in shaping global agendas, influencing policies, and fostering partnerships across borders. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130603 | Politik Kesehatan Global | Global Health Politics | The Global Health Politics course examines the intersection of health and international relations, focusing on how global political dynamics shape health outcomes and policies. It explores issues such as pandemics, health equity, access to healthcare, and the role of international organizations like the World Health Organization. Students analyze the influence of state and non-state actors on global health governance, as well as the impact of globalization and regional disparities. The course encourages critical thinking about the political, economic, and social factors that affect global health initiatives and the importance of collaboration in addressing health challenges worldwide. | 1. SDG 3: Good Health and Well-being SDG 3 is the most directly relevant goal for a Global Health Politics course. This SDG focuses on ensuring healthy lives and promoting well-being for all at all ages. The course likely covers global health systems, disease prevention, health security, and health policy-making on both the national and international levels. Key topics: Global health challenges, such as pandemics (e.g., COVID-19), non-communicable diseases, and antimicrobial resistance. Health equity and how political decisions influence access to healthcare across different populations and countries. The role of international organizations, governments, and NGOs in providing health services, supporting health emergencies, and tackling global health crises. SDG 3 aims to ensure good health and well-being for all, a core focus of global health politics. 2. SDG 10: Reduced Inequalities Global health politics is often shaped by the inequalities in access to healthcare between countries and within countries. This goal is concerned with addressing social, economic, and political inequalities, which are crucial to understanding the health disparities that exist globally. Key areas: Health inequalities related to income, education, gender, and geographical location (urban vs. rural). Global health diplomacy and political decisions about financing healthcare systems and providing aid to low-income countries. The influence of global trade and health policy on marginalized populations, including refugees, indigenous peoples, and disadvantaged groups. SDG 10 focuses on reducing inequalities within and between countries, which is a central issue in global health politics, particularly in addressing health disparities. 3. SDG 5: Gender Equality Gender plays a significant role in global health, and SDG 5 focuses on achieving gender equality and empowering all women and girls. Health issues such as maternal health, family planning, gender-based violence, and sexual and reproductive rights are integral to global health politics. Key areas: The impact of gender inequality on health outcomes, including maternal mortality, access to contraception, and sexual and reproductive health services. Political advocacy for women’s health rights and gender-sensitive healthcare policies. The role of public health campaigns in addressing gender-based violence and promoting gender equality in health systems. SDG 5 is central to global health politics, as gender equality is crucial for ensuring equitable access to healthcare and addressing gender-specific health challenges. 4. SDG 17: Partnerships for the Goals Achieving global health goals requires international collaboration and partnerships between governments, international organizations, NGOs, and the private sector. Global Health Politics is fundamentally about these partnerships and negotiations to tackle complex health issues. Key areas: The importance of global partnerships in responding to health crises such as pandemics or outbreaks of infectious diseases (e.g., HIV/AIDS, COVID-19). Collaboration between countries and international organizations such as the World Health Organization (WHO) and the Global Fund in health governance, policy-making, and financing. Multilateral agreements on access to medicines, vaccines, and health technologies to ensure global health security. SDG 17 emphasizes the need for partnerships for the goals, which is crucial for global health diplomacy and collaborative efforts to improve global health systems and respond to health crises. 5. SDG 6: Clean Water and Sanitation Access to clean water and sanitation is essential for improving health outcomes, preventing diseases, and ensuring health security. This SDG is relevant to global health politics, particularly in addressing health challenges in developing countries or conflict zones. Key areas: The role of water and sanitation in preventing the spread of waterborne diseases such as cholera and diarrhea. International health policies related to water security and sanitation in addressing global health crises and environmental health. The political challenges in providing clean water and sanitation to vulnerable populations, such as those in refugee camps or conflict areas. SDG 6 focuses on ensuring clean water and sanitation for all, which is integral to preventing disease outbreaks and promoting global health. 6. SDG 4: Quality Education Education plays a crucial role in improving health literacy and promoting preventive healthcare. Global Health Politics involves discussions on how to educate populations about key health issues, such as vaccination, nutrition, and disease prevention. Key topics: The importance of health education in promoting healthier lifestyles and reducing preventable diseases. The role of international organizations in promoting health education through global campaigns and awareness programs. How global health policies intersect with education systems to promote health literacy and public health knowledge. SDG 4 is focused on ensuring inclusive and equitable quality education, which is key for improving global health outcomes through health education. 7. SDG 13: Climate Action Climate change has a direct impact on global health, and SDG 13 addresses the need for urgent action to combat climate change and its health-related consequences. Global health politics must consider the intersection between climate change and health, including heat-related illnesses, disease transmission, and the impact of extreme weather events on vulnerable populations. Key areas: The health risks posed by climate change, such as vector-borne diseases (e.g., malaria, dengue) and the health impacts of air pollution. How global health governance integrates climate change adaptation into health policies. Political discussions about the impact of climate change on food security, water resources, and health systems. SDG 13 calls for climate action, and global health politics must address the health consequences of climate change. Conclusion A university course on Global Health Politics covers multiple UN Sustainable Development Goals (SDGs), including: SDG 3: Good Health and Well-being SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 6: Clean Water and Sanitation SDG 4: Quality Education SDG 13: Climate Action These SDGs are interlinked in the broader context of global health governance, and the course explores how political decisions, international collaboration, global health policies, and human rights intersect to improve health outcomes worldwide. The course aims to address health inequalities, promote universal access to healthcare, and provide the tools needed to confront both global health challenges and health crises in an increasingly interconnected world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130703 | Agama dalam Hubungan Internasional | Religion in International Relations | The Religion in International Relations course examines the influence of religious beliefs and organizations on global politics and diplomacy. It explores how religion shapes identity, conflicts, and alliances, as well as its role in peacebuilding and humanitarian efforts. Students analyze case studies of religious movements, the impact of faith-based actors in international policy, and the interplay between secular and religious authority. The course encourages critical thinking about the complexities of religion in global affairs, highlighting its potential to both unite and divide communities in the context of international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Religion plays a key role in peacebuilding, promoting conflict resolution, and fostering social cohesion. This is particularly relevant in regions where religious tensions contribute to political instability and violence. Religious actors and organizations often advocate for human rights, social justice, and democratic governance. Key topics: The role of religious diplomacy and interfaith dialogue in conflict resolution and peacebuilding efforts. How religious leaders and communities influence the development of strong institutions that promote rule of law, accountability, and democratic governance. The potential for religious groups to contribute to the prevention of violence and the building of sustainable, peaceful societies. SDG 16 is directly connected to the promotion of peace, justice, and the creation of strong institutions—all of which are deeply influenced by religious principles and practices, especially in conflict zones. 2. SDG 10: Reduced Inequalities Religion often influences the way inequalities are perceived and addressed. Religious institutions frequently advocate for the rights of marginalized groups, including refugees, indigenous peoples, and disenfranchised communities. Key areas: The role of religious organizations in advocating for economic justice, gender equality, and the rights of minorities. Religious teachings about the dignity of the poor, the oppressed, and those facing discrimination. How religious diplomacy can promote international solidarity and support global partnerships aimed at reducing inequalities. SDG 10 aims to reduce inequalities within and between countries, a goal that can be supported through religious advocacy and interfaith cooperation on issues like social justice, human rights, and economic empowerment. 3. SDG 5: Gender Equality Religion often intersects with gender equality issues, both promoting and sometimes hindering progress. Many religious traditions and leaders have been instrumental in advancing women’s rights, sexual and reproductive health, and gender justice, though some traditions may present barriers. Key areas: The role of religion in advocating for women’s empowerment, education, and equal rights in different cultural contexts. The influence of religious leaders in supporting gender equality movements, such as advocating for women’s participation in political processes and leadership positions. How religious scriptures and teachings can either support or challenge gender stereotypes and patriarchal norms. SDG 5 is focused on achieving gender equality and empowering all women and girls, and religion can both challenge and support progress toward this goal, depending on interpretation and application. 4. SDG 17: Partnerships for the Goals Religion plays a key role in fostering global partnerships for development, peace, and sustainability. Religious groups, organizations, and leaders often collaborate with governments, NGOs, and international organizations to address a range of global challenges. Key areas: The role of religious diplomacy in building cross-cultural understanding, international cooperation, and global partnerships. How religious communities collaborate with international organizations (e.g., UN, World Bank) to promote sustainable development, human rights, and peace. The influence of interfaith dialogue in strengthening global solidarity on issues like climate change, poverty, education, and health. SDG 17 is dedicated to strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development, which is enriched through the engagement of religious communities in global partnerships. 5. SDG 1: No Poverty Religion has historically been a major actor in addressing poverty and advocating for social justice. Many religious organizations run charitable programs, provide humanitarian aid, and lead development efforts aimed at alleviating poverty. Key topics: Religious organizations’ role in providing humanitarian assistance, including food security, healthcare, housing, and disaster relief to impoverished populations. The influence of religious values in shaping economic policies that focus on poverty alleviation and social protection. How religious teachings encourage compassion and solidarity with the poor, fostering a culture of generosity and care for the less fortunate. SDG 1 is focused on eradicating poverty in all its forms, and religion plays a significant role in this goal, particularly in the areas of poverty relief, economic justice, and social welfare. 6. SDG 3: Good Health and Well-being Religion also intersects with issues related to healthcare, including mental health, maternal health, and access to medical care. Religious organizations often run hospitals, clinics, and health initiatives in areas where governments and private sectors are limited. Key areas: The role of religious organizations in promoting health education, preventive care, and spiritual well-being. The ethical considerations of healthcare access and public health in religious communities, particularly in contexts where health systems may be influenced by religious norms. How religious organizations contribute to global health crises, such as the Ebola outbreak, HIV/AIDS, and mental health advocacy. SDG 3 focuses on ensuring good health and well-being for all, and religion is often a key player in providing healthcare services, promoting health equity, and addressing both physical and spiritual well-being. 7. SDG 4: Quality Education Religion plays a vital role in providing education, particularly in developing countries where religious institutions often operate schools and educational programs. Key areas: The influence of religious teachings on education and knowledge transmission (e.g., religious schools, education in moral values). Religious organizations’ contribution to universal education, especially for girls, disadvantaged communities, and refugees. The role of religious education in shaping attitudes toward global citizenship, human rights, and sustainable development. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Religious institutions contribute significantly to this goal through their educational networks and advocacy for equal access to education. Conclusion A university course on Religion in International Relations intersects with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 3: Good Health and Well-being SDG 4: Quality Education By exploring how religion intersects with global politics, diplomacy, and international relations, this course sheds light on the crucial role that religious values, institutions, and leaders play in shaping international policies, promoting peace, social justice, human rights, and sustainable development worldwide. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130803 | Studi Konflik dan Perdamaian | Conflict and Peace Studies | The Conflict and Peace Studies course explores the causes, dynamics, and resolution of conflicts at local, national, and international levels. It examines theoretical frameworks for understanding violence, conflict transformation, and peacebuilding practices. Students analyze case studies of historical and contemporary conflicts, focusing on factors such as identity, culture, and power. The course emphasizes strategies for promoting peace, including negotiation, mediation, and grassroots initiatives. Through this study, students develop critical skills in conflict analysis and gain insights into the complexities of fostering sustainable peace in diverse contexts. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is directly aligned with the core themes of Conflict and Peace Studies. This goal focuses on promoting peaceful societies, providing access to justice for all, and building effective, accountable institutions at all levels. Key areas: Conflict prevention and the role of international organizations (e.g., UN, EU) and governments in promoting peaceful resolutions. Peacebuilding strategies, including the promotion of social justice, human rights, and the establishment of democratic institutions. Addressing the root causes of conflict such as poverty, inequality, discrimination, and lack of governance. Strengthening the rule of law and creating inclusive institutions that can help prevent violence and maintain peace. SDG 16 is the most directly relevant goal, as it calls for the promotion of peace, justice, and strong institutions—all of which are central to the study and practice of conflict resolution and peacebuilding. 2. SDG 10: Reduced Inequalities Conflict and Peace Studies often deals with how inequalities—be they economic, social, cultural, or political—can fuel conflicts. This SDG focuses on reducing inequality within and between countries, which is a key driver of many conflicts. Key areas: The relationship between economic disparities, social injustice, and the outbreak of violent conflict. The impact of marginalization and discrimination on ethnic, religious, or political groups in conflict zones. Promoting equitable development and access to resources to prevent social unrest and conflict. SDG 10 aims to reduce inequalities, addressing the structural inequities that often contribute to tensions, social unrest, and the escalation of conflict. 3. SDG 5: Gender Equality Gender dynamics play a crucial role in both the origins and resolution of conflicts. Women and gender minorities are often disproportionately affected by armed conflicts, and their roles in peacebuilding and post-conflict reconstruction are critical to creating lasting peace. Key areas: The role of gender in conflict, including sexual violence during war, displacement, and the marginalization of women in post-conflict recovery processes. The importance of women’s participation in peace negotiations and decision-making to create more inclusive and sustainable peace agreements. How gender equality and empowerment contribute to peacebuilding and the reduction of violence and conflict. SDG 5 focuses on achieving gender equality, a crucial aspect in any peacebuilding process, as women’s leadership and inclusivity are often key to transforming conflict and creating durable peace. 4. SDG 4: Quality Education Education is a key tool in conflict prevention, peacebuilding, and the long-term stability of post-conflict societies. Conflict and Peace Studies often explores how education can be a powerful means of addressing the root causes of conflict and promoting peace. Key areas: The role of education in building tolerance, promoting intercultural dialogue, and encouraging peaceful conflict resolution. Education’s role in promoting critical thinking, human rights, and civic participation, which are essential for preventing future conflicts. The importance of education for refugees and displaced populations, ensuring that they have access to learning opportunities that help them rebuild their lives after conflict. SDG 4 is about ensuring inclusive, equitable quality education and promoting lifelong learning, which plays a foundational role in peacebuilding and conflict transformation. 5. SDG 1: No Poverty Poverty is both a cause and a consequence of conflict. Poverty-stricken societies are often more vulnerable to the outbreak of violence and are harder to stabilize after conflicts. Conflict and Peace Studies focuses on how economic development and poverty reduction are essential for peace. Key areas: The role of economic development and poverty alleviation in preventing conflicts, as poverty can breed frustration, extremism, and violence. The importance of post-conflict reconstruction efforts that address economic recovery, job creation, and social services to prevent relapse into violence. How addressing inequality and ensuring that basic needs are met can reduce the conditions that foster conflict. SDG 1 focuses on eradicating poverty and promoting economic equality, which is central to the creation of lasting peace in conflict-affected regions. 6. SDG 3: Good Health and Well-being Health is both a casualty and a critical element in post-conflict recovery. The study of conflict and peacebuilding involves addressing the physical and mental health consequences of war, as well as the role of healthcare in the recovery process. Key areas: The health impact of conflict, including physical injury, mental trauma, and the spread of disease in conflict zones. The role of healthcare systems in post-conflict peacebuilding, including mental health services for survivors and war victims. Ensuring health equity and access to medical care in conflict zones to prevent suffering and foster recovery. SDG 3 is about ensuring good health and well-being for all, and healthcare is a crucial part of peacebuilding and conflict resolution. 7. SDG 13: Climate Action Climate change is increasingly recognized as a driver of conflict, particularly in regions where resources like water and arable land are scarce. The relationship between climate change and conflict is a growing area of concern in Conflict and Peace Studies. Key areas: The impact of climate change on resource distribution and competition (e.g., over water, food, or land) and how this can lead to conflict. The role of climate-induced displacement and migration in creating tensions in receiving areas. How climate adaptation and mitigation efforts can reduce the risk of climate-related conflicts. SDG 13 emphasizes the need for climate action, which is critical in addressing environmental conflicts and promoting peace and security in a changing world. Conclusion A university course on Conflict and Peace Studies aligns with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 1: No Poverty SDG 3: Good Health and Well-being SDG 13: Climate Action These SDGs are interconnected with the study of conflict and peacebuilding as they highlight the importance of addressing the root causes of conflict, such as inequality, poverty, and climate change, while also promoting justice, human rights, education, and gender equality as essential components of a peaceful and sustainable global society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130902 | Seminar Hubungan Internasional | International Relations Seminar | The International Relations Seminar is an advanced course designed to facilitate in-depth discussions and critical analysis of contemporary issues in international relations. It often features a mix of theoretical frameworks and practical case studies, encouraging students to engage with current events, global trends, and policy debates. Participants are expected to conduct independent research, present findings, and engage in peer discussions, fostering a collaborative learning environment. The seminar aims to enhance analytical skills, deepen understanding of global dynamics, and prepare students for careers in diplomacy, international organizations, and related fields. | 1. SDG 16: Peace, Justice, and Strong Institutions International Relations is fundamentally concerned with peace, security, and the role of international institutions in governing global affairs. This goal directly links to conflict prevention, diplomacy, rule of law, international institutions like the United Nations, and fostering peacebuilding efforts worldwide. Key areas: The role of international law, peacekeeping operations, and global governance institutions in maintaining global peace and justice. Humanitarian interventions and efforts to create accountable and effective institutions that support peace and development. The challenges and opportunities of building strong democratic institutions in post-conflict states and ensuring accountability. SDG 16 is central to International Relations, as it focuses on promoting peace, justice, and the creation of strong institutions that govern both global security and diplomacy. 2. SDG 10: Reduced Inequalities International Relations is concerned with how inequalities—such as those related to wealth, gender, race, ethnicity, and disability—shape global power structures, international negotiations, and development. This goal involves addressing how global inequalities contribute to conflict, social unrest, and migration. Key areas: Economic disparities between developed and developing nations and how they influence trade, foreign aid, and international economic systems. The role of global institutions in reducing inequality and promoting equitable growth through frameworks like fair trade and development aid. How international relations addresses the impact of discrimination, marginalization, and social exclusion in global governance. SDG 10 aims to reduce inequalities within and between countries, and International Relations Seminar often discusses how international systems, policies, and diplomacy can tackle economic and social disparities on the global stage. 3. SDG 5: Gender Equality Gender equality is increasingly recognized as a critical component of global security, development, and human rights. International Relations courses often examine the intersection of gender with international law, conflict, migration, and economic development. Key areas: The gendered dimensions of conflict and war, including gender-based violence in conflict zones. The role of women in peacebuilding and peacekeeping efforts, as well as gender equality in international diplomacy and decision-making. The integration of gender considerations into international trade, human rights frameworks, and foreign policy. SDG 5 focuses on achieving gender equality and empowering women and girls, a goal that is deeply intertwined with global diplomacy, peacebuilding, and international human rights in an International Relations context. 4. SDG 17: Partnerships for the Goals International Relations revolves around global partnerships, particularly among states, international organizations, NGOs, and multinational corporations. SDG 17 emphasizes the importance of collaborative efforts to achieve the SDGs, focusing on financing, technology transfer, and knowledge-sharing. Key areas: The role of international cooperation in addressing global challenges like climate change, global health, and conflict resolution. The need for multilateral diplomacy and global governance mechanisms to coordinate development efforts and peacebuilding. How regional and global partnerships can help achieve common goals related to sustainability and development. SDG 17 is focused on strengthening partnerships for the global goals, which is fundamental in international relations, where cooperation between countries, organizations, and sectors is key to tackling global issues. 5. SDG 13: Climate Action Climate change and its effects on global security, migration, and international relations are central topics in this field. The course will likely discuss climate diplomacy, climate justice, and the role of international treaties such as the Paris Agreement in addressing global warming. Key areas: The relationship between climate change and conflict, particularly in regions vulnerable to resource scarcity and climate-induced migration. The role of international cooperation in addressing climate change through adaptation, mitigation, and sustainable development. The integration of climate change into foreign policy and global governance, with a focus on climate justice and the role of developed countries in supporting developing nations to combat climate change. SDG 13 aims to take urgent action on climate change and its impacts, which is a growing area of focus in international relations, particularly in the context of global cooperation and environmental diplomacy. 6. SDG 3: Good Health and Well-being International relations also explores how global health issues such as pandemics, disease outbreaks, and healthcare access impact international security, economic stability, and human rights. Key areas: The role of global health organizations (such as the WHO) in addressing pandemics and ensuring health equity across borders. How global cooperation and diplomacy can help tackle health crises, such as the COVID-19 pandemic, and ensure equitable access to vaccines and healthcare. The relationship between health, migration, and international security. SDG 3 focuses on ensuring good health and well-being for all, and international relations plays a critical role in health diplomacy and global health governance. 7. SDG 4: Quality Education Education is a core element in the global development agenda and international relations, especially in the context of peacebuilding, post-conflict reconstruction, and development cooperation. Key areas: How education can help prevent conflict, promote peace, and support the integration of marginalized communities. The role of international education exchanges and capacity building in strengthening global governance and diplomacy. The significance of education in fostering global citizenship, critical thinking, and understanding of international issues. SDG 4 emphasizes the importance of quality education and lifelong learning, which is critical in fostering global peace and sustainability in the context of international relations. Conclusion An International Relations Seminar aligns with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education These SDGs are interconnected with the study of international relations, as the course often focuses on global cooperation, peacebuilding, human rights, sustainable development, and addressing global inequalities. By engaging with these goals, students develop a deeper understanding of how international diplomacy and global governance contribute to addressing complex global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121703 | Dinamika Kawasan Timur Tengah | Dynamics of the Middle East Region | The Dynamics of the Middle East Region course explores the political, social, economic, and cultural complexities of the Middle East. It examines key historical events, conflicts, and movements that have shaped the region, including colonial legacies, nationalism, and contemporary issues such as sectarianism, state-building, and globalization. Students analyze the roles of regional and international actors, as well as the impact of resources, such as oil, on geopolitical dynamics. The course encourages critical thinking about the challenges and opportunities in the Middle East, fostering a deeper understanding of its significance in global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions The Middle East has experienced ongoing conflicts, political instability, and challenges in governance, making SDG 16 central to understanding the region’s dynamics. This goal focuses on promoting peace, justice, and strong institutions, which are critical in a region often affected by wars, civil unrest, and fragile political systems. Key areas: The role of international diplomacy and conflict resolution in addressing regional tensions (e.g., conflicts in Syria, Yemen, Palestine, and Iraq). Peacebuilding efforts and the promotion of democratic governance in post-conflict societies. The importance of building inclusive political institutions and ensuring justice for marginalized populations, such as refugees and ethnic minorities. SDG 16 is highly relevant as it emphasizes the importance of peace, accountability, and effective institutions in a region historically plagued by conflict and instability. 2. SDG 10: Reduced Inequalities The Middle East is home to significant inequality along economic, ethnic, religious, and gender lines. This SDG focuses on reducing disparities within and between countries, a critical concern in a region where wealth and access to opportunities are often unevenly distributed. Key areas: Economic inequalities and the concentration of wealth in a few states, while many others experience poverty and high unemployment. The marginalization of certain ethnic and religious groups, including Kurds, Palestinians, and Yazidis, often leading to conflict. The role of social justice and inclusive development in addressing these inequalities and ensuring that marginalized groups have a voice in the political and economic systems. SDG 10 is essential for understanding how reducing inequality and promoting equitable development can help mitigate tensions and foster long-term peace in the region. 3. SDG 5: Gender Equality The Middle East has made significant strides in gender equality in certain areas, but the region still faces challenges related to women’s rights, discrimination, and gender-based violence. Key areas: The role of women in conflict resolution, peacebuilding, and political participation in countries like Tunisia, Jordan, and Lebanon. Gender-based violence in conflict zones (e.g., sexual violence in Syria and Iraq) and efforts to provide gender-sensitive humanitarian aid. Advancing women’s empowerment and ensuring equal access to education, economic opportunities, and political representation. SDG 5 focuses on gender equality, a key issue in the region, where women are often marginalized in political, economic, and social spheres. 4. SDG 3: Good Health and Well-being The Middle East faces significant health challenges, especially in conflict zones, where access to healthcare and basic services is disrupted. SDG 3 emphasizes the importance of ensuring good health and well-being for all, a critical concern in regions experiencing instability. Key areas: The impact of conflicts on healthcare systems, including the destruction of hospitals, limited access to essential medicines, and the spread of disease. Addressing mental health issues, particularly in conflict zones where trauma and stress-related disorders are common. The role of international organizations (such as the World Health Organization) in providing humanitarian assistance and promoting health equity in the region. SDG 3 is important for addressing the health challenges faced by millions of people in the Middle East, especially those affected by war and displacement. 5. SDG 13: Climate Action The Middle East is highly vulnerable to the effects of climate change, including water scarcity, drought, heatwaves, and the displacement of populations due to environmental factors. SDG 13 focuses on taking urgent action to combat climate change and its impacts. Key areas: The impact of climate change on agriculture, water resources, and livelihoods, especially in countries like Syria, Iraq, and Egypt. The role of climate diplomacy and regional cooperation in managing shared water resources like the Nile, Tigris-Euphrates, and Jordan Rivers. Climate-induced migration and the displacement of populations due to resource scarcity. SDG 13 is directly relevant as climate change poses significant risks to the region, potentially exacerbating conflict and contributing to economic instability. 6. SDG 4: Quality Education Education is a critical factor in addressing the region’s socio-political challenges. In conflict zones, the destruction of educational infrastructure and the disruption of schooling for young people have long-term impacts on the future of the region. Key areas: The importance of quality education in promoting peace, understanding, and cultural exchange in a region marked by ethnic and religious tensions. Providing education for refugees and displaced populations, who may face barriers to learning due to the effects of conflict and migration. The role of education in youth empowerment, particularly in countries with high levels of youth unemployment. SDG 4 highlights the importance of ensuring access to quality education for all, a crucial element for socio-political stability and the future development of the Middle East. 7. SDG 8: Decent Work and Economic Growth The Middle East faces challenges related to unemployment, especially among the youth and women, and the need for inclusive economic development to support long-term stability. Key areas: Economic diversification and reducing dependence on oil in countries like Saudi Arabia and the Gulf States. Providing decent work opportunities and addressing the skills gap in the labor market, especially for the youth. The role of foreign investment and entrepreneurship in fostering economic growth and job creation. SDG 8 is relevant as it emphasizes economic growth, employment, and the creation of inclusive economic opportunities, which are central to the region’s long-term peace and stability. Conclusion A university course on the Dynamics of the Middle East Region covers a broad range of issues that align with several UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth These SDGs are directly relevant to understanding the complex dynamics of the Middle East, addressing its challenges in peacebuilding, socioeconomic development, human rights, health, education, gender equality, and environmental sustainability. Studying these goals in the context of the Middle East allows students to understand the interconnectedness of global challenges and the importance of multilateral cooperation in fostering a more peaceful, just, and sustainable region. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121903 | Dinamika Kawasan Eropa | European Regional Dynamics | The European Regional Dynamics course examines the political, economic, and social developments within Europe, focusing on the complexities of regional integration, governance, and identity. Students explore the history and evolution of the European Union, the impact of globalization, and the challenges posed by nationalism, migration, and economic disparities. Through case studies and comparative analysis, the course highlights the interplay between local, national, and supranational dynamics in shaping European policies and public opinion. The course aims to foster a nuanced understanding of the factors influencing stability and change in the European region. | 1. SDG 16: Peace, Justice, and Strong Institutions Europe has historically been a region marked by political and social transformations, particularly with the creation of the European Union (EU) and its role in fostering peace, democracy, and strong institutions in the region. Key areas: The role of EU institutions like the European Commission, European Parliament, and Council of Europe in fostering regional governance and justice. Conflict resolution in the region, including the challenges posed by regions like Ukraine, Balkans, and Cyprus. The impact of EU law on promoting rule of law and human rights across member states. Promoting inclusive political institutions that strengthen democracy in both the EU and its neighboring countries. SDG 16 is integral to understanding how Europe has established itself as a beacon of peace and regional governance, particularly in the context of European integration. 2. SDG 10: Reduced Inequalities While the EU has promoted economic integration, there are significant inequalities both within and between European countries. This SDG focuses on reducing disparities in income, wealth, and opportunities, which is a critical issue in the context of European regional dynamics. Key areas: Economic disparities between Western Europe (e.g., Germany, France) and Eastern Europe (e.g., Poland, Romania), and how these inequalities affect social cohesion. Regional development policies within the EU, such as Cohesion Funds, aimed at reducing inequalities between EU member states and regions. Social inclusion and the challenges faced by migrants, refugees, and minority groups in Europe, particularly in the context of the migration crisis. SDG 10 is relevant for addressing the economic and social inequalities that persist across different regions in Europe and the ways in which EU policies aim to reduce these disparities. 3. SDG 5: Gender Equality The European Union has made significant strides in promoting gender equality, but challenges remain, particularly in areas like gender-based violence, pay equity, and female political representation. Key areas: The role of EU legislation in advancing gender equality (e.g., the EU Gender Equality Strategy). The participation of women in political leadership, economic opportunities, and decision-making in both EU institutions and member states. Addressing gender-based violence in regions like Eastern Europe, where such issues may not always be as openly addressed. SDG 5 focuses on achieving gender equality, a goal that is central to European integration and regional dynamics in Europe, as the region aims to promote empowerment and equal opportunities for all genders. 4. SDG 13: Climate Action Europe has played a significant role in advancing climate action through international agreements (e.g., the Paris Agreement) and its European Green Deal to transition to a carbon-neutral economy by 2050. Key areas: Climate change adaptation and mitigation strategies within the EU, including sustainability in agriculture, energy policies, and green technologies. The impact of EU policies on environmental governance and sustainable development across the region. The role of regional cooperation in tackling cross-border environmental issues like air pollution, water resources, and biodiversity loss. SDG 13 is especially relevant in the context of European regional dynamics, as Europe is actively pursuing ambitious policies to combat climate change and promote a sustainable future. 5. SDG 3: Good Health and Well-being The European Union has played a role in improving healthcare systems across Europe through policies aimed at health equity, pandemic preparedness, and cross-border health cooperation. Key areas: The importance of universal healthcare systems in the EU and their role in ensuring access to quality healthcare for all citizens. The COVID-19 pandemic and its impact on the region, highlighting issues of health system resilience, access to vaccines, and cross-border health cooperation. The role of public health policies in tackling issues like mental health, drug addiction, and non-communicable diseases across Europe. SDG 3 is crucial to European regional dynamics as it underpins efforts to ensure healthy lives and promote well-being for all Europeans. 6. SDG 4: Quality Education Education is a key factor in shaping the future of Europe. The EU places great emphasis on education as a driver for social inclusion, economic development, and cultural exchange across the continent. Key areas: Harmonization of educational standards across EU countries to promote mobility and equal opportunities for students. The impact of higher education and research cooperation across European institutions, which fosters knowledge sharing and innovation. The role of education in promoting social cohesion, particularly in the context of migration and the integration of refugees and minorities. SDG 4 is highly relevant as education is a foundational pillar in the European integration process, contributing to economic growth and social progress across the continent. 7. SDG 8: Decent Work and Economic Growth The EU’s goal of economic growth and promoting decent work is central to its internal dynamics, with efforts to foster employment and job creation across member states, particularly in the wake of economic crises. Key areas: Economic cooperation and the single market within the EU, which facilitates trade and the free movement of people and services. The challenges of youth unemployment, skills development, and creating opportunities for migrants and refugees to integrate into the workforce. Promoting inclusive economic growth, particularly in less-developed EU regions through Cohesion Funds and structural reforms. SDG 8 addresses the importance of fostering decent work and economic growth, a crucial focus for the EU, especially as it navigates economic crises, regional disparities, and global economic trends. 8. SDG 17: Partnerships for the Goals The EU is a key example of a multilateral partnership aimed at achieving common goals, particularly in global diplomacy, trade, development, and climate action. This goal emphasizes the importance of collaboration and cooperation in achieving the SDGs. Key areas: EU external relations and its partnerships with neighboring regions, as well as its influence in global institutions like the United Nations. The role of EU diplomacy in fostering regional stability, including its engagement in Eastern Europe, North Africa, and the Middle East. International development aid and trade partnerships that promote sustainable development goals globally. SDG 17 emphasizes the importance of partnerships for achieving the SDGs, which is central to the EU’s role in both regional and global governance. Conclusion A university course on European Regional Dynamics covers a wide range of topics that align with multiple UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals These SDGs are central to understanding the complex political, economic, and social dynamics of Europe and the European Union, as well as how regional cooperation can contribute to achieving broader global goals such as sustainable development, peace, social inclusion, and climate action. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122003 | Dinamika Kawasan Asia Selatan | Dynamics of the South Asia Region | The Dynamics of the South Asia Region course explores the intricate political, economic, and social landscapes of South Asia, focusing on countries such as India, Pakistan, Bangladesh, Nepal, and Sri Lanka. It examines key historical events, regional conflicts, and cooperative efforts, as well as issues like nationalism, religion, and development. Students analyze the impact of globalization, demographic trends, and environmental challenges on regional dynamics. The course encourages critical thinking about the interconnectedness of South Asian nations and their roles in global affairs, fostering a deeper understanding of the region’s significance in contemporary geopolitics. | 1. SDG 16: Peace, Justice, and Strong Institutions South Asia is a region marked by several longstanding conflicts (e.g., India-Pakistan tensions, Sri Lankan civil war, Kashmir conflict), weak political institutions in some countries, and challenges in governance, law enforcement, and human rights. Key areas: Conflict resolution and peacebuilding efforts in areas of ongoing tension and violence, such as Kashmir and Afghanistan. Strengthening institutions to ensure good governance, accountability, and rule of law, especially in fragile states like Afghanistan, Nepal, and Pakistan. Promoting justice and addressing human rights violations, particularly in conflict zones and with marginalized populations (e.g., Dalits, indigenous communities). SDG 16 is highly relevant to South Asia, as the region faces significant challenges related to peacebuilding, security, and the development of strong, inclusive institutions. 2. SDG 10: Reduced Inequalities South Asia is one of the most economically unequal regions in the world, with vast disparities in wealth, education, and access to resources. SDG 10 addresses inequalities both within and between countries, and South Asia is a key area of focus for addressing economic and social inequalities. Key areas: Income inequality and regional disparities, particularly between urban and rural areas, and among countries (e.g., India vs. Bangladesh). Addressing the marginalization of minority groups, including Dalits, indigenous peoples, ethnic minorities, and migrants. Gender inequality and the challenges faced by women in areas like education, employment, political participation, and access to healthcare. SDG 10 focuses on reducing inequality by promoting inclusive development and addressing systemic barriers to economic and social opportunities for all. 3. SDG 5: Gender Equality Gender inequality remains a major issue in South Asia, with women and girls facing significant barriers in education, employment, political participation, and access to healthcare. Key areas: Violence against women, including domestic violence, honor killings, and gender-based violence in conflict zones. Limited political participation of women and their representation in leadership roles. Access to education and economic opportunities for women, especially in rural areas, and addressing issues such as child marriage and gender-based discrimination. SDG 5 is crucial in South Asia for promoting gender equality and the empowerment of women and girls, addressing the region’s significant challenges in these areas. 4. SDG 13: Climate Action South Asia is one of the most vulnerable regions to the impacts of climate change, including floods, droughts, cyclones, and heatwaves. The region is also heavily reliant on agriculture, making it particularly susceptible to climate-induced disruptions. Key areas: The impact of climate change on agriculture, water resources, and food security, particularly in countries like India, Bangladesh, and Pakistan. Displacement due to environmental changes and the growing issue of climate refugees, especially in low-lying areas like the Sundarbans in Bangladesh and island nations like the Maldives. Regional cooperation on climate adaptation and the implementation of policies like the Paris Agreement to address environmental challenges. SDG 13 is especially relevant for South Asia, where climate change poses existential threats and requires regional cooperation and climate-resilient development strategies. 5. SDG 3: Good Health and Well-being South Asia faces significant health challenges, including high rates of malnutrition, maternal and child mortality, infectious diseases, and non-communicable diseases. Key areas: Access to healthcare and the development of health systems in countries with large populations, including India and Bangladesh. Maternal health, family planning, and child nutrition as critical issues for improving overall well-being, particularly in rural and marginalized communities. The role of public health interventions in combating diseases such as malaria, tuberculosis, and HIV/AIDS, as well as addressing the growing burden of mental health issues. SDG 3 is crucial to the region, where health challenges remain significant despite improvements in some areas. 6. SDG 4: Quality Education Education in South Asia is one of the most significant drivers of social mobility, but many regions continue to face challenges in ensuring universal access to quality education. Key areas: Gender disparity in education, with girls facing barriers to schooling in countries like Afghanistan, Pakistan, and rural parts of India. Youth unemployment and the need for skills training and vocational education to prepare young people for the workforce. Education in conflict zones, including the impact of displacement and refugee status on access to education. SDG 4 is highly relevant as the region needs to invest in quality education for all, particularly girls and marginalized populations, to drive sustainable development. 7. SDG 8: Decent Work and Economic Growth South Asia has made significant strides in economic growth, particularly in India and Bangladesh, but challenges remain in creating decent work for all and addressing youth unemployment. Key areas: Promoting inclusive economic growth, particularly in rural areas, and ensuring that economic opportunities are available to marginalized groups. The role of the informal economy and labor rights in countries where large portions of the population work in unregulated sectors. Developing a more sustainable economy with a focus on job creation in the green economy and renewable energy sectors. SDG 8 is important for promoting economic development and creating decent work opportunities in South Asia, which has a large, youthful, and dynamic labor force. 8. SDG 17: Partnerships for the Goals Regional cooperation and international partnerships are crucial in addressing many of the shared challenges in South Asia, such as climate change, economic inequality, and conflict resolution. Key areas: The role of South Asian regional organizations, such as SAARC (South Asian Association for Regional Cooperation), and the importance of multilateral diplomacy. Cross-border cooperation on issues like water security (e.g., the Indus River Basin), trade, and migration. International development partnerships and the role of foreign aid, global health initiatives, and climate financing in supporting sustainable development in the region. SDG 17 highlights the need for global partnerships and regional cooperation to achieve the SDGs in South Asia, where many of the issues are transnational in nature. Conclusion A university course on the Dynamics of the South Asia Region touches upon a wide array of issues that align with several UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals These SDGs are essential for addressing the challenges faced by South Asia in terms of peace, economic growth, social inclusion, environmental sustainability, and health. By studying the dynamics of the region through these lenses, students gain a deeper understanding of the interconnectedness of global challenges and the importance of **coll |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122103 | Dinamika Kawasan Oseania | Dynamics of the Oceania Region | The Dynamics of the Oceania Region course examines the unique political, economic, and cultural landscapes of the Pacific Islands, including nations like Australia, New Zealand, Papua New Guinea, and various smaller island states. It explores issues such as colonial legacies, environmental challenges, indigenous rights, and regional cooperation. Students analyze the impact of globalization, climate change, and geopolitical interests in the Pacific, as well as the role of regional organizations like the Pacific Islands Forum. The course fosters a deeper understanding of the diverse societies and dynamics within Oceania, highlighting their significance in global affairs. | 1. SDG 13: Climate Action Oceania, especially the Pacific Island nations, is highly vulnerable to the effects of climate change. Rising sea levels, extreme weather events (e.g., cyclones), and changes in weather patterns significantly threaten the region. Key areas: Sea-level rise threatening the livelihoods and territorial integrity of low-lying island nations like Kiribati, Tuvalu, and Marshall Islands. Natural disasters like cyclones, floods, and droughts, which disproportionately affect the region, particularly in Pacific Island nations. The role of climate change adaptation and mitigation strategies, as well as international cooperation to address the impact of climate refugees. SDG 13 is one of the most pressing goals for Oceania, as the region is at the frontline of the global climate crisis, and regional cooperation is essential for climate resilience and disaster management. 2. SDG 16: Peace, Justice, and Strong Institutions Oceania faces various challenges related to peace, conflict resolution, and the development of strong institutions. While most of the region enjoys political stability, some areas still struggle with political instability, corruption, and governance issues. Key areas: Conflict resolution and peacebuilding efforts, particularly in Papua New Guinea and some Pacific Island nations where political tensions and civil unrest have occasionally occurred. The promotion of democracy, human rights, and good governance in small island states and territories. Strengthening institutions in developing nations and ensuring the rule of law, including tackling corruption in countries like Papua New Guinea and Solomon Islands. SDG 16 is essential for promoting peace, justice, and effective governance in the diverse nations of Oceania, fostering strong institutions to address regional challenges. 3. SDG 10: Reduced Inequalities Oceania includes both highly developed nations like Australia and New Zealand and developing countries in the Pacific Islands, creating stark inequalities in economic development, living standards, access to healthcare, and education. Key areas: Addressing economic disparities between developed nations and Pacific Island nations, including income inequality, unemployment, and poverty. Indigenous rights and the challenges faced by Indigenous populations in Australia and New Zealand, including land rights, cultural preservation, and economic empowerment. Social inclusion and reducing discrimination against marginalized groups, such as women, youth, and people with disabilities in the region. SDG 10 focuses on reducing inequalities within and among countries in Oceania, aiming to create a more inclusive and equitable society for all people in the region. 4. SDG 5: Gender Equality Gender inequality is a persistent issue across many parts of Oceania, particularly in Pacific Island nations, where women face barriers to education, employment, healthcare, and political participation. Key areas: The promotion of women’s leadership and political participation, where women are often underrepresented in governance, especially in Pacific Island nations. Addressing gender-based violence and ensuring legal protection for women and girls in both urban and rural areas. Improving education and economic opportunities for women, particularly in rural and remote areas of the Pacific islands. SDG 5 is critical in Oceania for promoting gender equality and empowering women and girls to fully participate in social, economic, and political life. 5. SDG 3: Good Health and Well-being Oceania faces significant health challenges, including high rates of non-communicable diseases (e.g., diabetes, heart disease), infectious diseases, and mental health issues. There are also challenges related to access to healthcare in remote and rural areas, particularly in Pacific Island nations. Key areas: Addressing chronic diseases such as obesity and diabetes, which are prevalent in both Australia and Pacific Islands. Maternal health, child mortality, and universal healthcare access, especially in remote areas of the Pacific. The growing challenge of mental health and substance abuse in the region, especially in countries like Australia, where Indigenous populations face particular health challenges. SDG 3 is central for improving health systems, addressing disease prevention, and ensuring universal access to healthcare in Oceania. 6. SDG 4: Quality Education Education is a key issue in Oceania, where there are significant disparities in access to quality education between urban and rural areas and between developed and developing nations. Key areas: Expanding access to quality education for all, particularly in remote or disadvantaged regions of the Pacific Islands. Improving literacy rates and educational outcomes, especially for girls, Indigenous populations, and marginalized communities. The role of vocational education and training in preparing youth for the job market, particularly in Pacific Island nations with high youth unemployment. SDG 4 is key in the Oceania region for ensuring quality education for all, with a focus on expanding access to educational opportunities for vulnerable and marginalized groups. 7. SDG 8: Decent Work and Economic Growth While Australia and New Zealand have developed economies, many Pacific Island nations face challenges related to poverty, unemployment, and economic instability. There is a significant focus on sustainable development, particularly in sectors like tourism, agriculture, and fisheries. Key areas: Creating economic opportunities and decent work in developing countries like Papua New Guinea and the Pacific Islands through sustainable industries, eco-tourism, and renewable energy. Addressing the challenges of youth unemployment and promoting entrepreneurship in Pacific Island nations. Promoting economic diversification and sustainability in countries like Fiji and Vanuatu, which rely heavily on tourism and natural resource extraction. SDG 8 is vital for promoting economic growth, job creation, and sustainable development in Oceania, focusing on fostering inclusive and decent work opportunities. 8. SDG 17: Partnerships for the Goals Regional and international cooperation is crucial for addressing the challenges facing Oceania, including climate change, disaster management, economic development, and sustainable trade. Key areas: Regional cooperation through organizations like the Pacific Islands Forum and partnerships with Australia, New Zealand, and international organizations. Multilateral diplomacy on global issues like climate change and trade. International aid and development assistance, particularly for Pacific Island nations, to support sustainable development and resilience-building efforts. SDG 17 emphasizes the importance of global partnerships and regional cooperation to achieve the SDGs in Oceania and address shared challenges such as climate change, sustainable development, and disaster resilience. Conclusion A university course on the Dynamics of the Oceania Region would cover a wide array of issues that align with several UN Sustainable Development Goals (SDGs): SDG 13: Climate Action SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122203 | Dinamika Kawasan Asia Timur | Dynamics of the East Asia Region | The Dynamics of the East Asia Region course explores the political, economic, and cultural developments in East Asia, focusing on key countries such as China, Japan, South Korea, and Taiwan. It examines historical events, regional conflicts, and cooperation, along with contemporary issues like trade relations, security challenges, and technological advancements. Students analyze the influence of globalization, cultural exchange, and environmental concerns on the region’s dynamics. The course encourages critical thinking about the interconnections between East Asian nations and their roles in shaping global politics and economics. | 1. SDG 16: Peace, Justice, and Strong Institutions East Asia is marked by significant geopolitical dynamics, including territorial disputes (e.g., South China Sea, Taiwan Strait), ongoing North Korean tensions, and regional security concerns involving China, Japan, and the U.S.. Key areas: Conflict resolution in disputed territories, such as the South China Sea, where multiple countries claim sovereignty. Strengthening regional security through multilateral mechanisms, such as the ASEAN Regional Forum and East Asia Summit. Promoting human rights and governance reforms in countries with ongoing political instability, such as North Korea. The importance of rule of law and democratic institutions in countries like Taiwan and South Korea, and the challenges faced by China in terms of human rights and freedom of speech. SDG 16 is crucial for ensuring peace and stability in a region that faces ongoing geopolitical tensions and conflicts. 2. SDG 10: Reduced Inequalities East Asia is home to both some of the wealthiest and most developed countries (e.g., Japan, South Korea) and some with high levels of poverty and inequality (e.g., China, North Korea). Key areas: Addressing economic inequality between the urban and rural areas in countries like China and South Korea. Reducing social inequalities in countries with large ethnic or minority populations, such as China’s Uighur minority and Tibetans. Fostering social inclusion and economic mobility through targeted policies for marginalized communities in China, North Korea, and Mongolia. SDG 10 emphasizes the need to address the growing gap between rich and poor in East Asia and ensure inclusive development. 3. SDG 5: Gender Equality Gender inequality remains an issue across East Asia, despite rapid economic development in many countries. This includes challenges in education, employment, political participation, and gender-based violence. Key areas: The gender pay gap and gender inequality in the workplace, especially in countries like Japan and South Korea, where traditional gender roles persist. Gender-based violence and discrimination against women in both rural and urban areas, particularly in countries like China and North Korea. Women’s political participation and leadership roles, including efforts to increase women’s representation in national parliaments and other decision-making bodies in South Korea and Taiwan. Addressing issues of human trafficking and sexual exploitation in some parts of East Asia. SDG 5 focuses on addressing gender inequality, improving women’s rights, and empowering women in a region where traditional gender roles can limit opportunities. 4. SDG 13: Climate Action East Asia is a key player in global climate change due to its large carbon footprint, especially from countries like China, which is the world’s largest emitter of greenhouse gases. The region is also highly vulnerable to the effects of climate change, including natural disasters and rising sea levels. Key areas: Climate change mitigation in China, which is heavily dependent on fossil fuels but is also making strides toward renewable energy and carbon neutrality. The impact of climate change on vulnerable nations like Taiwan, South Korea, and the Pacific Islands, particularly regarding typhoons, flooding, and droughts. Sustainable development and eco-friendly technologies in Japan and South Korea, which are leaders in green technology and energy efficiency. Promoting regional cooperation in addressing climate risks and disaster preparedness in Pacific Island nations and Southeast Asia. SDG 13 is particularly relevant as East Asia faces both the challenge of emission reduction and the need for climate resilience in the face of natural disasters and environmental threats. 5. SDG 8: Decent Work and Economic Growth East Asia is one of the world’s most economically dynamic regions, but it faces challenges related to labor rights, youth employment, and sustainable growth. The region also has a significant informal economy. Key areas: Youth employment and addressing high youth unemployment rates in China and Japan. The importance of inclusive economic growth, especially in China’s western provinces and in North Korea, which is more economically isolated. The challenge of creating decent work opportunities while transitioning towards sustainable industries, especially in countries like South Korea and Japan that are leading in innovation but also facing job displacement from automation. Promoting labor rights and combating modern slavery and human trafficking, which is a concern in parts of the region. SDG 8 aligns with East Asia’s focus on achieving economic growth that is both inclusive and sustainable while ensuring decent work for all. 6. SDG 3: Good Health and Well-being East Asia faces both challenges and opportunities in the area of healthcare. Some countries have highly developed health systems (e.g., Japan, South Korea), while others face significant challenges in terms of access to healthcare and public health. Key areas: The high rates of aging populations in Japan and South Korea, which demand reforms in elder care, healthcare systems, and pension policies. The challenge of mental health in China and South Korea, with rising rates of stress, depression, and suicide, especially among young people. The rise of non-communicable diseases (e.g., diabetes, cardiovascular diseases) and the need for better prevention and health education. Access to healthcare and improving public health systems in countries like North Korea, Mongolia, and Southeast Asia, where access to medical services remains limited. SDG 3 is vital to addressing healthcare access, mental health, aging populations, and the prevention of diseases in a rapidly changing East Asia. 7. SDG 4: Quality Education Education is a key driver of economic growth and social development in East Asia, and the region has made significant strides in improving educational access and quality. However, there are still gaps, particularly in rural areas and among marginalized groups. Key areas: Improving education quality and literacy rates in China, North Korea, and Mongolia, particularly in rural or disadvantaged areas. Expanding access to higher education and ensuring lifelong learning opportunities for all, especially in South Korea and Japan, where there is a growing demand for vocational education and skills development. Addressing gender disparities in education in countries like China and North Korea, particularly in remote and rural regions. The role of international collaboration in research and technology education, particularly in Japan and South Korea. SDG 4 is key to ensuring quality education for all in East Asia, addressing gender inequalities, rural access, and skill development in the workforce. 8. SDG 17: Partnerships for the Goals The East Asia region, with its complex web of political, economic, and environmental challenges, requires robust regional cooperation and international partnerships to tackle these issues. Key areas: Regional cooperation through platforms like the ASEAN (Association of Southeast Asian Nations) and APEC (Asia-Pacific Economic Cooperation). Strengthening |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130103 | Perilaku dan Teknik Negosiasi | Negotiation Behavior and Techniques | The Negotiation Behavior and Techniques course focuses on the principles and strategies of effective negotiation in various contexts. Students learn about the psychological and cultural factors that influence negotiation styles and outcomes. The course covers key techniques such as interest-based bargaining, conflict resolution, and communication skills. Through simulations, case studies, and role-playing exercises, students practice and refine their negotiation skills, gaining insights into preparation, tactics, and ethical considerations. By the end of the course, students are equipped to navigate complex negotiations in personal, professional, and international settings. | 1. SDG 16: Peace, Justice, and Strong Institutions Negotiation is central to conflict resolution, peacebuilding, and strengthening institutions. Effective negotiation skills can play a critical role in preventing or resolving conflicts, fostering peaceful relations, and ensuring justice. Key areas: Conflict resolution and the negotiation of peace treaties or peace processes (e.g., resolving political or ethnic conflicts). The development of strong institutions through negotiations in governmental, corporate, or international settings. The role of diplomacy and multilateral negotiations in addressing global issues, such as arms control, human rights, and environmental agreements. SDG 16 is particularly relevant as negotiation techniques can help to address tensions, build alliances, and establish fair and just systems. 2. SDG 10: Reduced Inequalities Negotiation can play a significant role in addressing inequalities—whether related to wealth, resources, or human rights—through the distribution of power, resources, and opportunities. Key areas: Negotiating policies or agreements that promote social inclusion, equal access to opportunities, and the protection of marginalized groups. Advocacy and social justice negotiations aimed at addressing systemic inequalities in society (e.g., gender inequality, economic disparities). Labor negotiations and addressing inequality in working conditions, wages, and social protections. SDG 10 ties into how negotiation techniques can be used to negotiate equitable policies and strategies aimed at reducing economic and social inequalities. 3. SDG 5: Gender Equality Negotiation skills are essential for achieving gender equality in various spheres of life, including education, employment, politics, and personal relationships. Key areas: Gender equality in the workplace: negotiating better conditions, equal pay, and career opportunities for women and marginalized genders. Promoting gender-inclusive policies and advocating for women’s rights through negotiations in governmental, organizational, or community settings. The use of negotiation techniques in addressing gender-based violence, and the advocacy for women’s rights at the international and local levels. SDG 5 emphasizes the role of negotiation in empowering women, creating inclusive policies, and addressing gender discrimination in various contexts. 4. SDG 8: Decent Work and Economic Growth Effective negotiation is key to achieving decent working conditions, fair wages, and job security for workers in both the private and public sectors. Key areas: Labor negotiations between employers and trade unions to ensure fair wages, workplace safety, and employment rights. Corporate negotiations to ensure ethical business practices, sustainable growth, and the protection of workers’ rights, particularly in industries prone to exploitation. Negotiating international trade agreements that promote economic growth while ensuring social and environmental responsibility. SDG 8 is directly related to using negotiation to achieve decent work, fair labor conditions, and sustainable economic growth. 5. SDG 4: Quality Education Negotiation plays a crucial role in education policy, access to education, and educational reform. Key areas: Negotiating educational reforms that enhance access and quality in both developed and developing countries. Educational partnerships between governments, NGOs, and private organizations to improve access to education for marginalized groups. Promoting student advocacy and negotiations on issues such as tuition fees, student rights, and access to resources. SDG 4 ties into how negotiation can help in advocating for quality education and negotiating fair policies to ensure educational equity. 6. SDG 13: Climate Action Climate negotiations are essential for tackling the global environmental crisis. International climate agreements, such as the Paris Agreement, are based on negotiation processes aimed at addressing climate change and reducing greenhouse gas emissions. Key areas: Multilateral negotiations involving countries, corporations, and NGOs to create global agreements on climate change mitigation and adaptation. Sustainable resource management and negotiating agreements on the conservation and protection of the environment. Community-based negotiations on issues like climate adaptation, disaster preparedness, and environmental justice for vulnerable populations. SDG 13 is integral to understanding how negotiation is central to driving global action on climate change and securing a sustainable future. 7. SDG 17: Partnerships for the Goals Negotiation is a key tool in fostering global partnerships and collaboration between governments, international organizations, the private sector, and civil society to achieve the SDGs. Key areas: Public-private partnerships: Negotiating partnerships that facilitate the sharing of resources, knowledge, and expertise to achieve sustainable development. International cooperation in areas such as global health, trade, environmental protection, and peacekeeping. The role of negotiation in building collaborative networks and frameworks to address global challenges, including poverty, inequality, and climate change. SDG 17 emphasizes the importance of effective partnerships and how negotiation techniques are used to foster cooperation and collaboration in achieving the SDGs. 8. SDG 2: Zero Hunger Negotiation techniques are vital in addressing food security issues, especially in regions affected by poverty and famine. Key areas: Negotiating trade agreements that ensure food access for developing nations and prevent food price volatility. Humanitarian negotiations related to food distribution and emergency aid in conflict or disaster-stricken areas. Promoting sustainable agricultural practices and resource-sharing agreements to ensure global food security. SDG 2 is relevant for understanding how negotiation can help create solutions to global hunger and food insecurity. Conclusion A course on Negotiation Behavior and Techniques is likely to cover several UN Sustainable Development Goals (SDGs), especially those related to: SDG 16: Peace, Justice, and Strong Institutions (Conflict resolution, governance) SDG 10: Reduced Inequalities (Addressing economic and social disparities) SDG 5: Gender Equality (Negotiating gender-inclusive policies and opportunities) SDG 8: Decent Work and Economic Growth (Labor rights, fair wages) SDG 4: Quality Education (Educational reform and access) SDG 13: Climate Action (Global climate negotiations) SDG 17: Partnerships for the Goals (Global cooperation for SDGs) SDG 2: Zero Hunger (Negotiations on food security and sustainability) Understanding the role of negotiation in these areas helps students recognize how effective negotiation can contribute to social change, economic development, and global peace. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130203 | Dinamika HAM dalam Hubungan Internasional | Dynamics of Human Rights in International Relations | The Dynamics of Human Rights in International Relations course examines the role of human rights within the context of global politics and international relations. It explores the development of international human rights norms, treaties, and organizations, as well as the challenges in their implementation and enforcement. Students analyze case studies of human rights violations, advocacy movements, and the impact of globalization on human rights practices. The course encourages critical thinking about the intersection of human rights with issues such as conflict, development, and global governance, fostering a deeper understanding of the importance of human rights in shaping international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Human rights and justice are central to SDG 16, which emphasizes the need for peaceful societies, access to justice, and strong institutions. Human rights principles underpin the functioning of international law, humanitarian interventions, and conflict resolution. Key areas: International human rights law and its application in peacebuilding and conflict resolution. The role of international institutions like the United Nations (UN), International Criminal Court (ICC), and regional bodies in promoting human rights and justice. The importance of accountability and transparency in addressing human rights violations (e.g., through international courts or truth commissions). Promoting strong democratic institutions that respect human rights and rule of law. SDG 16 directly links to the course’s examination of how human rights mechanisms contribute to creating peaceful, just, and stable societies through institutional frameworks. 2. SDG 10: Reduced Inequalities Human rights are fundamentally about ensuring equality and non-discrimination for all individuals, regardless of their race, ethnicity, gender, religion, or social status. This aligns closely with SDG 10, which focuses on reducing inequalities in all their forms. Key areas: Addressing discrimination and marginalization in both domestic and international contexts (e.g., racial and gender-based discrimination). Promoting inclusive policies and social justice to bridge the gap between rich and poor and between majority and minority groups. Advocacy for economic, political, and social rights of marginalized populations, such as refugees, indigenous communities, and minority ethnic groups. SDG 10 is key to ensuring that human rights are central to reducing social and economic inequality, ensuring that no one is left behind. 3. SDG 5: Gender Equality The human rights framework is a powerful tool for advancing gender equality globally. SDG 5 focuses on achieving gender equality and empowering all women and girls, which is intrinsically tied to the protection of women’s rights and gender equality. Key areas: Combatting gender-based violence (GBV), including domestic violence, sexual exploitation, and trafficking. Promoting equal access to education, economic opportunities, and political participation for women and girls. Advocating for legal reforms that protect women’s rights and gender equality in international law, including instruments like the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). Addressing gender inequality in conflict zones, focusing on the human rights of women in war-torn societies. SDG 5 emphasizes the role of human rights law in combating gender inequality and ensuring equal rights for women and girls in the international context. 4. SDG 3: Good Health and Well-being Human rights are critical in ensuring access to healthcare and addressing health disparities between different regions and populations. This aligns with SDG 3, which focuses on good health and well-being for all. Key areas: The right to health as enshrined in international human rights treaties, such as the International Covenant on Economic, Social and Cultural Rights (ICESCR). Addressing health inequities through policies that guarantee universal health coverage and access to medicines, especially for vulnerable populations. Sexual and reproductive rights and healthcare access for women, including maternal health and family planning. Advocacy for mental health rights and healthcare access for marginalized groups, including refugees, displaced persons, and people with disabilities. SDG 3 highlights how human rights can drive global health efforts to ensure equitable healthcare access for all individuals. 5. SDG 4: Quality Education Education is a fundamental human right and is essential for empowering individuals and communities. SDG 4 promotes inclusive, equitable quality education and lifelong learning opportunities for all. Key areas: The right to education as outlined in the Universal Declaration of Human Rights (UDHR) and the Convention on the Rights of the Child (CRC). Advocacy for free and compulsory education for all children, especially in regions with high levels of illiteracy and discrimination. Ensuring equal access to education for girls, ethnic minorities, and marginalized groups globally, addressing barriers such as poverty, child labor, and gender norms. SDG 4 directly links to human rights by ensuring educational opportunities for all, regardless of socioeconomic status or gender. 6. SDG 8: Decent Work and Economic Growth The protection of labor rights and economic rights is an essential part of human rights. SDG 8 emphasizes promoting decent work, economic growth, and employment opportunities for all. Key areas: Advocating for the right to work in safe and decent conditions, with fair wages and protection from exploitation, including child labor, forced labor, and discrimination. Promoting the right to unionize, negotiate wages, and engage in collective bargaining. Ensuring fair treatment and employment opportunities for marginalized populations, such as refugees, migrants, and minority groups. SDG 8 aligns with human rights in promoting decent work and ensuring that labor rights are respected in international agreements and national labor laws. 7. SDG 1: No Poverty Human rights are central to addressing poverty and ensuring that people have access to basic needs such as food, water, shelter, and social services. Key areas: Economic and social rights, such as the right to food, housing, and social security, are essential for eradicating poverty. Advocacy for poverty alleviation policies and social protections that uphold the human rights of the poor and disadvantaged. Ensuring access to essential services like education and healthcare for marginalized groups, particularly in developing regions. SDG 1 ties into human rights by ensuring that all individuals, regardless of background, can meet their basic needs and live a life of dignity. 8. SDG 17: Partnerships for the Goals Achieving human rights goals often requires global cooperation and partnerships between governments, international organizations, NGOs, and civil society. Key areas: The importance of international treaties and agreements that promote human rights and the rule of law (e.g., International Bill of Human Rights). Building global partnerships to tackle transnational human rights issues, such as human trafficking, refugee rights, and climate justice. The role of multilateral diplomacy and global governance mechanisms in addressing human rights challenges and supporting accountability. SDG 17 emphasizes the importance of global cooperation and partnerships in advancing the human rights agenda and achieving the broader SDGs. Conclusion A course on Dynamics of Human Rights in International Relations would most closely align with the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 1: No Poverty SDG 17: Partnerships for the Goals Human rights are fundamental to advancing these SDGs, and a course on human rights in the |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121003 | Teori dan Praktek Diplomasi | Diplomacy Theory and Practice | The Diplomacy Theory and Practice course explores the fundamental concepts, theories, and practices of diplomacy in the international arena. It examines the roles of diplomats, statecraft, and negotiation in managing relations between countries. Students analyze historical and contemporary diplomatic strategies, including bilateral and multilateral diplomacy, public diplomacy, and soft power. Through case studies and simulations, the course emphasizes the skills required for effective diplomatic engagement, such as communication, negotiation, and cultural awareness. By the end of the course, students gain a comprehensive understanding of how diplomacy shapes global affairs and fosters international cooperation. | 1. SDG 16: Peace, Justice, and Strong Institutions Diplomacy plays a central role in promoting peace and ensuring international security, particularly in conflict resolution, peacebuilding, and the strengthening of international institutions. Key areas: Conflict resolution: Diplomacy is essential for managing and resolving international disputes, preventing conflicts, and fostering peace through negotiations and treaties. Multilateral diplomacy: Strengthening international institutions like the United Nations (UN), World Trade Organization (WTO), and regional bodies to promote global governance, peacekeeping, and justice. Promotion of rule of law and human rights: Diplomatic efforts to uphold international law, human rights conventions, and accountability mechanisms (e.g., International Criminal Court (ICC)). The role of diplomacy in ensuring democratic governance and institutional stability within states and across borders. SDG 16 is highly relevant because diplomacy directly addresses the challenges of promoting peace, justice, and strengthening international institutions to resolve global issues. 2. SDG 17: Partnerships for the Goals Diplomacy is a key mechanism for building global partnerships and fostering international cooperation to achieve the Sustainable Development Goals (SDGs). Key areas: International collaboration: Diplomatic negotiations are essential for building partnerships between countries, the private sector, NGOs, and civil society to achieve common goals, such as climate change, poverty reduction, and global health. Trade agreements, climate accords, and development cooperation often involve complex diplomatic negotiations to address global challenges. The course would highlight the importance of diplomatic dialogues and international summits (e.g., Paris Climate Agreement, UN Sustainable Development Summit). SDG 17 emphasizes the importance of partnerships in diplomacy, as achieving the SDGs requires strong, sustained international collaboration and cooperation. 3. SDG 1: No Poverty Diplomacy is crucial for the formulation of global strategies to combat poverty through international aid, development assistance, and trade agreements. Key areas: International development diplomacy: Diplomatic negotiations often focus on foreign aid, debt relief, and economic assistance to address poverty in developing countries. Engaging in trade negotiations that promote economic growth and support the economies of low-income nations. Promoting financial inclusion and ensuring that global economic policies prioritize the needs of developing countries. SDG 1 connects to diplomacy by focusing on how states collaborate through diplomatic channels to address poverty at the international level. 4. SDG 10: Reduced Inequalities Diplomacy is often used as a tool to address inequalities between states and within societies, especially concerning economic disparities, human rights, and access to resources. Key areas: Trade diplomacy: Negotiating trade agreements that promote fair economic exchanges and reduce disparities between rich and poor nations. International human rights diplomacy: Efforts by diplomats to address human rights violations and advocate for social inclusion, including the rights of marginalized groups. Promoting global social justice and equitable development policies to address income inequality and access to opportunities. SDG 10 ties into diplomacy as it seeks to foster international cooperation that ensures more equitable opportunities, both globally and within countries. 5. SDG 5: Gender Equality Diplomacy plays a significant role in advancing gender equality globally through the international protection of women’s rights and gender-responsive policies. Key areas: Diplomatic efforts to address gender-based violence, discrimination, and gender inequality in national and international policy frameworks. Advocating for women’s empowerment in international organizations and ensuring gender equality in diplomatic processes, such as peace negotiations or development agendas. The role of UN Women and other diplomatic initiatives in advocating for gender-sensitive diplomacy. SDG 5 is strongly linked to diplomacy, especially in promoting gender equality and advocating for women’s rights within the global diplomatic framework. 6. SDG 13: Climate Action Diplomacy is key to achieving global agreements on climate change and ensuring collective action to address climate impacts. Key areas: International climate diplomacy: Diplomatic negotiations at conferences like the UN Climate Change Conference (COP), which aim to reach global consensus on climate policies. Carbon reduction agreements, environmental treaties, and green development strategies that require diplomatic negotiation between countries, the private sector, and civil society. Diplomacy in addressing climate migration, sustainable development, and resource management. SDG 13 is closely connected to diplomacy through its emphasis on global cooperation and policy-making to mitigate climate change and address environmental challenges. 7. SDG 3: Good Health and Well-being Diplomacy is essential in addressing global health issues, particularly during health crises like pandemics, and promoting universal health coverage and health equity. Key areas: Diplomacy in negotiating international health agreements, such as the Global Health Security Agenda or World Health Organization (WHO) frameworks. Global health diplomacy: Coordinating cross-border efforts to address infectious diseases, vaccine distribution, and public health responses to global health threats. Negotiating access to medicines, vaccines, and healthcare services for vulnerable populations in different parts of the world. SDG 3 is linked to diplomacy in promoting health cooperation, particularly on issues like disease prevention and ensuring access to healthcare across nations. 8. SDG 4: Quality Education Diplomacy plays a role in promoting global education and international collaboration to achieve universal access to education. Key areas: Educational diplomacy: Diplomatic negotiations can help improve education policies worldwide, focusing on equal access to primary, secondary, and higher education. Advocating for international educational partnerships and improving education systems in developing countries through development aid and cross-border educational programs. The role of UNESCO and other international bodies in coordinating global educational efforts. SDG 4 aligns with diplomacy through its emphasis on international agreements that promote quality education for all, especially in developing regions. Conclusion A course on Diplomacy Theory and Practice is relevant to several UN Sustainable Development Goals (SDGs), particularly those focused on peace, justice, international cooperation, and global well-being. The key SDGs covered would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education Diplomacy is a tool for promoting global cooperation, resolving conflicts, advocating for human rights, and working towards a sustainable future, all of which are essential to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121103 | Dinamika Kawasan Asia Tenggara | Dynamics of the Southeast Asia Region | The Dynamics of the Southeast Asia Region course explores the political, economic, and cultural complexities of Southeast Asia, encompassing countries such as Indonesia, Malaysia, Thailand, Vietnam, and the Philippines. It examines historical legacies, regional conflicts, and cooperative efforts within frameworks like ASEAN. Students analyze contemporary issues, including economic development, environmental challenges, migration, and security concerns. The course encourages critical thinking about the diverse cultures and political systems in the region and their interactions with global dynamics, fostering a deeper understanding of Southeast Asia’s significance in international relations and regional stability. | 1. SDG 16: Peace, Justice, and Strong Institutions Southeast Asia has faced significant challenges related to conflict, security, and regional tensions, including disputes over territory, religious and ethnic issues, and governance. The region’s efforts toward regional cooperation through organizations like ASEAN are crucial for promoting peace, stability, and justice. Key areas: Diplomatic efforts to resolve territorial disputes (e.g., in the South China Sea). The role of ASEAN in conflict mediation and peacebuilding in the region. Promoting democratic governance and human rights within Southeast Asian nations. SDG 16 would be directly relevant to the course as it highlights the importance of strong institutions and peaceful resolution of conflicts within the region. 2. SDG 17: Partnerships for the Goals Regional cooperation in Southeast Asia is essential for achieving sustainable development. The course would address the partnerships between Southeast Asian countries, regional organizations like ASEAN, and global bodies such as the United Nations and World Trade Organization. Key areas: ASEAN’s role in fostering cooperation on trade, security, and economic development. Multilateral agreements on issues such as climate change, poverty reduction, human rights, and economic integration. How Southeast Asia engages with global SDG frameworks to address shared challenges. SDG 17 is directly related to regional collaboration, a key theme in this course, as Southeast Asian nations work together to address common challenges. 3. SDG 1: No Poverty Southeast Asia is home to both rapidly developing economies and significant poverty. Poverty alleviation is a critical issue in the region, and the course would likely cover the progress made by countries such as Vietnam, Thailand, and Indonesia in addressing poverty and inequality. Key areas: Economic development strategies aimed at reducing poverty. The role of foreign aid, development assistance, and trade in poverty reduction. Issues related to inequality and how they are addressed regionally. SDG 1 is highly relevant as poverty reduction remains a major challenge in parts of Southeast Asia, and the course would explore both successes and ongoing struggles in this area. 4. SDG 10: Reduced Inequalities Southeast Asia has significant disparities between and within countries in terms of economic development, access to education, and healthcare. Addressing these inequalities, both at the regional and national levels, would be a key part of the course. Key areas: The impact of economic integration through ASEAN and trade liberalization on reducing inequality. Efforts to promote social inclusion and ensure equitable access to resources for marginalized groups. Addressing income inequality and regional imbalances, especially between urban and rural areas. SDG 10 ties directly to the course’s examination of regional inequalities, particularly regarding economic and social disparities within and between Southeast Asian countries. 5. SDG 5: Gender Equality Gender equality remains a critical issue in Southeast Asia, where traditional cultural norms often place women at a disadvantage in terms of education, economic participation, and political power. Key areas: The role of gender-responsive diplomacy in promoting women’s rights and gender equality in Southeast Asia. Efforts by regional organizations like ASEAN to address gender-based violence and discrimination. The impact of female empowerment on economic development and social well-being. SDG 5 would be a key focus, particularly when examining gender disparities and efforts to empower women in the Southeast Asia region. 6. SDG 13: Climate Action Southeast Asia is one of the most vulnerable regions to the effects of climate change, with rising sea levels, extreme weather events, and environmental degradation affecting millions of people. This region is crucial to global climate action efforts. Key areas: Southeast Asia’s role in climate negotiations, such as the Paris Agreement, and the region’s commitment to carbon reduction. Addressing disaster resilience and sustainable development through regional cooperation on climate change mitigation and adaptation strategies. The impact of environmental degradation, including deforestation, air pollution, and water scarcity, and how countries in Southeast Asia are responding. SDG 13 is directly relevant to the course, particularly as Southeast Asia grapples with climate change and seeks sustainable solutions for both the environment and the economy. 7. SDG 8: Decent Work and Economic Growth Economic growth in Southeast Asia has been a major success story in recent decades, with several countries experiencing rapid industrialization and development. However, decent work remains a challenge in some areas, especially in the informal economy and labor rights. Key areas: The impact of regional economic integration on job creation and labor standards. Efforts to foster sustainable economic growth in sectors like manufacturing, tourism, and agriculture. The role of ASEAN in shaping economic policies that promote decent work and inclusive growth. SDG 8 is relevant to the course, focusing on the region’s economic development, the promotion of decent jobs, and tackling issues such as employment inequality and labor exploitation. 8. SDG 3: Good Health and Well-being Health is a critical issue in Southeast Asia, particularly in the context of infectious diseases, healthcare access, and non-communicable diseases. The region has made significant strides in improving public health but continues to face challenges. Key areas: Health diplomacy and the role of regional organizations like ASEAN in addressing public health issues. The challenge of health disparities between countries, as well as the role of international cooperation in tackling issues like HIV/AIDS, malaria, and maternal health. Efforts to improve health systems and increase access to quality healthcare. SDG 3 is highly relevant, as health is a key area of concern in Southeast Asia, with growing concerns over disease outbreaks and the need for regional health collaboration. 9. SDG 4: Quality Education Education is central to addressing many of Southeast Asia’s challenges, including poverty, inequality, and economic development. There are significant disparities in education access and quality between urban and rural areas. Key areas: The role of regional cooperation in improving education systems, particularly through initiatives by ASEAN and other regional organizations. The challenges and opportunities of improving educational quality, access, and gender equality in education. Efforts to address the skills gap in STEM education, vocational training, and higher education across the region. SDG 4 would be relevant as the course explores how education systems in Southeast Asia are evolving and the role of regional policies in improving educational access and quality. Conclusion A university course on Dynamics of the Southeast Asia Region would cover a broad range of UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 3: Good Health and Well-being SDG 4: Quality Education The course would explore how regional dynamics, cooperation, and diplomacy shape efforts to address |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121203 | Organisasi dan Kerjasama Internasional | International Organizations and Cooperation | The International Organizations and Cooperation course examines the role and function of international organizations in facilitating cooperation among states and addressing global challenges. It covers the historical development, structures, and processes of key organizations such as the United Nations, World Trade Organization, and regional bodies like the European Union and African Union. Students analyze issues such as peacekeeping, humanitarian aid, development, and international law, exploring how these organizations promote collaboration and conflict resolution. The course encourages critical thinking about the effectiveness and limitations of international organizations in fostering global governance and addressing complex global issues. | 1. SDG 16: Peace, Justice, and Strong Institutions This SDG is central to the role of international organizations in conflict resolution, peacekeeping, justice, and the strengthening of global governance. Key areas: The role of organizations like the UN in maintaining international peace and security through peacekeeping missions, conflict mediation, and peacebuilding. Promoting human rights, rule of law, and good governance within and between countries. International efforts to address disputes, war crimes, and violence through legal mechanisms (e.g., International Criminal Court (ICC)). Strengthening institutions such as the UN Security Council and International Court of Justice in resolving international disputes and fostering global peace. SDG 16 directly ties to the core focus of international organizations, as these bodies work to maintain peace, establish justice, and promote strong institutions globally. 2. SDG 17: Partnerships for the Goals International cooperation through multilateral agreements and partnerships is fundamental to achieving the SDGs, and international organizations play a key role in facilitating such collaborations. Key areas: Multilateral diplomacy to build global partnerships for sustainable development, addressing climate change, health issues, and poverty reduction. The role of organizations like the UN in fostering international agreements (e.g., Paris Climate Agreement, 2030 Agenda for Sustainable Development). Promoting inclusive partnerships between governments, civil society, the private sector, and international organizations to implement the SDGs. Mobilizing financial resources, technical expertise, and political will to support SDG implementation globally. SDG 17 is at the heart of the course, as international organizations are essential to partnership building, facilitating collaborative actions among different actors, and ensuring progress on the SDGs. 3. SDG 1: No Poverty International organizations, particularly the World Bank, UNDP, and WTO, play critical roles in poverty reduction by promoting economic development, aid distribution, and social protection systems. Key areas: Providing financial assistance, technical support, and policy advice to low-income countries. Supporting poverty alleviation programs through international frameworks and collaborations (e.g., Millennium Development Goals (MDGs), SDGs). Working with national governments to create sustainable economic policies and inclusive growth models that address poverty and inequality. SDG 1 is a significant focus, as international organizations contribute to global efforts in tackling poverty through development programs and economic cooperation. 4. SDG 10: Reduced Inequalities International organizations work to reduce inequalities both within and between countries, focusing on issues such as global trade, financial inequality, and access to resources. Key areas: Promoting equitable trade agreements through the World Trade Organization (WTO) to ensure fair trade practices. Advocating for inclusive economic development, access to healthcare, and education in developing countries. Addressing marginalized populations, including efforts by UNICEF, UNHCR, and other organizations to protect the rights of refugees, women, children, and other vulnerable groups. Reducing income inequality through international economic reforms and financial inclusion. SDG 10 is addressed through international organizations’ work on reducing social and economic disparities both at the global and regional levels. 5. SDG 3: Good Health and Well-being The World Health Organization (WHO), along with regional health organizations, plays a central role in improving global health, especially in addressing pandemics, disease outbreaks, and promoting universal health coverage. Key areas: Global health governance: Coordinating international responses to health crises like COVID-19 and HIV/AIDS. Advocating for universal health coverage and promoting access to healthcare for vulnerable populations. Supporting health systems strengthening and addressing health disparities globally. SDG 3 is closely linked to the work of international organizations in health diplomacy, improving global health systems, and responding to health emergencies. 6. SDG 13: Climate Action International organizations are central to addressing climate change and supporting sustainable environmental policies at the global level. The United Nations Framework Convention on Climate Change (UNFCCC) and other bodies like the World Bank and IPCC are key players. Key areas: Facilitating international climate agreements like the Paris Agreement and ensuring that countries meet their climate goals. Providing technical support, funding, and capacity building to help developing countries adapt to and mitigate climate change. Promoting environmental sustainability through multilateral cooperation and addressing issues such as deforestation, water scarcity, and pollution. SDG 13 is directly relevant to the course, as international organizations lead efforts to combat climate change and promote sustainability through global cooperation. 7. SDG 5: Gender Equality International organizations like the UN Women, UNDP, and World Bank work to promote gender equality and the empowerment of women and girls worldwide. Key areas: Advocating for women’s rights and gender equality in international law, policy, and development programs. Addressing gender-based violence, discrimination, and promoting women’s economic empowerment globally. Supporting gender-responsive policies in education, health, and employment through multilateral collaboration. SDG 5 is relevant, as international organizations play a critical role in advancing gender equality through both policy advocacy and grassroots interventions. 8. SDG 4: Quality Education Organizations like the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank are crucial in advancing global education and improving access to quality education in underdeveloped and developing countries. Key areas: Supporting education systems in developing countries, especially for marginalized groups like girls and minorities. Promoting lifelong learning opportunities and skills development for global competitiveness. Advancing inclusive education policies and the SDG 4 agenda through international funding and technical assistance. SDG 4 ties directly to the work of international organizations in promoting access to quality education and advancing global education standards. 9. SDG 8: Decent Work and Economic Growth The role of international organizations in promoting decent work and sustainable economic growth is significant. The International Labour Organization (ILO), for instance, sets global labor standards. Key areas: Promoting fair trade, job creation, and decent work conditions through international labor agreements. Supporting economic development and job creation in developing countries via multilateral funding and collaboration. Ensuring economic growth is inclusive, sustainable, and benefits all segments of society. SDG 8 is closely related to international organizations’ work on job creation, economic development, and ensuring that economic growth is equitable. Conclusion A university course on International Organizations and Cooperation would directly address several UN Sustainable Development Goals (SDGs), particularly those related to global governance, peace, sustainable development, and international cooperation. The key SDGs covered in such a course would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 5: Gender Equality SDG 4: Quality Education SDG 8: Decent Work and Economic Growth The course would focus on how |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121303 | Studi Kebijakan dan Diplomasi Maritim | Maritime Policy and Diplomacy Studies | The Maritime Policy and Diplomacy Studies course explores the political, economic, and environmental aspects of maritime affairs and their significance in international relations. It examines key issues such as maritime security, trade routes, territorial disputes, and resource management in oceanic regions. Students analyze the role of international law, treaties, and organizations in governing maritime activities, as well as the impact of globalization on oceanic policies. Through case studies and policy simulations, the course emphasizes the importance of diplomacy in resolving maritime conflicts and promoting sustainable practices, preparing students for careers in maritime governance and international diplomacy. | 1. **Life Below Water (SDG 14)**: This goal focuses on the conservation and sustainable use of oceans, seas, and marine resources. The course likely addresses marine governance, conservation practices, and sustainable fisheries. 2. **Climate Action (SDG 13)**: Maritime policy often involves strategies for mitigating climate change impacts on coastal and marine environments, as well as adapting maritime practices to be more sustainable. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: The course can explore the role of maritime industries in innovation, sustainable shipping practices, and the development of infrastructure that supports sustainable maritime activities. 4. **Sustainable Cities and Communities (SDG 11)**: Understanding maritime policies is crucial for coastal city planning, urban development, and managing resources sustainably in coastal areas. 5. **Partnerships for the Goals (SDG 17)**: Maritime diplomacy often involves international collaboration and partnerships among nations, organizations, and stakeholders to address shared maritime challenges. By incorporating these SDGs, the course can highlight the interconnectedness of maritime issues with global sustainability efforts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121403 | Studi Keamanan dan Kajian Strategis | Security Studies and Strategic Studies | The Security Studies and Strategic Studies course examines the concepts and practices related to national and international security. It explores the theoretical frameworks of security, including traditional and non-traditional security threats such as military conflict, terrorism, cyber threats, and environmental challenges. Students analyze the strategies employed by states and non-state actors to address these issues, including defense policies, intelligence operations, and international cooperation. The course encourages critical thinking about the complexities of security in a globalized world and prepares students for careers in policy analysis, international relations, and defense studies. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is central to the study of security and strategy, as it emphasizes the role of strong institutions, rule of law, peacekeeping, human rights, and conflict resolution. Key areas: Conflict prevention: International efforts to prevent conflicts, such as diplomacy, peace agreements, and early warning systems. Post-conflict reconstruction: How strategies for rebuilding nations after war are developed, focusing on peacebuilding, justice, and the restoration of governance. Peacekeeping operations: The role of the United Nations and other organizations in deploying peacekeeping forces in conflict zones. Human security: Addressing non-traditional security threats, such as human rights abuses, human trafficking, pandemics, and environmental threats that undermine global peace and security. SDG 16 would be covered extensively in the course, especially in relation to security governance, international diplomacy, and efforts to build strong institutions in conflict-prone regions. 2. SDG 1: No Poverty SDG 1, “No Poverty,” is linked to security studies in terms of how economic instability, poverty, and inequality can lead to conflict and violence, and how strategic approaches can help alleviate these drivers of insecurity. Key areas: The role of economic development and poverty reduction in promoting national and international security by addressing root causes of conflict. The importance of inclusive economic growth in post-conflict regions to ensure long-term stability. Security and development nexus: How security policies intersect with development goals, and how lack of economic opportunities can foster social unrest. SDG 1 is relevant to the course’s exploration of the relationship between poverty, social inequality, and security, and how strategic studies can address these concerns. 3. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” focuses on reducing inequality within and among countries, a key theme in both security studies and strategic studies. Inequality, whether economic, political, or social, often exacerbates security challenges. Key areas: Addressing inequality in military capacity and security infrastructure between developed and developing countries. The role of international strategic cooperation in fostering security and addressing economic disparities that could lead to instability. Strategies for promoting inclusive governance and security policies that reduce marginalization of vulnerable populations (e.g., minorities, refugees, or displaced persons). SDG 10 is linked to how inequality can impact national security and the global security environment, with strategic responses needed to address these disparities. 4. SDG 13: Climate Action SDG 13, “Climate Action,” addresses how climate change is increasingly seen as a threat multiplier for security, affecting natural resources, migration patterns, and conflict dynamics. Key areas: Climate-induced conflict: Examining how competition for resources like water, arable land, and fishing grounds due to climate change can lead to political instability and violent conflict. The role of military forces and international cooperation in responding to climate-related disasters and their impacts on security. Strategic policy planning to address climate change as a global security threat, particularly in relation to migration, resource scarcity, and environmental refugees. SDG 13 is highly relevant, as climate action intersects with security policy in strategic assessments of how environmental stressors affect the stability of regions and nations. 5. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” addresses food security, which is often a key issue in security studies. The relationship between hunger, famine, and conflict is a central theme in strategic and security policy discussions. Key areas: The role of food security in maintaining social stability and preventing conflict—food scarcity can lead to civil unrest or violent extremism. Strategic approaches to addressing food insecurity in conflict zones and how international organizations and states cooperate to provide humanitarian aid during crises. The role of military and peacekeeping missions in addressing food distribution challenges in post-conflict situations. SDG 2 is relevant to security studies, especially in regions affected by famine or food insecurity, where strategic policies are critical for preventing conflicts and ensuring human security. 6. SDG 5: Gender Equality SDG 5, “Gender Equality,” explores the role of gender in security and strategic studies, focusing on how gender inequality affects both conflict dynamics and the post-conflict rebuilding process. Key areas: The importance of gender-sensitive security policies in addressing issues such as gender-based violence, displacement, and human trafficking in conflict zones. Women in peace processes: Promoting women’s participation in peacebuilding and conflict resolution to create more sustainable and inclusive security environments. Addressing the gendered impacts of conflict, where women and girls often bear the brunt of violence and displacement. SDG 5 is relevant as the course would look at the gender dimensions of security and strategic decision-making, particularly in conflict and post-conflict settings. 7. SDG 4: Quality Education SDG 4, “Quality Education,” is important in security studies, particularly in how education can contribute to peacebuilding and conflict prevention. Key areas: The role of education in reducing the drivers of radicalization and violence by promoting critical thinking, tolerance, and peace. The need for rebuilding educational systems in post-conflict societies to help prevent the resurgence of violence and to foster social cohesion. Strategic education policies in conflict zones to ensure that youth are not vulnerable to extremist ideologies. SDG 4 ties into security studies through the concept of education for peace, especially as it relates to reconciliation and conflict prevention in fragile and post-conflict societies. 8. SDG 11: Sustainable Cities and Communities SDG 11, “Sustainable Cities and Communities,” links directly to urban security and strategic governance, especially in conflict and post-conflict zones. Key areas: The need for sustainable urban planning in conflict-prone areas to create resilient communities and ensure security in urban centers. Strategies to address the challenges of urbanization and migration, particularly in post-conflict societies and refugee camps. International cooperation in addressing urban poverty, housing crises, and the social impacts of conflict. SDG 11 is relevant to the course, particularly when discussing the strategic challenges of urban security, migration, and post-conflict rebuilding. Conclusion A university course on Security Studies and Strategic Studies would primarily focus on the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (International peacekeeping, conflict resolution, rule of law) SDG 1: No Poverty (The economic roots of conflict and security) SDG 10: Reduced Inequalities (Inequality and its impact on national and global security) SDG 13: Climate Action (Climate change as a security threat) SDG 2: Zero Hunger (Food security and conflict) SDG 5: Gender Equality (The role of gender in security and conflict) SDG 4: Quality Education ( |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121503 | Dinamika Kawasan Amerika Latin | Dynamics of the Latin American Region | The Dynamics of the Latin American Region course examines the political, economic, and social developments within Latin America, focusing on key countries such as Brazil, Mexico, Argentina, and Chile. It explores historical contexts, including colonial legacies and social movements, as well as contemporary issues like governance, economic inequality, and regional integration. Students analyze the impact of globalization, environmental challenges, and U.S.-Latin American relations. The course fosters a critical understanding of the diverse cultures and political systems in Latin America and their significance in global affairs, preparing students for careers in international relations, development, and policy analysis. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, which are crucial for Latin America, a region with a history of authoritarian regimes, civil wars, and social unrest. Key areas: The role of democracy and rule of law in fostering political stability. Human rights protection and addressing historical injustices, including the legacy of military dictatorships. The challenges of strengthening democratic institutions and combating corruption. Efforts to build peace in post-conflict areas, such as Colombia, and ensuring justice for victims of violence and repression. SDG 16 would be a central focus of the course, particularly regarding governance and institutional reforms aimed at building sustainable peace and justice in the region. 2. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” addresses the economic and social inequalities that are prevalent in Latin America, a region characterized by some of the highest levels of income inequality in the world. Key areas: Social inequality: Disparities in wealth, education, healthcare, and political power, often along racial, ethnic, and gender lines. Rural vs urban inequality: Differences in access to services and economic opportunities between urban centers and rural areas. The role of social movements and political reform in addressing these disparities and advocating for equitable economic growth. SDG 10 would be covered in-depth in the course, particularly in relation to the region’s efforts to reduce poverty, exclusion, and discrimination through policy reform and social justice. 3. SDG 13: Climate Action SDG 13, “Climate Action,” is crucial for Latin America, where climate change has a profound impact on agriculture, water resources, biodiversity, and disaster preparedness. Key areas: The region’s vulnerability to climate change: Impacts such as hurricanes, flooding, droughts, and wildfires, especially in countries like Mexico, Brazil, and Central America. Environmental degradation: Issues such as deforestation in the Amazon, soil erosion, and the loss of biodiversity. Sustainable development strategies that balance economic growth with environmental protection, particularly in the context of natural resource management and green technologies. The role of Latin American countries in global climate negotiations and their participation in the Paris Agreement. SDG 13 would be explored in relation to Latin America’s climate resilience strategies, sustainable development practices, and the management of natural resources. 4. SDG 8: Decent Work and Economic Growth SDG 8, “Decent Work and Economic Growth,” is directly relevant to the course, as Latin America faces significant challenges in achieving inclusive growth and reducing unemployment and informal labor. Key areas: The region’s reliance on natural resource extraction (e.g., oil, minerals, agriculture) and the need for economic diversification. Labor rights and improving working conditions across industries, including formal and informal sectors. The role of trade agreements and regional integration (e.g., Mercosur, Pacific Alliance) in boosting economic development. Addressing youth unemployment, gender disparities, and providing access to quality jobs for marginalized groups. SDG 8 would be central to discussions about economic growth, job creation, and inclusive development in Latin America. 5. SDG 1: No Poverty SDG 1, “No Poverty,” is a major focus, given that large segments of the Latin American population still live in poverty, particularly in rural areas and among indigenous and marginalized communities. Key areas: Poverty reduction strategies: Exploring policies to address economic inequality, improve social safety nets, and reduce hunger. The importance of education, healthcare, and social welfare programs in lifting people out of poverty. Rural development: Programs aimed at improving living conditions in rural areas, including access to basic services and sustainable agriculture. SDG 1 would be covered in discussions of poverty alleviation, social inclusion, and sustainable livelihoods in Latin America. 6. SDG 4: Quality Education SDG 4, “Quality Education,” is an essential component in improving social mobility and economic development in Latin America. Key areas: The education gap: Addressing disparities in access to quality education between urban and rural areas, as well as marginalized groups. Education for all: Ensuring that indigenous communities, girls, and minorities have access to inclusive education. The role of education in breaking the cycle of poverty and promoting social equity and peace. SDG 4 is highly relevant to addressing educational inequality and improving access to higher education in the region. 7. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” is important for Latin America, where food insecurity and malnutrition remain significant challenges, particularly in rural and indigenous communities. Key areas: The need for sustainable agricultural practices to ensure food security and sustainable farming in a changing climate. Access to nutrition: Ensuring equitable access to food and health services for vulnerable populations. Addressing food waste and promoting local food systems that empower smallholder farmers and improve regional food security. SDG 2 would be relevant in discussions of agricultural reform, food security, and nutrition in the region. 8. SDG 5: Gender Equality SDG 5, “Gender Equality,” addresses the gender disparities in political representation, economic opportunities, education, and violence against women in Latin America. Key areas: Women’s political participation: Encouraging gender parity in political offices and leadership roles. Combating gender-based violence, including domestic violence, femicides, and sexual harassment. Promoting women’s economic empowerment through access to jobs, entrepreneurship opportunities, and equal pay. SDG 5 would be covered in discussions on gender equity, social justice, and addressing gender-based violence in Latin America. Conclusion A university course on Dynamics of the Latin American Region would most likely cover the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (Governance, rule of law, and justice) SDG 10: Reduced Inequalities (Social and economic inequalities) SDG 13: Climate Action (Climate change and environmental challenges) SDG 8: Decent Work and Economic Growth (Inclusive economic growth and labor rights) SDG 1: No Poverty (Poverty reduction and economic development) SDG 4: Quality Education (Access to quality education and social mobility) SDG 2: Zero Hunger (Food security and sustainable agriculture) SDG 5: Gender Equality (Gender equity and women’s empowerment) These SDGs reflect the major themes and challenges that are central to the socioeconomic and political dynamics of the Latin American region, making them integral to understanding the region’s path toward sustainable development and social transformation. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121603 | Dinamika Kawasan Afrika | Regional Dynamics of Africa | The Regional Dynamics of Africa course explores the complex political, economic, and social landscapes of the African continent, focusing on regional integration, conflicts, and cooperation among African nations. It examines key historical events, such as colonialism and independence movements, and contemporary issues including governance, economic development, and environmental challenges. Students analyze the roles of regional organizations like the African Union, as well as the impact of globalization and external influences on African dynamics. The course encourages critical thinking about the diverse cultures and political contexts within Africa, fostering a deeper understanding of the continent’s significance in global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, all of which are critical to Africa’s development, given the region’s history of conflict, fragile states, and political instability. Key areas: The role of regional institutions like the African Union (AU) and ECOWAS in promoting peace and security through conflict prevention, peacekeeping missions, and post-conflict reconstruction. Efforts to strengthen democratic governance, rule of law, and transparency in African states. Addressing human rights abuses, corruption, and impunity in post-conflict African societies. The challenges of institutional capacity in many African countries, and efforts to build stronger democratic frameworks. SDG 16 is central to understanding Africa’s political dynamics, with a focus on conflict resolution, good governance, and institutional reform. 2. SDG 1: No Poverty SDG 1, “No Poverty,” is highly relevant for Africa, where a significant portion of the population still lives in extreme poverty. Key areas: Poverty reduction strategies, including the role of regional integration (e.g., African Continental Free Trade Area (AfCFTA)) in boosting economic growth and reducing poverty. Social protection programs and the socioeconomic empowerment of marginalized groups, including women, youth, and rural populations. Addressing economic inequality and the gap between urban and rural areas, especially in terms of access to basic services such as education, healthcare, and sanitation. SDG 1 would be explored in the course, particularly in terms of economic development and social policies that aim to eradicate poverty in Africa. 3. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” addresses the vast economic, social, and political inequalities present in many African countries. Key areas: Addressing income inequality, gender inequality, and regional disparities within and among African nations. The role of regional cooperation in bridging these gaps, such as through regional development programs and policies aimed at ensuring equal opportunities for all. The empowerment of women, youth, and minorities, and ensuring inclusive participation in political decision-making processes. SDG 10 would be covered in discussions of economic inequality and social inclusion across African regions. 4. SDG 13: Climate Action SDG 13, “Climate Action,” is of increasing importance for Africa, which is facing the negative impacts of climate change, such as droughts, flooding, desertification, and the displacement of populations. Key areas: The vulnerability of many African countries to climate change, especially those dependent on agriculture for livelihoods. The role of regional cooperation in tackling climate change, such as through initiatives like the Great Green Wall in the Sahel or regional climate adaptation plans. How climate change affects conflict dynamics (e.g., resource scarcity leading to inter-communal violence or migration) and human migration patterns across Africa. The role of Africa in international climate negotiations and the need for global cooperation to address Africa’s climate challenges. SDG 13 would be an important topic, particularly in relation to environmental governance, adaptation strategies, and regional cooperation on climate. 5. SDG 4: Quality Education SDG 4, “Quality Education,” is a key challenge and priority for many African nations, where educational systems often face significant gaps in terms of quality, access, and equity. Key areas: The need for improving education systems, particularly in rural and marginalized areas, and addressing issues such as teacher shortages and inadequate infrastructure. Ensuring equitable access to education for all, particularly for girls, indigenous populations, and children in conflict zones. The role of higher education and vocational training in enhancing youth employment and addressing the youth bulge in many African countries. The impact of education on development and social mobility in reducing poverty and promoting peace and prosperity. SDG 4 would be explored in the context of regional education reforms, inclusive education policies, and collaborative efforts to improve education standards across the continent. 6. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” is a critical goal for Africa, where food insecurity remains widespread, particularly in regions affected by conflict, climate change, and economic instability. Key areas: Addressing malnutrition and food insecurity, especially in conflict zones or regions impacted by drought or crop failure. The importance of sustainable agricultural practices and land management to ensure long-term food security, including efforts at regional cooperation to boost food production. Regional trade in agricultural products and addressing barriers to food access, such as trade tariffs or logistical challenges in moving goods across borders. SDG 2 is relevant to Africa’s agricultural strategies, food security policies, and regional collaboration to eliminate hunger. 7. SDG 5: Gender Equality SDG 5, “Gender Equality,” is crucial for achieving development goals in Africa, as gender inequality remains prevalent in political participation, economic opportunities, and access to education and healthcare. Key areas: Empowerment of women through education, economic inclusion, and political participation. Addressing gender-based violence (GBV) and discrimination against women and girls, particularly in conflict zones or areas with strong cultural traditions of gender inequality. The role of regional gender initiatives and policies in improving the status of women across Africa and ensuring gender equality in national and regional governance. SDG 5 is closely tied to gender mainstreaming and the efforts of regional organizations to promote women’s rights and gender equality in Africa. 8. SDG 9: Industry, Innovation, and Infrastructure SDG 9, “Industry, Innovation, and Infrastructure,” is important for the economic transformation of Africa, focusing on the need for modern infrastructure, technological innovation, and industrialization. Key areas: The role of regional integration in improving infrastructure connectivity across borders, such as the African Union’s Agenda 2063. Innovation and technology as drivers of economic growth, including digital transformation and green technologies. Addressing the challenges of energy access, transportation networks, and urban development. SDG 9 would be covered in terms of how regional infrastructure development supports Africa’s economic growth and industrialization strategies. Conclusion A university course on Regional Dynamics of Africa would likely focus on several UN Sustainable Development Goals (SDGs) that reflect Africa’s major challenges and opportunities. These include: SDG 16: Peace, Justice, and Strong Institutions (Peacebuilding, governance, and conflict resolution) SDG 1: No Poverty (Poverty reduction and inclusive growth) SDG 10: Reduced Inequalities (Economic and social inequalities) SDG 13: Climate Action (Climate change |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120303 | Teori-teori Hubungan Internasional Lanjutan | Advanced International Relations Theories | The Advanced International Relations Theories course delves into the major theoretical frameworks that shape the study and practice of international relations. It examines classical theories such as realism, liberalism, and constructivism, as well as contemporary approaches like critical theory, post-colonialism, and feminist perspectives. Students engage in critical analysis of these theories, assessing their applicability to current global issues and events. The course encourages students to compare and contrast different theoretical perspectives, fostering a deeper understanding of how these frameworks influence international policies and relations. By the end of the course, students are equipped to apply theoretical concepts to real-world scenarios in international affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions—themes central to many theories of international relations, particularly those focused on international conflict, security, and governance. Key areas: Realist and liberal theories often explore state behavior regarding peace and security: Realism emphasizes the security dilemma and the balance of power, while liberalism focuses on international institutions like the United Nations in promoting global peace. Constructivism and critical theory highlight the role of norms, identity, and ideas in promoting peaceful international relations and just governance systems. Theories examining the rule of law, international justice, and human rights contribute to understanding the structures that support good governance and the prevention of conflict. SDG 16 is highly relevant because of its focus on peacebuilding, justice, and international cooperation to create stable, inclusive institutions—topics explored extensively through various IR theoretical lenses. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships and international cooperation to achieve the SDGs. Key areas: Liberal institutionalism focuses on the role of international institutions like the UN, World Trade Organization (WTO), and World Bank in fostering cooperation to address global challenges. Critical theory and constructivism explore the need for inclusive global governance and multilateralism to tackle issues like climate change, poverty, and human rights in a cooperative and equitable manner. Feminist theory and postcolonial theory critique existing power structures and advocate for partnerships that prioritize equity and justice for marginalized voices in international decision-making. SDG 17 would be discussed in terms of global governance, collaboration, and the role of international organizations in addressing global inequalities. 3. SDG 10: Reduced Inequalities SDG 10 addresses economic inequalities between and within countries and promotes social, economic, and political inclusion. Key areas: Critical theory, postcolonial theory, and feminist theory offer frameworks to analyze inequality at the global level, examining how historical power relations, imperialism, and gendered structures affect the distribution of resources and opportunities across nations. World-systems theory, a critical theory perspective, looks at how the global capitalist system perpetuates inequalities by structuring the global economy in a way that benefits wealthy, developed nations while keeping poorer countries in positions of dependency. Liberalism and social theories that explore how international organizations and global cooperation can reduce inequality through policies of development aid, trade liberalization, and international regulation. The course would cover SDG 10 in discussions about global inequalities, power imbalances, and the role of global institutions in addressing the root causes of inequality. 4. SDG 5: Gender Equality SDG 5 advocates for gender equality and the empowerment of all women and girls, a crucial issue in international relations. Key areas: Feminist theories in international relations focus on gendered power dynamics, the marginalization of women in international decision-making, and the impact of gender inequality on global politics. Theories such as feminist international relations (IR) challenge traditional theories that have been dominated by male perspectives, and argue for policies and strategies that promote gender equality in both domestic and international contexts. Feminist critiques of global security, conflict, and economic systems explore how gender inequality intersects with other forms of oppression (e.g., race, class, sexual orientation). SDG 5 is explicitly addressed through feminist IR theories that examine gender inequality in global governance and international security. 5. SDG 13: Climate Action SDG 13 focuses on climate change and the urgent need for climate action, which has become a central issue in international politics. Key areas: Constructivist theories in IR look at how climate change is framed as an international security threat and how global actors respond to climate diplomacy and international agreements (e.g., the Paris Agreement). Critical theory and eco-IR theories examine the global environmental governance structures that address climate change, focusing on the role of global institutions in shaping sustainable development. Global justice theories explore how climate change disproportionately affects developing countries, and advocate for climate justice and equity in global climate policies. SDG 13 would be addressed through theories that examine climate change, global cooperation, and sustainability in the context of global politics. 6. SDG 4: Quality Education SDG 4 advocates for ensuring inclusive and equitable quality education and promoting lifelong learning for all. Key areas: Normative theories in IR examine the role of education in global governance, focusing on how education systems in different countries are shaped by international and political norms. Human rights theory often addresses access to education as a fundamental right, exploring how international organizations and states can provide universal access to quality education. Feminist theories explore how gender inequality in education influences global politics, and the need for gender-sensitive educational policies to reduce disparities in education. SDG 4 would be incorporated in discussions about how global education policies can promote social justice and equality across regions. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all people. Key areas: Realist theories may examine water security as a critical issue in global conflict and cooperation, especially in regions where water resources are scarce or contested. Critical theories focus on environmental justice, highlighting how water access is often shaped by global inequalities and environmental degradation caused by powerful global actors. SDG 6 would be addressed within discussions on global resource management, environmental security, and the political economy of water. Conclusion An Advanced International Relations Theories course would likely cover the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (International conflict, governance, justice) SDG 17: Partnerships for the Goals (Global cooperation, international institutions) SDG 10: Reduced Inequalities (Economic and social inequalities, power dynamics) SDG 5: Gender Equality (Gendered power structures and inequality) SDG 13: Climate Action (Climate change and global environmental governance) SDG 4: Quality Education (Education and global norms) SDG 6: Clean Water and Sanitation (Global resource management and security) The course would explore these SDGs within the context of international relations theories, focusing on how global power dynamics, norms, and institutions shape international policies and responses to global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120403 | Kebijakan Luar Negeri Indonesia | Indonesian Foreign Policy | The Indonesian Foreign Policy course explores the historical and contemporary factors shaping Indonesia’s approach to international relations. It examines key themes such as national identity, regional cooperation, and global diplomacy, as well as Indonesia’s roles in organizations like ASEAN and the G20. Students analyze Indonesia’s foreign policy strategies, including its responses to security challenges, economic development, and environmental issues. The course encourages critical thinking about Indonesia’s position in the Asia-Pacific region and its interactions with major global powers. Through case studies and discussions, students gain insights into the complexities and dynamics of Indonesia’s foreign policy in a changing world. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions. Indonesia, as the largest country in Southeast Asia and a key member of ASEAN, plays a vital role in promoting regional peace, conflict resolution, and the rule of law. Key areas: Indonesia’s commitment to peacekeeping missions, conflict resolution in the South China Sea, and efforts to address regional security concerns. Indonesia’s diplomatic role in promoting democracy, human rights, and good governance in the Southeast Asian region. Indonesia’s influence in ASEAN and its role in building a rules-based international order. Institutional reforms and the country’s support for strong international institutions, such as the United Nations. SDG 16 is central to understanding Indonesia’s approach to peacebuilding, conflict resolution, and regional governance in Southeast Asia. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships for achieving the SDGs, and Indonesia has played an active role in fostering multilateralism and regional cooperation. Key areas: Indonesia’s active involvement in ASEAN, the G-20, the Non-Aligned Movement, and other international organizations that promote global cooperation and sustainable development. Indonesia’s role in climate change negotiations (such as the Paris Agreement) and its support for South-South cooperation. Collaboration with global development banks (like the World Bank and Asian Development Bank) and regional initiatives aimed at reducing poverty, fostering economic growth, and addressing environmental sustainability. SDG 17 would be explored in terms of Indonesia’s engagement in fostering regional partnerships and global cooperation to tackle challenges like climate change, economic inequality, and peacebuilding. 3. SDG 13: Climate Action SDG 13 aims to combat climate change and its impacts, and Indonesia, with its rich natural resources and diverse ecosystems (such as the rainforests and marine biodiversity), faces both challenges and opportunities in climate diplomacy. Key areas: Indonesia’s role in the Paris Agreement and its national commitment to reduce greenhouse gas emissions. The country’s domestic and foreign policy on environmental protection, particularly concerning deforestation, forest fires, and biodiversity. Indonesia’s involvement in regional initiatives and global dialogues on climate change and sustainable development, such as COP (Conference of the Parties) negotiations. The influence of Indonesia in advocating for climate justice and the inclusion of developing countries in climate policy discussions. SDG 13 is relevant to Indonesian foreign policy, particularly in terms of environmental diplomacy, climate justice, and sustainable development. 4. SDG 10: Reduced Inequalities SDG 10 focuses on reducing inequalities within and between countries. As a middle-income country, Indonesia is both a donor and recipient of foreign aid and plays a role in addressing global inequalities. Key areas: Indonesia’s foreign aid policy and its contributions to poverty reduction, economic development, and education in Southeast Asia and beyond. Addressing economic inequality through partnerships with neighboring countries and supporting trade agreements like the Regional Comprehensive Economic Partnership (RCEP). Indonesia’s role in advocating for inclusive economic growth and development that benefits marginalized groups in both domestic and regional contexts. SDG 10 is particularly relevant in discussing Indonesia’s efforts in regional economic cooperation, inclusive growth, and the reduction of global inequalities. 5. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring availability and sustainable management of water and sanitation for all. Indonesia, as an archipelagic state with numerous rivers, lakes, and coastal areas, faces water management and sanitation challenges that are relevant to its foreign policy. Key areas: Indonesia’s role in regional water security discussions, especially in terms of shared water resources in Southeast Asia, such as the Mekong River and the Sunda Strait. Participation in international collaborations for sustainable water management and sanitation solutions, especially in response to challenges from climate change, flooding, and drought. SDG 6 is relevant to Indonesia’s regional diplomacy, particularly with regard to sustainable water management and regional cooperation on environmental issues. 6. SDG 2: Zero Hunger SDG 2 aims to achieve zero hunger and improve food security. Indonesia, as a large agricultural producer, plays a significant role in regional and global discussions on food security. Key areas: Indonesia’s focus on ensuring food security within Southeast Asia, particularly with its agriculture and fisheries sectors. Trade diplomacy related to food and sustainable agriculture in the context of global food supply chains. Indonesia’s role in addressing global food crises and promoting sustainable agriculture and fair trade practices in the region. SDG 2 would be covered in the course when discussing Indonesia’s foreign policy on regional food security, agriculture, and trade. 7. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive, equitable, and quality education for all. Indonesia’s foreign policy also emphasizes education cooperation and capacity building in Southeast Asia and globally. Key areas: Indonesia’s partnerships in regional education and skills development programs, especially through ASEAN and its focus on inclusive education. Indonesia’s support for education in conflict zones and its role in providing technical assistance and scholarships to students from neighboring countries. Promoting quality education as a means for economic development and social empowerment in the region. SDG 4 is important when considering Indonesia’s efforts in education diplomacy, regional collaboration, and capacity-building. Conclusion A university course on Indonesian Foreign Policy would cover a variety of UN Sustainable Development Goals (SDGs) in the context of Indonesia’s global engagement, regional leadership, and commitment to sustainable development. The most relevant SDGs would include: SDG 16: Peace, Justice, and Strong Institutions (Peacebuilding, diplomacy, and good governance) SDG 17: Partnerships for the Goals (Regional and global cooperation) SDG 13: Climate Action (Environmental diplomacy and climate change) SDG 10: Reduced Inequalities (Economic development and inequality reduction) SDG 6: Clean Water and Sanitation (Water management and regional cooperation) SDG 2: Zero Hunger (Food security and agriculture diplomacy) SDG 4: Quality Education (Education diplomacy and regional capacity building) These SDGs are explored in the course as they relate to Indonesia’s foreign policy objectives, its role in ASEAN, and its interactions with global institutions and neighboring countries. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120503 | Metodologi Hubungan Internasional | International Relations Methodology | The International Relations Methodology course focuses on the research methods and analytical frameworks used in the study of international relations. It covers both qualitative and quantitative approaches, including case studies, surveys, content analysis, and comparative research. Students learn how to formulate research questions, design studies, collect and analyze data, and interpret findings within the context of international relations theories. The course also emphasizes ethical considerations in research and the importance of methodological rigor. By the end of the course, students are equipped with the skills necessary to conduct their own research and critically evaluate existing studies in the field of international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, and research methods in international relations are integral to understanding how these goals can be achieved. Key areas: Quantitative and qualitative methods to study the effectiveness of international institutions (like the UN, WTO, and World Bank) in promoting peace, justice, and good governance. Analysis of conflict prevention, peacebuilding, and human rights interventions by using case studies, data collection, and statistical methods. Evaluation of institutional reforms and democracy promotion through fieldwork and surveys to understand governance in different regions. SDG 16 is strongly aligned with the methodology of research in international relations, particularly in relation to how global institutions can address issues like conflict, corruption, and human rights violations. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs, which often involves international cooperation, diplomacy, and joint efforts to address global challenges. Key areas: Research methods used to analyze the effectiveness of multilateral agreements, regional partnerships, and global initiatives. Data analysis on the impact of international collaborations (e.g., climate change agreements, trade deals, and development programs). Qualitative methods, such as interviews and policy analysis, to understand how countries and organizations cooperate to meet global challenges. SDG 17 relates to how international relations methodology can be used to assess international partnerships, their dynamics, and the challenges of global cooperation. 3. SDG 13: Climate Action SDG 13 focuses on taking urgent action to combat climate change and its impacts. The International Relations Methodology course would teach students to analyze climate diplomacy, global environmental agreements, and policy responses. Key areas: Research methods used to study the effectiveness of international climate agreements, like the Paris Agreement, and the role of international organizations in climate change mitigation. Quantitative methods to model climate scenarios and assess the impact of policies at the global level. Qualitative methods, such as case studies and content analysis, to analyze the political dimensions of climate negotiations and environmental diplomacy. SDG 13 is directly related to how IR methodology can be applied to assess climate action in international diplomacy, focusing on environmental politics, global governance, and policy evaluation. 4. SDG 10: Reduced Inequalities SDG 10 focuses on reducing inequality within and among countries. Research in international relations helps assess the global distribution of wealth, power, and resources, and examines how these affect global inequality. Key areas: Research methods that examine economic inequality, trade policies, and development assistance (such as aid effectiveness and foreign direct investment). Quantitative research to evaluate poverty rates, income disparities, and global trade inequalities. Discourse analysis and qualitative studies to assess how international organizations (e.g., the World Bank, IMF) address inequalities. SDG 10 connects to research methodologies aimed at measuring inequality and examining how global governance and international policies can reduce economic and social disparities. 5. SDG 5: Gender Equality SDG 5 is dedicated to achieving gender equality and empowering all women and girls. The methodology course would explore how gender analysis is integrated into international relations studies. Key areas: Feminist IR theories and gender-sensitive research methods that examine gender dynamics in global governance, conflict resolution, and peacebuilding. Quantitative methods to assess gender disparities in education, employment, political participation, and health across countries. Case studies and interviews to analyze gender-based violence and women’s participation in international diplomacy and peace processes. SDG 5 is explored through gender-focused research methods that analyze global inequalities and the role of international organizations in advancing women’s rights. 6. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring clean water and sanitation for all, an issue that involves international cooperation and policy development. Key areas: Research methods that analyze water security, access to clean water, and sanitation policies globally. Geospatial analysis and quantitative studies on water scarcity, waterborne diseases, and sustainable water management. Qualitative methods to evaluate the role of international cooperation in water resource management (e.g., shared rivers and water treaties). SDG 6 would be analyzed using research methodologies to evaluate global water governance and cross-border water issues. 7. SDG 4: Quality Education SDG 4 emphasizes inclusive, equitable, and quality education for all, and this is relevant in understanding how education is framed and addressed in international relations. Key areas: Research methods that evaluate the impact of international education policies, scholarship programs, and foreign aid on global education standards. Comparative studies on education systems and their international rankings, and how global cooperation improves access to education. Qualitative methods that examine the political economy of education and education diplomacy in international organizations. SDG 4 relates to education diplomacy and the role of international actors in advancing education globally through research. 8. SDG 2: Zero Hunger SDG 2 aims to achieve zero hunger and improve food security. International relations methodology helps in studying how global and regional actors address food insecurity and agriculture issues. Key areas: Research methods for assessing global food security, food aid, and international agricultural policies. Statistical analysis of global food distribution, trade policies, and economic systems that affect food security. Policy analysis and case studies to explore the effectiveness of international cooperation in addressing hunger. SDG 2 would be covered in IR methodology in the context of global food security and the role of international organizations like the FAO in addressing food crises. Conclusion The International Relations Methodology course covers various UN Sustainable Development Goals (SDGs) by teaching students the research tools and techniques used to analyze global issues. The most relevant SDGs that would be addressed include: SDG 16: Peace, Justice, and Strong Institutions (Peace, governance, international institutions) SDG 17: Partnerships for the Goals (Global cooperation, multilateralism) SDG 13: Climate Action (Climate diplomacy, environmental governance) SDG 10: Reduced Inequalities (Economic inequality, global disparities) SDG 5: Gender Equality (Gender analysis in international relations) SDG 6: Clean Water and Sanitation (Water security, international treaties) SDG 4: Quality Education (Education diplomacy, global access) SDG 2: Zero Hunger (Food security, global food systems) These SDGs are relevant to the research methods used in international relations, which help assess the effectiveness of international cooperation, the role of global governance institutions, and the impact of policy solutions on achieving these goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120603 | Sistem Politik dan Kebijakan Luar Negeri Amerika Serikat | United States Political System and Foreign Policy | The United States Political System and Foreign Policy course examines the structure and functioning of the U.S. government, with a particular focus on how domestic political dynamics influence foreign policy decisions. Students explore the roles of the executive, legislative, and judicial branches, as well as the impact of political parties, interest groups, and public opinion on policy formulation. The course analyzes key historical events and contemporary issues in U.S. foreign policy, including security, trade, and humanitarian efforts. Through case studies and discussions, students develop a deeper understanding of the complexities of U.S. foreign relations and the interplay between domestic and international politics. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, which are directly relevant to U.S. foreign policy. The U.S. is a key global actor in shaping international peace and security through institutions like the United Nations (UN), NATO, and World Trade Organization (WTO). Key areas: U.S. role in peacekeeping and conflict resolution, including interventions in regions like the Middle East, Africa, and Eastern Europe. Promotion of democracy and human rights through diplomatic efforts, foreign aid, and policy initiatives. U.S. efforts in strengthening international institutions (like the UN, WTO, and World Bank) and promoting the rule of law globally. The impact of U.S. foreign policy on international justice systems and global governance. SDG 16 is central to understanding the U.S. political system’s influence on global peace, governance, and the promotion of human rights through foreign policy initiatives. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs. The United States plays a central role in fostering international cooperation through multilateral frameworks, alliances, and bilateral relationships with countries around the world. Key areas: U.S. engagement in multilateral organizations (e.g., UN, World Bank, G7, G20) and efforts to form international coalitions to address global challenges such as climate change, health, and security. The role of the U.S. State Department and USAID in development assistance and global capacity-building. Analysis of foreign aid policy and economic partnerships with countries in Africa, Asia, and Latin America to achieve sustainable development goals. SDG 17 connects to how the U.S. government promotes global partnerships and its role in leading or supporting international frameworks that align with the SDGs. 3. SDG 13: Climate Action SDG 13 focuses on urgent action to combat climate change and its impacts. As one of the world’s largest emitters of greenhouse gases, the United States plays a pivotal role in addressing global climate challenges. Key areas: The U.S. rejoining the Paris Agreement under the Biden administration and its policy changes related to climate diplomacy. The role of the U.S. government in supporting global climate finance, clean energy technology transfer, and international climate negotiations. U.S. foreign policy on environmental protection and cooperation with other major emitters, especially China and India, in addressing global warming. SDG 13 is relevant to the course in the context of climate diplomacy, international environmental agreements, and U.S. efforts to lead in climate action globally. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries, and U.S. foreign policy plays a significant role in promoting economic development and addressing inequality through its global programs and engagement. Key areas: The U.S. foreign aid policy and its focus on supporting poverty alleviation, economic growth, and inclusive development in countries around the world. U.S. efforts in addressing global inequality through trade agreements, development assistance, and capacity-building in developing countries. Human rights diplomacy and the promotion of social justice through U.S. involvement in international organizations and bilateral relations. SDG 10 is addressed through the course’s examination of U.S. foreign policy’s role in reducing global inequalities, especially in areas like trade, humanitarian aid, and economic development. 5. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all, which is a major component of U.S. foreign policy through global health initiatives and international cooperation in addressing health crises. Key areas: Global health diplomacy, including U.S. leadership in international health organizations like the World Health Organization (WHO) and global health initiatives (e.g., PEPFAR – the President’s Emergency Plan for AIDS Relief). The U.S. response to global pandemics like COVID-19 and its role in vaccination distribution, especially in developing countries. Health security, with U.S. support for efforts to address pandemics, infectious diseases, and universal healthcare access in developing regions. SDG 3 is covered in the context of health diplomacy and global health security, especially the role of the U.S. in promoting global well-being. 6. SDG 4: Quality Education SDG 4 is focused on ensuring inclusive and equitable quality education. The United States has played a role in promoting education globally through its foreign policy initiatives and international education exchanges. Key areas: U.S. education diplomacy and support for international educational programs and scholarships for students from developing countries. Foreign aid programs targeting education, especially for girls and women in regions like Sub-Saharan Africa, South Asia, and Latin America. U.S. partnerships with global educational organizations to improve education systems worldwide and build the capacity of educational institutions in developing countries. SDG 4 would be addressed through discussions of U.S. foreign policy in education promotion, including foreign aid for education and efforts to build global educational opportunities. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all. The United States has supported global water security through its foreign policy initiatives and international development programs. Key areas: The U.S. Agency for International Development (USAID)’s role in funding water and sanitation programs in developing countries. U.S. efforts in improving access to clean water, sanitation, and hygiene in countries facing water scarcity or infrastructure challenges. Partnerships with international organizations and local governments to implement water management solutions and disaster relief in water-stressed regions. SDG 6 would be explored through U.S. engagement in global water governance and initiatives aimed at improving water access and sanitation. 8. SDG 5: Gender Equality SDG 5 focuses on achieving gender equality and empowering all women and girls, and U.S. foreign policy has increasingly emphasized gender equality as a critical component of its global engagement. Key areas: U.S. leadership in promoting women’s rights and gender equality through foreign aid, especially in countries where gender-based violence or gender discrimination is prevalent. Global initiatives like the Let Girls Learn program and U.S. involvement in international agreements to support women’s empowerment. Gender analysis in U.S. foreign policy and the role of women in peacebuilding, economic development, and humanitarian assistance. SDG 5 connects to the role of gender equality in U.S. foreign policy, including the promotion of women’s rights globally. Conclusion A course on the United States Political System and Foreign Policy covers a wide range of UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate change, health, and human rights. The most relevant SDGs would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120703 | Sistem Politik dan Kebijakan Luar Negeri Australia | Australian Political System and Foreign Policy | The Australian Political System and Foreign Policy course explores the structure and functioning of Australia’s government and how it shapes the country’s foreign policy. Students examine the roles of key institutions, including the Parliament, the Prime Minister, and the judiciary, as well as the influence of political parties and public opinion. The course covers Australia’s historical and contemporary foreign policy issues, such as security alliances, trade relations, and regional diplomacy in the Asia-Pacific. Through case studies and discussions, students gain insights into the complexities of Australian foreign relations and the interplay between domestic politics and international engagement. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions globally, and Australia plays an active role in promoting these principles, particularly in the Asia-Pacific region and through multilateral organizations like the United Nations (UN), ASEAN, and Pacific Islands Forum. Key areas: Australia’s involvement in international peacekeeping missions, conflict resolution, and human rights advocacy in countries like East Timor, Afghanistan, and the Solomon Islands. Support for global governance institutions, including the UN Security Council, and contributions to global justice initiatives. Australia’s foreign policy on rule of law, promoting democracy and good governance in the Asia-Pacific region. SDG 16 is critical to understanding Australia’s role in global peacekeeping, promoting rule of law, and strengthening international institutions. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on the importance of global partnerships for achieving the SDGs. As a developed nation with significant regional influence, Australia’s foreign policy plays a key role in fostering international cooperation to address global challenges. Key areas: Australia’s role in multilateral diplomacy and its participation in international organizations such as the UN, World Trade Organization (WTO), World Health Organization (WHO), and Pacific Islands Forum. Bilateral and multilateral development aid programs, particularly in the Pacific Islands, South East Asia, and Africa, to support sustainable development. The role of Australia’s foreign policy in supporting global frameworks to achieve the SDGs, such as the Paris Agreement on Climate Change and efforts in global health, trade and economic growth. SDG 17 connects to Australia’s partnerships in global governance, development assistance, and its contribution to achieving sustainable development goals through international cooperation. 3. SDG 13: Climate Action SDG 13 focuses on urgent action to combat climate change and its impacts, and this is a key area of focus for Australia’s foreign policy due to its position as one of the world’s largest emitters of greenhouse gases and its vulnerability to climate-related risks. Key areas: Australia’s role in international climate diplomacy and commitment to international agreements like the Paris Agreement. Australia’s foreign policy on climate change adaptation and mitigation, particularly in the Pacific Islands and the Asia-Pacific region, where climate change presents significant challenges. Australia’s aid programs focused on helping Pacific island nations and other vulnerable countries combat climate change, rising sea levels, and natural disasters. SDG 13 is central to understanding Australia’s foreign policy regarding climate change, environmental sustainability, and global cooperation on climate action. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries. Australia’s foreign policy actively contributes to global efforts to reduce economic and social inequalities, particularly through foreign aid and trade policies. Key areas: Development assistance to countries in the Asia-Pacific region, Pacific islands, and Africa to promote inclusive economic growth and poverty alleviation. Australia’s role in regional trade agreements and economic partnerships that aim to reduce inequality and foster economic integration. Australia’s focus on gender equality, access to education, and healthcare in its foreign aid programs. SDG 10 is addressed through Australia’s engagement in reducing global inequalities via aid, trade partnerships, and economic development programs. 5. SDG 3: Good Health and Well-Being SDG 3 focuses on ensuring good health and well-being for all, which is a key aspect of Australia’s foreign policy, particularly through global health diplomacy, international health partnerships, and humanitarian aid. Key areas: Australia’s involvement in the Global Fund, World Health Organization (WHO), and other international organizations to improve healthcare access in developing countries. Aid programs aimed at improving health systems in the Pacific and Asia through initiatives related to tuberculosis, malaria, and maternal health. Australia’s leadership in responding to global health crises such as Ebola and COVID-19, including its commitment to vaccination efforts and pandemic preparedness. SDG 3 is relevant to the course in terms of understanding Australia’s role in global health initiatives, including its response to pandemics, disease prevention, and healthcare systems in the developing world. 6. SDG 5: Gender Equality SDG 5 is focused on achieving gender equality and empowering all women and girls. This is a significant focus of Australia’s foreign policy, especially through programs that promote women’s rights, empowerment, and gender equality globally. Key areas: Australia’s support for gender equality programs in the Pacific Islands, Asia, and Africa, promoting women’s economic participation, education, and leadership. Australia’s foreign aid to combat gender-based violence and ensure women’s access to healthcare, education, and economic opportunities. Diplomatic efforts and trade agreements that prioritize gender equality and women’s rights in global development. SDG 5 is addressed through Australia’s foreign policy initiatives focused on gender equality, women’s empowerment, and tackling gender-based violence. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all, which is a key component of Australia’s foreign aid policy and regional development efforts, particularly in the Pacific Islands. Key areas: Australia’s support for water security initiatives and sanitation programs in Pacific nations and South East Asia. The role of Australia’s foreign aid programs in improving access to clean water, sanitation facilities, and hygiene practices in regions experiencing water scarcity or poor infrastructure. SDG 6 is covered in relation to Australia’s efforts to ensure clean water access and improved sanitation through foreign aid and regional cooperation. 8. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive and equitable quality education for all, which is central to Australia’s foreign policy and aid programs in the Asia-Pacific region. Key areas: Australia’s commitment to educational aid programs in developing countries, particularly in the Pacific and South East Asia. Support for regional education partnerships, scholarships for students from the Pacific and Asia, and programs to improve educational infrastructure. Educational exchanges and partnerships to promote skills development and capacity building in vulnerable regions. SDG 4 is relevant to Australia’s foreign policy in supporting global education programs and ensuring access to quality education in the developing world. Conclusion A course on the Australian Political System and Foreign Policy would cover a range of UN Sustainable Development Goals (SDGs), especially those related to peace, human rights, climate action, economic development, health, and gender equality. Some of the most directly addressed SDGs would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality **SDG 6: Clean Water and Sanitation |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120803 | Sistem Politik dan Kebijakan Luar Negeri Jepang | Japanese Political System and Foreign Policy | The Japanese Political System and Foreign Policy course examines the structure and dynamics of Japan’s political system, focusing on its government institutions, political parties, and electoral processes. Students explore how domestic factors influence Japan’s foreign policy decisions, including its security posture, economic relations, and diplomatic strategies in the Asia-Pacific region and beyond. The course covers key historical events and contemporary challenges, such as Japan’s response to regional tensions, trade agreements, and global issues like climate change. Through case studies and discussions, students develop a comprehensive understanding of the intricacies of Japan’s political landscape and its role in international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions. Japan plays an active role in global peacekeeping, conflict resolution, and promoting international security. Key areas: Japan’s participation in UN peacekeeping missions and international security efforts, especially in Asia and Africa. Japan’s commitment to international law, including the protection of human rights, non-proliferation of nuclear weapons, and support for democratic institutions. Japan’s regional role in fostering stability in the Asia-Pacific region (e.g., addressing tensions on the Korean Peninsula, supporting security frameworks like ASEAN). Advocacy for global governance, rule of law, and humanitarian law through various international forums. SDG 16 is directly relevant to Japan’s foreign policy, especially its focus on peacebuilding, human rights, and strong institutions. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on the importance of global partnerships to achieve the SDGs. Japan is a key player in international diplomacy and multilateral cooperation, working through organizations like the United Nations, G7, G20, and various regional organizations. Key areas: Japan’s diplomatic engagement in multilateral organizations such as the UN, WTO, ASEAN, and its role in global governance. Japan’s development assistance programs (e.g., ODA – Official Development Assistance) that focus on fostering sustainable development in countries across Asia, Africa, and Latin America. Regional cooperation, especially through frameworks like the Asia-Pacific Economic Cooperation (APEC) and partnerships with countries like India, Australia, and the U.S. in various areas such as trade, security, and economic growth. SDG 17 connects to Japan’s role in international partnerships and its influence in global governance, economic cooperation, and sustainable development. 3. SDG 13: Climate Action SDG 13 focuses on combating climate change and its impacts, which is a critical aspect of Japan’s foreign policy. Japan is a global leader in climate diplomacy, technological innovation, and sustainable energy solutions. Key areas: Japan’s commitment to the Paris Agreement and its leadership in international climate action efforts. Japan’s role in promoting climate adaptation and resilience in vulnerable regions, particularly in Asia-Pacific and Africa. Japan’s support for climate finance and clean energy technologies to help developing countries transition to sustainable, low-carbon economies. Japan’s energy policies, including efforts to shift from nuclear power and fossil fuels to more sustainable and renewable energy sources like solar and wind energy. SDG 13 is highly relevant in understanding Japan’s engagement in global climate governance, its climate policy, and its leadership in sustainable energy. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries, and Japan’s foreign policy plays a significant role in promoting economic development and reducing global inequalities. Key areas: Japan’s Official Development Assistance (ODA) programs target poverty reduction and inclusive growth, especially in Asia, Africa, and the Pacific Islands. Japan’s economic partnerships and its involvement in trade agreements that promote fair trade and inclusive development. Japan’s commitment to empowering women, youth, and marginalized communities through foreign aid, educational programs, and capacity-building projects. SDG 10 is addressed through Japan’s efforts to reduce global inequalities, support inclusive economic growth, and promote development cooperation. 5. SDG 3: Good Health and Well-Being SDG 3 is focused on ensuring good health and well-being for all. Japan is deeply involved in global health through its foreign aid programs, international health diplomacy, and contributions to global health initiatives. Key areas: Japan’s involvement in global health organizations like the World Health Organization (WHO) and GAVI (the Global Alliance for Vaccines and Immunization). Japan’s healthcare diplomacy, particularly in Asia-Pacific and Africa, addressing infectious diseases, non-communicable diseases, and global health emergencies. Japan’s role in responding to health crises like Ebola and COVID-19, including support for vaccination programs and health infrastructure. SDG 3 is relevant through Japan’s contribution to global health initiatives and its role in addressing health challenges in developing countries. 6. SDG 5: Gender Equality SDG 5 focuses on achieving gender equality and empowering all women and girls. Japan has prioritized gender equality both domestically and in its foreign policy. Key areas: Japan’s aid programs that focus on empowering women, promoting gender equality, and tackling gender-based violence in regions such as South-East Asia and Africa. Japan’s diplomatic engagement in UN Women and its efforts to address gender inequality in conflict zones and post-conflict reconstruction. Japan’s role in promoting gender equality within global development frameworks and economic partnerships. SDG 5 is covered in the course through Japan’s policies and initiatives aimed at promoting women’s empowerment globally. 7. SDG 4: Quality Education SDG 4 aims to ensure inclusive and equitable quality education. Japan’s foreign policy supports educational initiatives around the world, especially in Asia-Pacific and Africa. Key areas: Japan’s foreign aid programs in education, with a focus on building educational infrastructure, promoting vocational training, and supporting girls’ education. The role of Japan’s development cooperation in providing scholarships, supporting university exchanges, and capacity-building in developing countries. Japan’s efforts to strengthen regional cooperation in education, especially through the ASEAN framework and Asia-Pacific initiatives. SDG 4 is addressed through Japan’s commitment to global educational development and capacity-building initiatives. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation. Japan has been actively involved in water and sanitation projects in the Asia-Pacific region and beyond. Key areas: Japan’s support for water security initiatives and sanitation programs in countries like Cambodia, Bangladesh, and Africa. Japan’s role in water resource management, providing technological expertise in areas like wastewater treatment and irrigation. Japan’s efforts to promote clean water access and sanitation facilities in developing countries through ODA projects. SDG 6 is covered through Japan’s active contribution to global water management, sanitation, and hygiene projects. Conclusion A course on the Japanese Political System and Foreign Policy covers a wide range of UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate action, health, and gender equality. Some of the most directly addressed SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 4: Quality Education |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120903 | Sistem Politik dan Kebijakan Luar Negeri Tiongkok | China’s Political System and Foreign Policy | The China’s Political System and Foreign Policy course explores the structure and dynamics of the Chinese government, focusing on the roles of the Communist Party, state institutions, and key political actors. Students examine how domestic political factors, ideology, and historical context influence China’s foreign policy decisions. The course analyzes key themes such as economic diplomacy, security challenges, regional relations, and China’s global initiatives like the Belt and Road Initiative. Through case studies and discussions, students gain insights into the complexities of China’s political landscape and its growing influence in international affairs, preparing them to understand the implications for global governance and regional stability. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 aims to promote peace, justice, and strong institutions, which are central to China’s foreign policy, especially in the context of its role in global governance and international institutions. Key areas: China’s approach to international diplomacy, especially in conflict zones and security issues (e.g., South China Sea, Taiwan, North Korea). China’s peacekeeping missions and engagement with UN Security Council. China’s focus on regional security and stability in the Asia-Pacific and its efforts to strengthen multilateral institutions such as BRICS, Shanghai Cooperation Organization (SCO), and ASEAN. China’s Belt and Road Initiative (BRI), which promotes infrastructure development, economic growth, and peacebuilding in partner countries. SDG 16 is addressed through China’s global involvement in promoting peace, rule of law, and security. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on global partnerships to achieve the SDGs. China’s foreign policy is heavily invested in multilateral diplomacy and international cooperation to address global challenges. Key areas: China’s participation in international organizations such as the United Nations, World Trade Organization (WTO), and World Health Organization (WHO). China’s Belt and Road Initiative (BRI), which seeks to create global partnerships by investing in infrastructure projects across Asia, Africa, and Europe. China’s focus on South-South cooperation, providing financial assistance and development aid to developing countries. China’s role in climate agreements, including the Paris Agreement, and its commitment to sustainable development. SDG 17 aligns with China’s efforts to strengthen global partnerships and promote international cooperation. 3. SDG 13: Climate Action SDG 13 focuses on climate action to address the impacts of climate change. As the world’s largest emitter of greenhouse gases, China’s foreign policy is pivotal in global efforts to combat climate change. Key areas: China’s commitment to reducing carbon emissions and achieving carbon neutrality by 2060. China’s leadership in renewable energy, including investments in solar, wind, and electric vehicles, as well as its global role in advancing green technologies. China’s involvement in climate diplomacy, working with countries like the United States, India, and European Union to address global climate change and to implement the Paris Agreement. China’s climate financing to developing countries, especially through BRI projects focused on sustainable development. SDG 13 is critical to China’s foreign policy, especially in promoting climate action and its shift toward sustainable development. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality both within and among countries. China’s foreign policy focuses on addressing global inequalities through economic engagement and development assistance. Key areas: China’s role in reducing poverty and promoting inclusive economic growth in developing countries, especially through its Belt and Road Initiative (BRI). China’s development aid to Africa, Latin America, and other developing regions, focusing on infrastructure, trade, and economic partnerships that foster inclusive development. China’s promotion of economic cooperation and trade liberalization in its foreign relations, which supports developing countries by boosting their economic integration into the global market. SDG 10 is addressed through China’s efforts to promote economic development and reduce global inequality via trade, development aid, and regional cooperation. 5. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all people. China’s foreign policy includes efforts to improve global health, especially through cooperation in healthcare and humanitarian assistance. Key areas: China’s contribution to global health initiatives, including its role in the World Health Organization (WHO) and global efforts to combat diseases such as COVID-19. China’s healthcare diplomacy in Africa and Southeast Asia, where it provides medical aid, vaccines, and health infrastructure. Global health cooperation, including China’s support for global vaccination campaigns and efforts to tackle health disparities in developing regions. SDG 3 aligns with China’s foreign policy by emphasizing global health cooperation and public health initiatives. 6. SDG 5: Gender Equality SDG 5 aims to achieve gender equality and empower all women and girls. China’s foreign policy is increasingly focused on promoting gender equality in its development assistance and international engagements. Key areas: Women’s empowerment through foreign aid programs, such as those aimed at improving girls’ education, gender equality in employment, and addressing violence against women. China’s role in international forums like the United Nations Commission on the Status of Women (CSW), where it advocates for women’s rights and gender equality globally. Support for gender-sensitive policies in developing countries, especially in regions where gender inequality is most prevalent. SDG 5 is addressed through China’s efforts to promote gender equality and support women’s empowerment in its foreign policy initiatives. 7. SDG 4: Quality Education SDG 4 aims to ensure inclusive and equitable quality education for all. China’s foreign policy often includes promoting education and capacity-building globally. Key areas: China’s foreign aid in the field of education, including building schools and offering scholarships to students from developing countries, especially in Africa and Asia. China’s focus on education for sustainable development in Belt and Road Initiative projects, aiming to provide access to education and promote vocational training and skills development. Support for multilateral education initiatives aimed at improving educational infrastructure and knowledge transfer globally. SDG 4 is relevant through China’s global initiatives to improve education and skills development, especially in the Global South. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation. China’s foreign policy includes initiatives that support water security and sanitation in developing countries. Key areas: China’s international aid projects that focus on improving water infrastructure in Africa, Asia, and Latin America. China’s focus on water resource management and clean water initiatives as part of its Belt and Road Initiative. China’s technological support for sustainable water usage and sanitation systems in developing regions. SDG 6 is addressed through China’s water management and sanitation projects in partner countries. Conclusion A course on China’s Political System and Foreign Policy would engage with multiple UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate action, health, and gender equality. The most directly covered SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 4: Quality Education This highlights China’s significant role in shaping global governance, sustainable development, and international cooperation. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110202 | Teori-teori Hubungan Internasional Dasar | Basic International Relations Theories | The Basic International Relations Theories course introduces students to the fundamental theories that underpin the study of international relations. It covers key frameworks such as realism, liberalism, constructivism, and critical theories, exploring their historical development and core concepts. Students learn to analyze how these theories explain state behavior, international cooperation, conflict, and global governance. Through discussions and case studies, the course encourages critical thinking about the applicability of these theories to contemporary global issues. By the end of the course, students gain a solid foundational understanding of the theoretical landscape of international relations, preparing them for more advanced studies in the field. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 promotes peace, justice, and strong institutions, which are core themes in many international relations theories. Key Areas: Theories like Realism and Liberalism provide frameworks for understanding the dynamics of global security, conflict, and international institutions (e.g., UN, WTO). Theories of international governance address the role of institutions in fostering global peace and conflict resolution. International law, human rights, and global justice as seen through liberal internationalism and constructivism. Understanding state sovereignty and the role of international institutions in promoting global peace and security. SDG 16 is central to the study of international relations theories, particularly how states and global actors can build and maintain peace and strong institutions. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs. International relations theories discuss how states and non-state actors cooperate to tackle global challenges. Key Areas: Liberalism focuses on international cooperation and the potential for states to work together through international organizations (e.g., UN, G7, EU) to address common challenges like trade, environmental sustainability, and poverty. The role of multilateral diplomacy and international treaties in fostering collaboration between countries to achieve shared goals. Theories related to global governance (e.g., constructivism) explore how states, NGOs, and international institutions collaborate for global development. SDG 17 ties into how different international actors can form partnerships to tackle global challenges and foster sustainable development. 3. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all people. International relations theories can be applied to understanding how global health issues are addressed through international cooperation. Key Areas: Global health diplomacy—how states and international organizations (e.g., WHO, UNICEF) cooperate on issues such as pandemics, vaccinations, and healthcare access. Theories on human security and the role of international organizations in promoting public health, especially in times of crisis (e.g., COVID-19). The Global South and its health challenges, explored through the lenses of postcolonial theory or dependency theory, which discuss inequalities in health outcomes between rich and poor countries. SDG 3 is addressed by theories related to global health governance and the role of states and international organizations in tackling global health crises. 4. SDG 13: Climate Action SDG 13 calls for urgent action to combat climate change and its impacts. International relations theories are crucial in understanding how countries cooperate on environmental issues. Key Areas: Liberalism and Institutionalism focus on the role of international agreements and organizations (e.g., Paris Agreement, United Nations Framework Convention on Climate Change [UNFCCC]) in addressing climate change. Constructivism would focus on how norms and ideas around climate action evolve, such as the growing international consensus on the need for climate change mitigation and sustainability. The Realist perspective might explore the balance of power and national interests in global environmental agreements. SDG 13 is addressed in the course by analyzing how international relations theories help shape climate diplomacy, global environmental agreements, and efforts to tackle global warming. 5. SDG 5: Gender Equality SDG 5 aims to achieve gender equality and empower all women and girls. Gender-related theories in international relations address how gender plays a role in global politics and state behavior. Key Areas: Feminist theory in international relations examines the gendered dimensions of international politics, including global inequalities, violence against women, and women in conflict. Human security and the impact of war on women, children, and marginalized groups. The role of international organizations and treaties, such as UN Women and the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), in promoting gender equality. SDG 5 is directly addressed through feminist theories of international relations and the role of international diplomacy in advancing gender equality. 6. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries. International relations theories can be applied to understanding global economic inequalities and how states interact to address these issues. Key Areas: Marxist theories of international relations focus on economic exploitation, imperialism, and the unequal distribution of wealth globally, which is central to understanding the challenges of global poverty and inequality. Dependency theory explains how developing countries are often dependent on and exploited by wealthier nations in the global economic system. The role of international organizations (e.g., World Bank, IMF) in addressing global inequality and redistribution of resources. SDG 10 is related to understanding global economic inequalities and how states and organizations work to reduce gaps in wealth, power, and access to resources. 7. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive and equitable quality education. International relations theories explore the role of education in global development and how international cooperation can advance educational goals. Key Areas: Theories on globalization and the international diffusion of knowledge, including how education systems in different countries are shaped by international influences and policy frameworks. The role of international organizations like UNESCO and initiatives such as the Global Partnership for Education in promoting education access and equity globally. Human development theories highlight the role of education in improving overall human well-being and reducing poverty. SDG 4 is addressed through discussions of global education policies, international collaboration for access to education, and the importance of education in achieving sustainable development. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on clean water and sanitation for all. Theories in international relations address how countries cooperate on issues related to global resources, including water. Key Areas: International cooperation on water management and addressing water scarcity through multilateral agreements (e.g., UN Water). The role of Realist and Liberalist theories in managing shared natural resources, particularly in regions with cross-border water bodies. Human security and access to clean water in developing countries, focusing on the role of states and international bodies in addressing water crises. SDG 6 is covered through the exploration of international cooperation on water security and sanitation, particularly in regions facing severe water shortages. Conclusion A course on Basic International Relations Theories would engage with multiple UN Sustainable Development Goals (SDGs), especially those related to global peace, sustainable development, economic inequality, gender equality, and health. The most relevant SDGs likely covered would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-Being SDG 13: Climate Action SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 4: Quality Education SDG 6: Clean Water and Sanitation By exploring the theoretical underpinnings of global governance and international relations, students gain a deeper understanding of how these SDGs can be pursued through diplomatic, economic, and social frameworks at the international level. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110303 | Politik Internasional | International Politics | The International Politics course provides an overview of the interactions among states and non-state actors in the global arena. It explores key concepts such as power, sovereignty, security, and international cooperation. Students examine major theories of international relations, including realism, liberalism, and constructivism, and apply these frameworks to contemporary issues such as conflict, globalization, human rights, and environmental challenges. The course encourages critical analysis of current events and policy debates, fostering an understanding of how political, economic, and cultural factors shape international relations. By the end of the course, students develop a comprehensive understanding of the dynamics of international politics and their implications for global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: International Politics directly addresses the concepts of peace, security, and justice, focusing on how states and international organizations work to maintain global peace and stability. Theories of international conflict, war, and peacebuilding are central topics, with a focus on institutions like the United Nations (UN), International Criminal Court (ICC), and regional organizations that promote global security and conflict resolution. Discussions on rule of law, human rights, accountability, and democratic governance fall under this SDG. Case studies on peacekeeping missions, conflict management, and post-conflict rebuilding are common in these courses. SDG 16 is crucial to the study of international politics, as it deals with issues like global governance, peace processes, and the development of strong institutions. 2. SDG 17: Partnerships for the Goals Key Areas: International politics examines how international cooperation, alliances, and partnerships among states, international organizations, and non-governmental actors contribute to the achievement of global goals. Diplomacy and multilateral cooperation are essential in addressing issues such as climate change, global health, and trade. The course might explore how multilateral institutions like the United Nations, World Trade Organization (WTO), and G7/G20 facilitate international collaboration for global development. SDG 17 focuses on the importance of partnerships and international collaboration, which are central to addressing transnational challenges. 3. SDG 13: Climate Action Key Areas: International politics plays a major role in climate diplomacy, as nations negotiate agreements like the Paris Agreement and work within the UN Framework Convention on Climate Change (UNFCCC) to tackle climate change. The course explores how international actors cooperate or clash over climate policies, including the balance of developed vs. developing nations’ responsibilities. Discussions may cover the role of international organizations, non-state actors, and civil society in advocating for climate action and addressing the global impacts of environmental degradation. SDG 13 is a major focus, as international politics is instrumental in shaping global environmental agreements and coordinating efforts to address climate change. 4. SDG 10: Reduced Inequalities Key Areas: International politics examines the global distribution of power, wealth, and resources, addressing the inequalities between developed and developing countries. Topics like global economic governance, the role of institutions like the World Bank, International Monetary Fund (IMF), and World Trade Organization (WTO), and their effects on global poverty and inequality may be covered. The course may also explore human rights and social justice in global governance, examining issues like migration, refugee rights, and discrimination. SDG 10 on Reduced Inequalities is directly relevant, as international politics is a platform for discussing global inequality and global justice. 5. SDG 3: Good Health and Well-Being Key Areas: International politics often explores global health issues, such as pandemics, global health security, and the role of international institutions like the World Health Organization (WHO) in coordinating responses. The course may address global health diplomacy, particularly the international cooperation required to combat diseases like HIV/AIDS, malaria, and COVID-19. Discussions about health inequalities, especially between Global North and Global South, and how international political systems can address these gaps are common in international relations. SDG 3 is covered as international political cooperation is essential in addressing global health challenges. 6. SDG 4: Quality Education Key Areas: International politics looks at the role of global governance in ensuring universal access to education, especially through institutions like the UNESCO and initiatives such as the Global Partnership for Education. Discussions might focus on how international organizations and foreign policy can influence the development of education systems worldwide, particularly in developing countries. The role of education in conflict zones, the challenges of educating refugees, and the impact of globalization on education systems could also be explored. SDG 4 is relevant as international cooperation and political agreements can influence global educational access and quality. 7. SDG 5: Gender Equality Key Areas: International politics often incorporates the study of gender equality, focusing on how global institutions and states address issues such as women’s rights, gender-based violence, and empowerment. The role of international policies and agreements (e.g., CEDAW, Beijing Platform for Action) in promoting gender equality globally is a key theme. Feminist theories in international relations also critique how gender affects global politics, exploring topics like women in conflict, gendered global governance, and international law on sexual violence. SDG 5 is closely linked with gender-focused policies in international political structures and global diplomacy. 8. SDG 6: Clean Water and Sanitation Key Areas: International politics examines issues of transboundary water resources and how states and international organizations cooperate to manage water and sanitation across borders. The role of institutions like the UN Water and treaties on shared water resources (e.g., Nile River, Ganges Basin) may be explored. The course may also discuss water scarcity and access to clean water as a human security issue, particularly in the context of conflict and development. SDG 6 is addressed through the lens of international agreements and global cooperation on water management and sanitation. 9. SDG 8: Decent Work and Economic Growth Key Areas: International politics analyzes how global economic systems, trade agreements, and multinational corporations impact the creation of decent jobs and economic growth. The course may discuss how global governance institutions (like the World Bank, WTO, and IMF) shape economic policies in different countries, with a focus on economic development and the pursuit of sustainable growth. SDG 8 relates to the role of international policies in promoting economic growth and employment opportunities worldwide. Conclusion An International Politics course aligns with several UN Sustainable Development Goals (SDGs), especially those focusing on peace, justice, global cooperation, health, education, gender equality, and economic growth. The most directly relevant SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth The course fosters an understanding of how international political systems and diplomatic efforts are instrumental in advancing the global agenda for sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110403 | Geografi Politik | Political Geography | The Political Geography course examines the relationship between geographical space and political processes. It explores how geographic factors, such as location, resources, and physical terrain, influence political power, territorial disputes, and state boundaries. Students analyze the spatial dimensions of political issues, including nationalism, globalization, and environmental politics. The course also addresses the role of regions and cities in shaping political identities and governance structures. Through case studies and geographic tools, students gain insights into the complexities of how geography affects political behavior and policy-making, fostering a deeper understanding of global and local political dynamics. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Political geography addresses issues of territorial conflicts, border disputes, and the politics of sovereignty which are fundamental to peace and security. Geopolitical theories on how territorial control influences global power structures and governance. The course might explore the role of international organizations (like the United Nations or International Court of Justice) in mediating territorial disputes and ensuring global peace. Topics like conflict resolution, peacebuilding, and security governance are central, as many conflicts are rooted in territorial or regional disagreements. SDG 16 is closely tied to conflict resolution, the establishment of international law, and building strong institutions that manage geopolitical tensions and territorial issues. 2. SDG 10: Reduced Inequalities Key Areas: Political geography often explores regional inequalities within states or between countries, focusing on how geographical divisions contribute to social and economic disparities. The course might explore geopolitical boundaries and their impact on marginalized groups or ethnic minorities, as well as the politics of resource distribution that exacerbates inequalities. The study of global South-North disparities or internal regional disparities can help understand how political decisions and geographical factors create or mitigate inequalities in wealth, education, and access to resources. SDG 10 is relevant as political geography helps understand spatial inequality and the political mechanisms that either perpetuate or address inequality. 3. SDG 13: Climate Action Key Areas: Political geography looks at the geopolitical implications of climate change, including how rising sea levels, water scarcity, and extreme weather events impact territorial borders and national security. The course may examine how climate change affects resource distribution (e.g., water access, energy resources) and the politics of climate refugees and migration. Climate diplomacy and international cooperation on environmental issues, such as treaties on carbon emissions or international climate agreements, are central topics in this area. The impact of climate change on conflict (e.g., competition for water or arable land) could also be analyzed. SDG 13 is critical in understanding the spatial distribution of environmental risks and how geopolitical strategies influence climate action and adaptation. 4. SDG 7: Affordable and Clean Energy Key Areas: Political geography examines how energy resources are distributed geographically and how this shapes international relations, energy security, and global trade. Issues like the geopolitics of oil, renewable energy access, and the political economy of energy are key topics in understanding how geography impacts energy policies and international cooperation on energy security. The course might discuss territorial disputes over oil reserves or natural gas pipelines and how energy resources influence state sovereignty and geopolitical alliances. SDG 7 relates to energy access and sustainable energy, and political geography helps explain the political dimensions of energy resource distribution. 5. SDG 11: Sustainable Cities and Communities Key Areas: Political geography explores urbanization, territorial development, and how the geography of cities influences political decision-making and sustainable development. The course might cover issues like urban sprawl, land use policies, and infrastructure development, focusing on how geopolitical factors affect urban planning and the growth of sustainable cities. It may also address the politics of housing, social inclusion, and how cities adapt to challenges like climate change, overpopulation, and resource scarcity. SDG 11 aligns closely with the study of how geographical factors impact urban development, housing, and sustainability in the context of global political dynamics. 6. SDG 6: Clean Water and Sanitation Key Areas: Political geography often explores how water resources are distributed across borders and the geopolitical conflicts that arise over shared rivers, lakes, or aquifers. Issues like water scarcity, water access, and water governance are central to understanding how political geography impacts sustainable water management. The course might examine international treaties on water-sharing, such as the Nile River agreement or the Indus Waters Treaty, and how geopolitical negotiations shape access to clean water. SDG 6 is linked to water governance and resource management, with political geography explaining the spatial aspects of water access and sustainability. 7. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Political geography studies how geographical factors influence industrial development, infrastructure networks, and technological innovation across regions and countries. The course may examine the geopolitical impact of infrastructure projects such as transnational pipelines, rail networks, and transportation corridors, as well as the politics of infrastructure financing. Discussions could focus on how political decisions around infrastructure projects shape regional economic growth and development. SDG 9 connects with industrial development, innovation, and sustainable infrastructure, where political geography plays a role in spatial development. 8. SDG 2: Zero Hunger Key Areas: Political geography examines how geographical locations and climate conditions affect food production, agricultural policies, and food security. The course may explore the politics of food distribution, the role of territorial claims in access to agricultural land, and the global trade of food resources. It could also look at how regional conflicts impact food supply chains, and how international governance addresses food insecurity in areas affected by geopolitical tensions or climate change. SDG 2 relates to food security, and political geography helps explain the spatial dimensions of hunger and agricultural policy. Conclusion A Political Geography course directly engages with several UN Sustainable Development Goals (SDGs) due to its focus on spatial distributions of power, resources, and political processes. The most relevant SDGs covered in this course include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 13: Climate Action SDG 7: Affordable and Clean Energy SDG 11: Sustainable Cities and Communities SDG 6: Clean Water and Sanitation SDG 9: Industry, Innovation, and Infrastructure SDG 2: Zero Hunger These SDGs are interconnected with the study of territoriality, resource distribution, and geopolitical dynamics, making Political Geography a key subject for understanding global challenges and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110503 | Globalisasi | Globalization | The Globalization course explores the multifaceted processes of globalization, including economic, political, cultural, and technological dimensions. Students examine the impacts of globalization on societies, economies, and political systems around the world, analyzing both positive and negative consequences. Key topics include global trade, migration, cultural exchange, and environmental challenges. The course encourages critical thinking about the forces driving globalization and the responses of states and communities to these changes. Through case studies and discussions, students develop a comprehensive understanding of how globalization shapes contemporary issues and influences global interconnectivity. | 1. SDG 10: Reduced Inequalities Key Areas: Globalization has significant implications for economic inequality both within and between countries. A course on globalization will examine how global economic systems, such as free trade, influence wealth distribution, economic growth, and poverty. The impact of global supply chains, foreign direct investment, and trade agreements on developing economies and the global South may be explored, addressing issues like income disparity and labor rights. Global migration and the movement of people across borders can also highlight inequality in terms of opportunity, resources, and living standards. SDG 10 is critical in the study of globalization as the course helps understand how global integration can either reduce or exacerbate social and economic inequalities. 2. SDG 8: Decent Work and Economic Growth Key Areas: Globalization is often studied in relation to its impact on economic growth and employment opportunities. The rise of global markets, international trade, and multinational corporations can lead to both opportunities and challenges for job creation and decent work. The course may explore issues like labor migration, working conditions in global supply chains, and the debate over global capitalism and its implications for economic growth and sustainability. The relationship between globalization and technology (including the rise of the digital economy) will also be a topic of interest, as it influences economic productivity and the future of work. SDG 8 is relevant as it ties economic growth and the creation of decent jobs to globalization trends, examining how global trade and technological advancements influence employment across different regions. 3. SDG 13: Climate Action Key Areas: Globalization plays a significant role in environmental sustainability. The global economy, industrialization, and international trade are major drivers of climate change. The course might address how globalization contributes to carbon emissions, the exploitation of natural resources, and the creation of environmental risks. Topics like global environmental agreements (e.g., the Paris Agreement) and climate change diplomacy are likely to be discussed. Discussions on the globalization of environmental movements, as well as how nations collaborate or compete in addressing climate change, are also central. SDG 13 connects globalization with climate action, as the interconnectedness of economies directly influences environmental policies and global efforts to mitigate climate change. 4. SDG 12: Responsible Consumption and Production Key Areas: The course would examine the relationship between global supply chains, consumption patterns, and sustainable production. Globalization often leads to increased demand for goods, contributing to overconsumption, waste production, and environmental degradation. Topics might include the impact of global trade on resource extraction, unsustainable agricultural practices, and the rise of the fast fashion industry, which is often criticized for its unsustainable production and consumption patterns. The course may explore how globalization influences corporate responsibility and the efforts to promote sustainable development through international agreements or corporate social responsibility (CSR) initiatives. SDG 12 focuses on how globalization affects patterns of consumption and production, with an emphasis on sustainability and reducing environmental impact. 5. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Globalization has a direct impact on the global governance system, including the role of international organizations (such as the United Nations, World Bank, WTO, and IMF) in promoting peace, justice, and human rights. The course may explore how globalization influences the rule of law, human rights, and the promotion of democratic institutions. It could examine issues like international law, global conflict, peacekeeping efforts, and the role of global civil society in promoting accountability and justice. Topics such as global terrorism, international crime, and the role of international organizations in resolving conflicts and promoting human rights may also be covered. SDG 16 is important as globalization affects global institutions and influences the capacity of international organizations to maintain peace and justice in a rapidly changing world. 6. SDG 4: Quality Education Key Areas: Globalization has transformed education systems around the world by increasing access to information and promoting the exchange of knowledge and culture across borders. The course may explore the globalization of education through the growth of international education, student mobility, online learning platforms, and the influence of international educational standards. Issues related to education inequality—such as disparities in access to quality education between the Global North and Global South—are also explored, with a focus on how globalization can either reduce or exacerbate these inequalities. SDG 4 connects with globalization through the exchange of knowledge and international educational cooperation, aiming for universal access to education and equitable quality education. 7. SDG 5: Gender Equality Key Areas: Globalization affects gender relations by promoting the globalization of feminism, the spread of gender-based policies, and increasing women’s participation in the global workforce. The course could cover the impact of globalization on women’s rights, including issues like gender-based violence, employment opportunities, and gender inequality in global supply chains. Global networks and international organizations (such as the United Nations and NGOs) play significant roles in promoting gender equality and influencing global gender policies. SDG 5 is a key focus of globalization as it intersects with global advocacy for women’s rights, gender equality, and the empowerment of women globally. 8. SDG 17: Partnerships for the Goals Key Areas: Globalization facilitates international cooperation and multilateral partnerships, which are essential for achieving the UN SDGs. The course may explore how global cooperation between governments, international organizations, the private sector, and civil society is necessary to tackle global challenges such as climate change, health crises, and economic inequality. The course could highlight how global partnerships are critical to achieving the SDGs, through discussions on the role of international NGOs, trade agreements, and foreign aid. SDG 17 emphasizes the importance of partnerships and international cooperation, which is fundamental to addressing global challenges in the context of globalization. 9. SDG 3: Good Health and Well-Being Key Areas: Globalization has a significant impact on global health through the spread of diseases (e.g., COVID-19), the international trade in pharmaceuticals, and the globalization of health practices. The course might explore the role of international organizations like the World Health Organization (WHO) in coordinating global health responses, addressing health disparities, and promoting universal health coverage. Topics could include global health challenges such as pandemics, malnutrition, and mental health, and how globalization both challenges and provides opportunities for global health equity. SDG 3 addresses how globalization influences public health, disease prevention, and the promotion of well-being across nations. Conclusion A Globalization course is highly relevant to several UN Sustainable Development Goals (SDGs) as it addresses a wide range of interconnected global challenges. The most relevant SDGs covered in such a course include: SDG 10: Reduced Inequalities SDG 8: Decent Work and Economic Growth SDG 13: Climate Action SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 5: Gender Equality SDG 17: Partnerships for the Goals **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110603 | Analisis Kebijakan Luar Negeri | Foreign Policy Analysis | The Foreign Policy Analysis course examines the processes and factors that shape a state’s foreign policy decisions. It explores theoretical frameworks and models for understanding how domestic politics, leadership, public opinion, and international contexts influence policy-making. Students analyze case studies of various countries to understand the complexities of decision-making in different political systems and situations. The course also addresses the role of institutions, interest groups, and geopolitical dynamics in shaping foreign policy outcomes. By the end of the course, students gain critical insights into the intricacies of foreign policy formation and the implications for international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Foreign policy analysis is crucial in understanding how states engage with international institutions to foster peace and promote justice. The course examines how governments navigate conflict resolution, peacebuilding, and global diplomacy. Topics like international law, human rights, peace negotiations, and disarmament are central to this SDG. The course might explore how foreign policy decisions affect the maintenance of global peace and the strengthening of institutions such as the UN, the International Criminal Court (ICC), and other multilateral organizations. Analyzing the role of foreign policy in preventing violence, promoting political stability, and safeguarding democratic values aligns with the principles of SDG 16. SDG 16 is deeply relevant to Foreign Policy Analysis, especially in understanding the role of state behavior and diplomatic strategies in promoting global peace and justice. 2. SDG 10: Reduced Inequalities Key Areas: Foreign policies often reflect or perpetuate global inequalities, whether economic, social, or political. A course on foreign policy analysis examines how governments address or exacerbate inequality through their foreign relations and international cooperation. The course might look at how states engage in development aid, trade agreements, and foreign investments, which can either help or hinder efforts to reduce inequalities. Additionally, foreign policy analysis can explore the relationship between foreign policy and marginalized groups (e.g., global South, refugees, or disadvantaged communities), addressing how international policies can tackle or exacerbate disparities. SDG 10 is relevant as foreign policy can be used to reduce inequalities through trade policies, humanitarian interventions, and development programs aimed at promoting global equity. 3. SDG 3: Good Health and Well-Being Key Areas: Foreign policy decisions directly affect global health issues, especially in the context of global health diplomacy. A Foreign Policy Analysis course might address how states cooperate on issues like pandemics, disease control, and healthcare access. The course could look at international health agreements, such as the World Health Organization’s (WHO) role in global health governance and how countries align their foreign policies to combat health crises like HIV/AIDS, Ebola, and COVID-19. The foreign policy of wealthy countries can affect health equity globally, especially in relation to vaccination programs, global healthcare access, and support for developing nations in improving healthcare infrastructure. SDG 3 intersects with Foreign Policy Analysis through the lens of international health policies, cooperation, and addressing global health challenges. 4. SDG 5: Gender Equality Key Areas: Foreign policy analysis often explores how gender dynamics influence the international relations of states. The course may investigate how foreign policies promote or hinder gender equality globally. Gender-related topics such as women’s rights, gender-based violence, and women’s participation in political processes may be analyzed within the context of foreign policy decisions and international organizations. This SDG is relevant when discussing how states engage in gender-sensitive foreign policies, or how international diplomacy and foreign aid can support the empowerment of women and the achievement of gender equality worldwide. SDG 5 is relevant to Foreign Policy Analysis as gender equality often becomes a key theme in foreign relations, especially in discussions on international development, conflict resolution, and human rights. 5. SDG 17: Partnerships for the Goals Key Areas: Foreign policies are essential to international partnerships aimed at achieving the SDGs. This course might analyze how states collaborate through multilateral organizations, trade agreements, environmental treaties, and development assistance to address global challenges. Foreign policy analysis will address how governments coordinate their efforts to achieve the UN’s SDGs through diplomatic initiatives, global governance frameworks, and partnerships with international organizations and civil society. The role of foreign policy in fostering international cooperation, global solidarity, and peaceful collaboration towards sustainable development is a core topic of this SDG. SDG 17 emphasizes the importance of partnerships in achieving the SDGs, and Foreign Policy Analysis is central to understanding how states engage with one another and cooperate through diplomatic channels. 6. SDG 4: Quality Education Key Areas: Foreign policies often have a significant impact on international education, especially in terms of scholarship programs, global research collaboration, and educational diplomacy. The course could explore how states’ foreign policies support educational exchanges, the globalization of higher education, and the promotion of international cooperation in education. The analysis of foreign policies will likely include an examination of international education policies, foreign aid to education, and the role of global institutions (like UNESCO) in advancing quality education for all. SDG 4 intersects with Foreign Policy Analysis in discussions of educational diplomacy, international educational exchanges, and the globalization of education. 7. SDG 13: Climate Action Key Areas: Foreign policy plays a crucial role in addressing global environmental challenges. The course might explore how states incorporate climate change mitigation and environmental diplomacy into their foreign policy decisions. Topics such as climate negotiations, global environmental treaties, and cross-border environmental challenges will likely be part of the curriculum. For example, how countries coordinate on climate action through international agreements like the Paris Agreement. The role of international organizations and foreign policy in promoting global environmental governance and tackling climate change is integral to understanding SDG 13. SDG 13 connects to Foreign Policy Analysis as global diplomacy is essential for coordinated international action on climate change and sustainable environmental policies. 8. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Foreign policy analysis often involves examining how states collaborate on building infrastructure and promoting innovation on a global scale. Foreign policies that promote investment in infrastructure, technological innovation, and trade agreements to foster economic growth will likely be analyzed. This includes how countries negotiate policies related to global supply chains, technology transfer, and foreign direct investment. Additionally, foreign policies can influence how countries engage with international development banks and multilateral institutions to fund critical infrastructure projects. SDG 9 is relevant to Foreign Policy Analysis because it deals with global cooperation on innovation and infrastructure development through international policy collaboration. Conclusion: A Foreign Policy Analysis course touches on multiple UN Sustainable Development Goals because foreign policy decisions have a far-reaching impact on global governance, international relations, and the well-being of nations. The SDGs most relevant to this course include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 4: Quality Education SDG 13: Climate Action SDG 9: Industry, Innovation, and Infrastructure These SDGs align with the core themes of foreign policy in international cooperation, human rights, economic development, and peacebuilding. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120103 | Bahasa Inggris Hubungan Internasional | English International Relations | The English International Relations course focuses on the study of international relations through the lens of the English language, emphasizing the communication and discourse surrounding global politics. Students explore key theories, concepts, and contemporary issues in international relations while developing their language skills in a specialized context. The course covers topics such as diplomacy, conflict resolution, globalization, and human rights, encouraging critical analysis of texts, speeches, and media. Through discussions, presentations, and written assignments, students enhance their understanding of international relations and improve their proficiency in articulating complex ideas in English. This course is particularly valuable for non-native speakers seeking to engage with global political discourse effectively. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: The course would cover how international relations contribute to peacebuilding, conflict resolution, and the creation of strong international institutions. Topics might include global governance, international diplomacy, human rights, and international law—all key elements of SDG 16. The analysis of how states and international organizations like the UN manage conflicts, promote justice, and create institutions that uphold the rule of law aligns with the goal of peace and strong institutions. SDG 16 is central to a course on International Relations, as it explores how states, through diplomacy and cooperation, contribute to global peace and institutional effectiveness. 2. SDG 10: Reduced Inequalities Key Areas: In international relations, foreign policy, trade agreements, and international aid are often discussed in terms of reducing global inequalities. The course might analyze how international trade policies, development assistance, and global governance affect the global South, addressing the issues of economic inequality between nations. Foreign policy approaches to promoting social and economic equality, support for marginalized groups, and humanitarian aid are all key aspects related to SDG 10. SDG 10 ties into the course by addressing how global governance and foreign policy can help to reduce inequalities between countries and within regions. 3. SDG 3: Good Health and Well-Being Key Areas: International health policy and global health diplomacy are crucial topics in the context of international relations. The course would likely examine how states and international organizations cooperate to address global health challenges like pandemics, disease outbreaks, and healthcare access. The role of global institutions such as the World Health Organization (WHO) and international agreements in promoting healthcare and well-being worldwide would be discussed in relation to SDG 3. Foreign policy decisions can significantly affect healthcare systems, vaccination programs, and the international response to global health crises. SDG 3 is relevant as foreign policy decisions often have a direct impact on global health systems, disease prevention, and international health cooperation. 4. SDG 13: Climate Action Key Areas: Climate change is a pressing global issue, and international relations play a key role in climate diplomacy, environmental governance, and sustainable development. The course would explore how states and international organizations cooperate on climate action through international agreements like the Paris Agreement, global environmental policies, and climate finance. The role of foreign policy in addressing climate change, carbon emissions, and environmental sustainability is a critical component of this SDG. SDG 13 aligns with the course as it covers international climate negotiations, sustainable development policies, and how states can collaborate to tackle global environmental challenges. 5. SDG 17: Partnerships for the Goals Key Areas: International relations is fundamentally about creating and maintaining global partnerships between countries and international organizations. The course would focus on how states collaborate to achieve shared goals, such as development assistance, trade agreements, and conflict resolution. The course would analyze multilateral diplomacy, global governance structures, and the role of international organizations (e.g., the UN, World Bank, WTO) in fostering global cooperation to achieve sustainable development. The emphasis on international collaboration to achieve the SDGs would be a recurring theme in discussions. SDG 17 is closely tied to International Relations, as it emphasizes the importance of partnerships between states and global actors to achieve sustainable development and peace. 6. SDG 4: Quality Education Key Areas: International relations is often explored in the context of educational diplomacy and the global exchange of knowledge. The course might cover international student exchanges, scholarships, and academic cooperation among universities worldwide. The role of states and international institutions in promoting access to quality education for all, especially in developing countries, would be analyzed. Foreign policies that support education as a development goal and promote international educational cooperation are key aspects of SDG 4. SDG 4 connects to International Relations through discussions of education diplomacy, global research collaborations, and the role of international organizations in fostering quality education worldwide. 7. SDG 5: Gender Equality Key Areas: A key component of international relations is the examination of gender equality in foreign policy, trade agreements, and international cooperation. The course might analyze how states incorporate gender-sensitive foreign policies. The impact of international diplomacy on advancing gender equality, including women’s rights in conflict zones, economic participation, and gender-based violence, would be key discussions. Foreign policies related to women’s empowerment and gender equality in international law and trade agreements would be examined. SDG 5 is relevant because foreign policy often plays a significant role in advancing gender equality through international agreements, gender mainstreaming, and development programs. 8. SDG 8: Decent Work and Economic Growth Key Areas: International relations frequently examines global economic systems, trade relations, and how foreign policies impact economic development and job creation worldwide. The course could explore how foreign policies and global partnerships foster economic growth, create decent work, and promote sustainable economic development in different regions of the world. Issues like global labor standards, trade agreements, and economic diplomacy are all related to this SDG. SDG 8 is connected to Foreign Policy Analysis through discussions on how foreign policies influence economic systems and the creation of decent work globally. 9. SDG 6: Clean Water and Sanitation Key Areas: Foreign policy plays a key role in international water diplomacy, as states engage in cooperative efforts to manage and share transboundary water resources and address water scarcity. The course might explore how states negotiate agreements on water access, sanitation, and hydropower projects that affect neighboring countries. International relations on topics like climate change, water rights, and sustainable water use are significant in the context of SDG 6. SDG 6 relates to Foreign Policy Analysis through international cooperation on water management and sanitation issues, particularly in regions where water resources are shared across borders. Conclusion: An English International Relations course would cover a wide range of UN Sustainable Development Goals due to the global nature of the subject. The most relevant SDGs covered in the course would likely include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 4: Quality Education SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation These SDGs are explored through the lens of international relations, global governance, and foreign policy, highlighting the role of states and international organizations in achieving global peace, justice, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120203 | Ekonomi Politik Internasional | International Political Economy | The International Political Economy course examines the interplay between politics and economics in the global arena. It explores how international economic systems, trade policies, and financial markets are shaped by political forces and, conversely, how economic conditions influence political decisions. Key topics include globalization, economic development, trade agreements, and the role of international institutions like the World Bank and IMF. Students analyze case studies and theoretical frameworks to understand the complexities of global economic interactions and their impact on state behavior, inequality, and social change. By the end of the course, students gain a nuanced understanding of the dynamics of international political economy and its relevance to contemporary global issues. | 1. SDG 4: Quality Education International Political Economy contributes to SDG 4: Quality Education by providing students with a deep understanding of the global economic systems and how they shape education policies and opportunities worldwide. Through the course, students explore the linkages between economic development, education systems, and knowledge economies. This understanding can inform policy decisions on how to make education more accessible, equitable, and aligned with the demands of the global market. 2. SDG 10: Reduced Inequalities SDG 10: Reduced Inequalities is a key area where IPE directly applies. The course often looks at how globalization, trade policies, economic systems, and development strategies contribute to inequalities both within and between countries. IPE addresses economic disparities, such as the North-South divide (between developed and developing countries), and explores policies for poverty reduction, income equality, and inclusive development. By understanding these dynamics, students can engage with solutions that reduce inequalities on a global scale. 3. SDG 5: Gender Equality International Political Economy can explore how gender plays a critical role in shaping economic outcomes. Topics like women’s labor participation, gender-based economic inequality, and the gendered nature of global trade are often discussed. Gender equality in economic development, including the empowerment of women in trade, business, and international finance, is a key area of analysis. IPE helps students understand how economic policies can either empower women or reinforce gender inequality. This aligns directly with SDG 5: Gender Equality. 4. SDG 8: Decent Work and Economic Growth SDG 8: Decent Work and Economic Growth is closely linked to the core themes of International Political Economy, as the course investigates how global economic systems, labor markets, and economic policies impact employment and economic growth. Topics such as economic growth, job creation, supply chains, fair trade, and employment standards are central to IPE. The course explores how economic policies, global finance, and international trade agreements can foster or hinder decent work and inclusive growth. 5. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is a key theme in IPE, especially when discussing conflict resolution, international governance, and the role of international institutions (such as the UN, World Bank, and WTO) in promoting stability and justice. IPE explores the relationship between economic power and political stability, as well as the ways in which global financial systems and trade relations impact peace and governance. Understanding the political economy of conflict and peacebuilding is essential for fostering strong institutions and justice. 6. SDG 17: Partnerships for the Goals SDG 17: Partnerships for the Goals is deeply relevant to International Political Economy, as it focuses on the importance of global cooperation in addressing global challenges. IPE emphasizes the role of international organizations, multilateral agreements, and cross-border cooperation to solve issues such as global financial stability, trade, and sustainable development. The course highlights how partnerships between states, businesses, civil society, and international institutions can work together to advance the SDGs and address global challenges like poverty, climate change, and inequality. 7. SDG 13: Climate Action SDG 13: Climate Action is increasingly an important focus within International Political Economy, especially in relation to green economies, environmental sustainability, and the role of global institutions in addressing climate change. IPE examines how economic policies and global trade impact the environment and how international institutions like the UNFCCC (United Nations Framework Convention on Climate Change) and World Bank support climate action initiatives. It also explores the role of climate finance, carbon trading, and sustainable development in the global economic system. 8. SDG 3: Good Health and Well-being (Indirectly) SDG 3: Good Health and Well-being is indirectly connected to International Political Economy, particularly when the course examines issues like global health systems, international health organizations, and the economics of healthcare. IPE looks at how economic development, trade agreements, and financial institutions impact access to healthcare, disease prevention, and global health initiatives. Students learn how global economic systems can either promote or undermine health and well-being for populations across the world. 9. SDG 9: Industry, Innovation, and Infrastructure (Indirectly) SDG 9: Industry, Innovation, and Infrastructure is indirectly related to International Political Economy because the course examines the role of global trade, investment flows, and technological advancements in shaping the economic and industrial landscapes. Topics such as global supply chains, industrial development, and the role of international financial institutions in funding infrastructure projects are critical for understanding how economic policies and global markets influence innovation and infrastructure development. 10. SDG 7: Affordable and Clean Energy (Indirectly) SDG 7: Affordable and Clean Energy is indirectly connected to International Political Economy, as the course often explores how global energy markets, international trade agreements, and economic policies impact access to clean energy. IPE looks at the role of international energy governance, the global oil market, and trade in renewable energy technologies, all of which are critical to achieving affordable, sustainable, and clean energy worldwide. Conclusion International Political Economy (IPE) engages with several United Nations Sustainable Development Goals (SDGs) through its focus on global economic systems, political dynamics, and international cooperation. Here’s a summary of the SDGs most relevant to an IPE course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being (indirectly) SDG 9: Industry, Innovation, and Infrastructure (indirectly) SDG 7: Affordable and Clean Energy (indirectly) By examining how economic forces, political power, and international cooperation shape global outcomes, students of International Political Economy are equipped to engage with complex global issues and contribute to creating a more sustainable, just, and prosperous world. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110102 | Wawasan Ilmu Pertanian | Agricultural Science Insights | The course “Agricultural Science Insights” typically explores the principles and practices of agriculture, focusing on sustainable farming, crop management, soil science, and the role of technology in agriculture. Students learn about agricultural systems, environmental impacts, and innovations that enhance productivity and sustainability. The course may also cover topics like pest management, biotechnology, and the socio-economic aspects of agriculture, preparing students for careers in farming, agribusiness, or research. | 1. **Zero Hunger (Goal 2)**: The course likely addresses food security, sustainable agriculture practices, and methods to increase crop yields, contributing directly to this goal. 2. **Climate Action (Goal 13)**: Discussions on sustainable farming practices and the impact of agriculture on climate change can align with efforts to combat climate change and its effects. 3. **Responsible Consumption and Production (Goal 12)**: Insights into sustainable agricultural practices promote responsible production and consumption of food resources. 4. **Life on Land (Goal 15)**: The course may cover biodiversity, land management, and the conservation of ecosystems, which are critical for sustainable agriculture. 5. **Quality Education (Goal 4)**: By providing education on agricultural science, the course promotes knowledge and skills necessary for future advancements in the field. If the course also incorporates topics on rural development, social equity, or economic growth in agricultural contexts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131003 | Interaksi Tanaman dan Mikrob Berguna | Interactions of Plants and Useful Microbes | The course “Interactions of Plants and Useful Microbes” delves into the symbiotic relationships between plants and beneficial microorganisms. It explores topics such as mycorrhizal associations, nitrogen-fixing bacteria, and the role of microbes in enhancing plant growth and resilience. Students examine how these interactions affect plant health, soil quality, and ecosystem sustainability. The course may also cover applications in agriculture, including biofertilizers and biocontrol agents, providing insights into sustainable practices and innovative agricultural solutions. | 1. **Zero Hunger (Goal 2)**: By exploring how beneficial microbes can enhance plant growth and resilience, the course contributes to food security and sustainable agricultural practices. 2. **Climate Action (Goal 13)**: Understanding the role of microbes in soil health and plant resilience can help develop strategies for climate-smart agriculture. 3. **Life on Land (Goal 15)**: The course may cover biodiversity and ecosystem services provided by both plants and microbes, supporting the conservation of terrestrial ecosystems. 4. **Sustainable Cities and Communities (Goal 11)**: Insights into urban agriculture and green spaces can enhance food systems and environmental quality in urban areas. 5. **Responsible Consumption and Production (Goal 12)**: The course can promote sustainable practices in agriculture, contributing to responsible management of natural resources. If the course also addresses issues related to soil health, pollution mitigation, or ecosystem management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02122403 | Kewirausahaan | Entrepreneurship | The course “Entrepreneurship” focuses on the process of starting and managing a new business venture. It covers key topics such as business planning, market research, funding options, and innovation. Students learn about the entrepreneurial mindset, strategies for identifying opportunities, and the challenges of launching and scaling a business. The course often includes case studies, practical projects, and discussions on risk management and ethical considerations, equipping students with the skills and knowledge to pursue entrepreneurial endeavors or work in startup environments. | 1. **Decent Work and Economic Growth (Goal 8)**: By fostering entrepreneurial skills and promoting the creation of new businesses, the course directly contributes to economic growth and job creation. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Entrepreneurship often drives innovation and can contribute to developing sustainable industries and infrastructure. 3. **Reduced Inequalities (Goal 10)**: Encouraging diverse entrepreneurial ventures can help address social inequalities and promote inclusive economic opportunities for marginalized groups. 4. **Sustainable Cities and Communities (Goal 11)**: Entrepreneurship can lead to the development of sustainable local businesses that enhance community resilience and well-being. 5. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration and partnerships between entrepreneurs, businesses, and communities to achieve sustainable development objectives. If the course incorporates themes of social entrepreneurship or environmental sustainability, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131202 | Pengelolaan Hama dan Penyakit Tanaman Pangan | Management of Pests and Diseases of Food Plants | The course “Management of Pests and Diseases of Food Plants” focuses on identifying, understanding, and managing the various pests and diseases that affect food crops. Students learn about the biology and ecology of pests and pathogens, integrated pest management (IPM) strategies, and sustainable practices for minimizing crop damage. The course covers topics such as chemical and biological control methods, resistance management, and the role of environmental factors in pest and disease dynamics. Practical components may include fieldwork and laboratory analyses, preparing students for careers in agriculture, horticulture, or pest management. | 1. **Zero Hunger (Goal 2)**: The course focuses on protecting food crops from pests and diseases, which is essential for ensuring food security and increasing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: It promotes sustainable practices in pest and disease management, contributing to the resilience and sustainability of food systems. 3. **Climate Action (Goal 13)**: Understanding pest and disease dynamics can help develop strategies that adapt to climate change impacts on agriculture. 4. **Life on Land (Goal 15)**: The course may address biodiversity conservation and ecosystem health, promoting sustainable management of terrestrial ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable agricultural practices, the course supports responsible management of natural resources. If the course includes discussions on economic impacts or social aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131302 | Pengelolaan Hama dan Penyakit Tanaman Hortikultura | Management of Pests and Diseases of Horticultural Plants | The course “Management of Pests and Diseases of Horticultural Plants” focuses on the identification, biology, and management strategies for pests and diseases affecting horticultural crops. Students learn about integrated pest management (IPM) techniques, including preventive measures, biological control, and the judicious use of chemical controls. The course emphasizes the importance of sustainable practices and environmental considerations in pest and disease management. Through a combination of lectures, field studies, and laboratory work, students gain practical skills and knowledge essential for maintaining healthy horticultural systems, preparing them for careers in agriculture, horticulture, or plant pathology. | 1. **Zero Hunger (Goal 2)**: By focusing on protecting horticultural crops from pests and diseases, the course is essential for enhancing food security and ensuring a stable supply of fruits and vegetables. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in managing pests and diseases, contributing to the resilience and sustainability of horticultural systems. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics can help develop adaptive management strategies in horticulture. 4. **Life on Land (Goal 15)**: The course may address biodiversity and ecosystem health, supporting the sustainable management of horticultural ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable practices, the course supports responsible use of resources in horticulture. If the course also discusses economic implications or social issues related to horticulture, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131402 | Pengelolaan Hama dan Penyakit Tanaman Perkebunan | Management of Pests and Diseases of Plantation Plants | The course “Management of Pests and Diseases of Plantation Plants” explores the specific challenges associated with pests and diseases affecting plantation crops, such as tea, rubber, and oil palm. Students learn to identify various pests and pathogens, their life cycles, and the economic impact on plantations. The curriculum emphasizes integrated pest management (IPM) strategies, combining cultural, biological, and chemical controls to ensure sustainable production. Practical components may include fieldwork and case studies, enabling students to apply their knowledge in real-world scenarios. This course prepares students for careers in plantation management, agricultural research, and pest control. | 1. **Zero Hunger (Goal 2)**: By focusing on the health and productivity of plantation crops, the course contributes to food security and the sustainability of agricultural production. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest and disease management practices, enhancing the resilience of plantation systems. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics helps in developing adaptive management strategies for plantation crops. 4. **Life on Land (Goal 15)**: The course may address biodiversity conservation and ecosystem management, supporting the sustainable management of plantation ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable practices, the course supports the responsible use of natural resources in plantation agriculture. If the course also covers economic impacts or social aspects of plantation management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06140102 | Seminar Akhir | Final Seminar | The “Final Seminar” course is designed as a capstone experience for students, providing an opportunity to synthesize and present their research or projects. Participants typically prepare a comprehensive presentation on a specific topic related to their field of study, demonstrating their understanding and application of concepts learned throughout their program. The seminar often includes peer reviews, discussions with faculty, and feedback sessions, fostering critical thinking and communication skills. This course aims to enhance students’ ability to articulate their findings and engage with an academic audience, preparing them for future professional or academic pursuits. | 1. **Quality Education (Goal 4)**: The seminar typically provides an opportunity for students to synthesize and present their knowledge, enhancing critical thinking and communication skills. 2. **Reduced Inequalities (Goal 10)**: If the seminar addresses diverse perspectives and inclusivity in discussions, it can promote understanding and equality among students. 3. **Partnerships for the Goals (Goal 17)**: The seminar may emphasize collaboration and networking among students, faculty, and external stakeholders, fostering partnerships. 4. **Decent Work and Economic Growth (Goal 8)**: If the seminar involves discussions on career development, entrepreneurship, or professional skills, it can contribute to economic growth and job readiness. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: If the seminar focuses on social issues, governance, or conflict resolution, it can promote understanding of justice and institutional integrity. If the seminar includes specific themes related to environmental issues, health, or social justice, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06140206 | Skripsi | Thesis | The “Thesis” course involves the independent research and writing of a substantial academic document, typically required for graduate-level degrees. Students select a specific topic within their field of study, conduct in-depth research, and develop a thesis that presents original findings or contributions to knowledge. The course includes stages such as proposal development, literature review, methodology, data collection, analysis, and writing. Students work closely with a faculty advisor for guidance and feedback throughout the process. This course emphasizes critical thinking, research skills, and the ability to communicate complex ideas effectively, preparing students for careers in research, academia, or specialized professional fields. | 1. **Quality Education (Goal 4)**: The thesis process promotes deep learning, critical thinking, and research skills, which are essential components of quality education. 2. **Reduced Inequalities (Goal 10)**: If the thesis topics address social justice, equity, or marginalized communities, they can contribute to understanding and reducing inequalities. 3. **Sustainable Cities and Communities (Goal 11)**: Research focusing on urban development, sustainability, or community engagement can support the development of sustainable communities. 4. **Decent Work and Economic Growth (Goal 8)**: Theses related to economic development, entrepreneurship, or labor market issues can contribute to understanding and fostering economic growth. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research efforts can emphasize the importance of partnerships between academia, industry, and communities. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Theses exploring governance, conflict resolution, or social justice can contribute to stronger institutions and peaceful societies. If the research addresses specific themes related to health, environment, or cultural heritage, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130803 | Identifikasi Patogen | Pathogen Identification | The course “Pathogen Identification” focuses on the techniques and methods used to identify various pathogens affecting plants, animals, and humans. Students learn about microbiological and molecular techniques, including microscopy, culturing, and PCR (polymerase chain reaction). The curriculum covers the biology and ecology of pathogens, as well as the symptoms and disease cycles they cause. Practical lab work is a key component, allowing students to apply identification methods to real samples. This course equips students with essential skills for careers in diagnostics, research, and public health, emphasizing the importance of accurate pathogen identification in disease management and prevention. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of pathogen identification is to improve public health by diagnosing infectious diseases and understanding their transmission, which directly contributes to health outcomes. 2. **Zero Hunger (Goal 2)**: By identifying pathogens that affect crops and livestock, the course can contribute to food security and sustainable agriculture. 3. **Climate Action (Goal 13)**: Understanding how pathogens interact with changing environmental conditions can help develop strategies to mitigate the impact of climate change on health and agriculture. 4. **Life on Land (Goal 15)**: Identifying pathogens in wildlife can aid in biodiversity conservation and understanding ecosystem health, contributing to sustainable land management. 5. **Partnerships for the Goals (Goal 17)**: Collaborative efforts in research and public health can foster partnerships between academic institutions, health organizations, and communities. If the course also addresses public health policy or community health initiatives, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130903 | Pengembangan Mikrob Berguna | Development of Useful Microbes | The course “Development of Useful Microbes” explores the cultivation and application of beneficial microorganisms in various fields, including agriculture, biotechnology, and environmental science. Students learn about the selection, isolation, and enhancement of microbes that promote plant growth, improve soil health, and facilitate waste management. The curriculum covers topics such as fermentation, microbial biotechnology, and the role of probiotics in health. Through laboratory experiments and field studies, students gain hands-on experience in developing and testing microbial applications. This course prepares students for careers in microbiology, agricultural sciences, and environmental management, emphasizing the importance of harnessing microbes for sustainable solutions. | 1. **Zero Hunger (Goal 2)**: By focusing on beneficial microbes that enhance soil fertility, plant growth, and food production, the course contributes to food security and sustainable agricultural practices. 2. **Climate Action (Goal 13)**: Understanding how microbes can help mitigate climate change impacts, such as by improving carbon sequestration in soils, aligns with efforts to combat climate change. 3. **Sustainable Cities and Communities (Goal 11)**: The application of useful microbes in urban agriculture and waste management can enhance sustainability in urban environments. 4. **Responsible Consumption and Production (Goal 12)**: The course may emphasize the role of microbes in waste decomposition and sustainable production processes, supporting responsible resource management. 5. **Good Health and Well-Being (Goal 3)**: If the course covers the development of probiotics or microbes used in health applications, it can contribute to improving health outcomes. If the course also addresses environmental conservation or biodiversity, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130203 | Pengelolaan Hama dan Penyakit Terpadu | Integrated Pest and Disease Management | The course “Integrated Pest and Disease Management” (IPM) focuses on sustainable strategies for managing pests and diseases in agricultural and horticultural systems. Students learn about the principles of IPM, which combines biological, cultural, physical, and chemical methods to minimize pest and disease impacts while promoting environmental health. The curriculum covers pest identification, monitoring techniques, risk assessment, and the use of natural enemies and resistant varieties. Practical applications through fieldwork and case studies help students develop effective management plans. This course prepares students for careers in agriculture, agronomy, and environmental science, emphasizing holistic approaches to pest and disease challenges. | 1. **Zero Hunger (Goal 2)**: This course is crucial for ensuring food security by managing pests and diseases that affect crop yields, thereby enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting integrated approaches that reduce chemical use and enhance ecosystem health, the course supports sustainable agricultural practices. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics can help develop adaptive management strategies in agriculture. 4. **Life on Land (Goal 15)**: The course addresses biodiversity conservation and sustainable land management practices, which are essential for maintaining healthy ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in pest and disease management supports the responsible use of natural resources in agriculture. If the course includes discussions on economic impacts or social aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130303 | Metode Penelitian dan Penulisan Karya Ilmiah | Research Methods and Writing Scientific Papers | The course “Research Methods and Writing Scientific Papers” provides students with the essential skills for conducting research and effectively communicating their findings. It covers various research methodologies, including qualitative and quantitative approaches, experimental design, data collection, and analysis techniques. Students learn to critically evaluate scientific literature and formulate research questions. The course also emphasizes the structure and components of scientific papers, including literature reviews, methodologies, results, and discussions. Through writing assignments and peer reviews, students develop their ability to articulate complex ideas clearly and concisely. This course is crucial for preparing students for academic research, thesis writing, and publishing in scientific journals. | 1. **Quality Education (Goal 4)**: By teaching research methodologies and scientific writing skills, the course enhances critical thinking and promotes quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Skills gained in research and writing can prepare students for careers in academia, industry, and research institutions, contributing to economic growth. 3. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration in research, fostering partnerships between students, faculty, and external organizations. 4. **Reduced Inequalities (Goal 10)**: Promoting equitable access to research opportunities and resources can help address inequalities in education and knowledge production. 5. **Good Health and Well-Being (Goal 3)**: If the course focuses on health-related research, it can contribute to advancements in public health and well-being. If the course includes topics on social issues or environmental research, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130403 | Klinik Tanaman | Plant Clinic | The course “Plant Clinic” provides hands-on experience in diagnosing plant health issues, including pests, diseases, and environmental stresses. Students learn to identify symptoms, conduct laboratory analyses, and apply diagnostic techniques to determine the causes of plant problems. The curriculum covers various aspects of plant pathology, entomology, and horticultural practices. Students may engage in fieldwork, interact with real-world cases, and develop management recommendations based on their findings. This course equips students with practical skills and knowledge essential for careers in agriculture, horticulture, and environmental science, emphasizing the importance of plant health in sustainable practices. | The course “Plant Clinic” can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Zero Hunger (Goal 2)**: The course plays a crucial role in diagnosing and managing plant diseases, which is essential for maintaining crop yields and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting best practices for pest and disease management, the course supports sustainable agricultural practices that protect the environment. 3. **Life on Land (Goal 15)**: The course may address biodiversity and ecosystem health, promoting the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing integrated pest management and sustainable practices helps ensure responsible use of natural resources in agriculture. 5. **Climate Action (Goal 13)**: Understanding the impact of climate change on plant health can inform strategies to adapt and mitigate its effects on agriculture. If the course includes aspects of community outreach or education about plant health, it may also connect to additional SDGs related to sustainable development and community well-being. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130503 | Identifikasi Hama | Pest Identification | The course “Pest Identification” focuses on recognizing and classifying various pests that affect crops, plants, and ecosystems. Students learn about the morphology, life cycles, and behaviors of key insect, arachnid, and other pest species. The curriculum emphasizes field and laboratory techniques for accurate identification, including the use of dichotomous keys and molecular methods. Through hands-on activities and practical assessments, students gain experience in monitoring pest populations and understanding their roles in agriculture and natural environments. This course prepares students for careers in pest management, entomology, and agricultural science, highlighting the importance of accurate identification in developing effective control strategies. | 1. **Zero Hunger (Goal 2)**: By focusing on identifying pests that affect crops and food security, the course is essential for enhancing agricultural productivity and ensuring a stable food supply. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The knowledge gained in pest identification supports sustainable pest management practices, which are critical for maintaining healthy ecosystems in agriculture. 3. **Life on Land (Goal 15)**: Understanding pest dynamics contributes to the conservation of biodiversity and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable pest management helps ensure the responsible use of pesticides and other resources in agriculture. 5. **Climate Action (Goal 13)**: Identifying pests and understanding their responses to climate change can inform adaptive management strategies for agriculture. If the course also addresses public health issues related to pests, it may connect to additional SDGs concerning health and well-being. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130603 | Pengembangan Organisme Berguna | Development of Useful Organisms | The course “Development of Useful Organisms” explores the cultivation and application of beneficial organisms in various fields, including agriculture, biotechnology, and environmental science. Students study the selection, isolation, and enhancement of organisms such as beneficial bacteria, fungi, and other microbes that promote plant growth, improve soil health, and contribute to bioremediation. The curriculum covers topics like fermentation processes, microbial ecology, and the use of these organisms in sustainable practices. Through laboratory work and practical projects, students gain hands-on experience in developing and applying these organisms for real-world solutions. This course prepares students for careers in microbiology, agricultural sciences, and environmental management. | 1. **Zero Hunger (Goal 2)**: The course may focus on beneficial organisms that enhance agricultural productivity, improve soil health, and contribute to food security. 2. **Climate Action (Goal 13)**: Understanding how useful organisms can mitigate climate change effects—such as through soil carbon sequestration or improving ecosystem resilience—aligns with this goal. 3. **Life on Land (Goal 15)**: The course promotes biodiversity and sustainable ecosystem management by exploring the roles of beneficial organisms in maintaining ecosystem health. 4. **Responsible Consumption and Production (Goal 12)**: By emphasizing the sustainable use of beneficial organisms in agriculture and resource management, the course supports responsible practices. 5. **Good Health and Well-Being (Goal 3)**: If the course covers microorganisms used in health applications (like probiotics), it contributes to improving public health outcomes. If the course also addresses economic implications or social aspects related to the use of beneficial organisms, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130703 | Interaksi Tanaman dan Serangga Berguna | Plant and Useful Insect Interactions | The course “Plant and Useful Insect Interactions” explores the symbiotic relationships between plants and beneficial insects, such as pollinators, predators, and parasitoids. Students examine how these interactions contribute to plant health, crop productivity, and ecosystem balance. The curriculum covers topics like pollination ecology, biological control, and the role of beneficial insects in integrated pest management (IPM). Through field studies and laboratory activities, students learn to identify key insect species and assess their impact on plant systems. This course equips students with practical knowledge and skills relevant to agriculture, horticulture, and conservation, emphasizing the importance of promoting beneficial insect populations for sustainable practices. | 1. **Zero Hunger (Goal 2)**: Understanding the interactions between plants and beneficial insects (like pollinators) is crucial for enhancing agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that leverage beneficial insect interactions for pest control and crop health, supporting environmentally friendly agriculture. 3. **Life on Land (Goal 15)**: By studying the role of insects in ecosystems, the course contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Exploring how insect interactions can influence plant resilience to climate change can help develop strategies for sustainable agriculture in changing environments. 5. **Responsible Consumption and Production (Goal 12)**: By promoting integrated pest management and sustainable agricultural practices, the course supports the responsible use of resources in agriculture. If the course includes discussions on ecosystem services or environmental health, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131102 | Mikrob dan Serangga Urban | Urban Microbes and Insects | The course “Urban Microbes and Insects” examines the roles and interactions of microorganisms and insects within urban environments. Students explore how urbanization affects microbial and insect communities, including their impacts on public health, ecosystem services, and urban agriculture. The curriculum covers topics such as the ecology of urban pests, beneficial insects, and microbial diversity in soils, water, and built environments. Through field studies, lab work, and data analysis, students gain hands-on experience in monitoring and managing urban ecosystems. This course prepares students for careers in urban ecology, environmental science, and public health, emphasizing sustainable practices in urban settings. | 1. **Sustainable Cities and Communities (Goal 11)**: The course focuses on the roles of microbes and insects in urban environments, which is essential for promoting sustainable urban development and improving city resilience. 2. **Good Health and Well-Being (Goal 3)**: Understanding how urban microbes and insects impact human health, including their roles in disease transmission or beneficial effects (like pollination), contributes to public health outcomes. 3. **Climate Action (Goal 13)**: The interactions of urban microbes and insects can influence ecosystem services that help mitigate climate change, such as carbon sequestration and waste decomposition. 4. **Life on Land (Goal 15)**: The course may address biodiversity in urban settings, highlighting the importance of insects and microbes in maintaining healthy ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: Studying urban microbes can inform waste management practices and promote sustainable resource use within urban areas. If the course also discusses social aspects or community engagement related to urban ecosystems, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121003 | Hama dan Penyakit Pascapanen | Postharvest Pests and Diseases | The course “Postharvest Pests and Diseases” focuses on the management of pests and diseases that affect crops after harvest. Students learn about the biology and ecology of key postharvest pests and pathogens, as well as the factors that influence their growth and spread. The curriculum covers prevention and control strategies, including packaging, storage, and processing techniques designed to minimize losses. Practical components involve assessing the quality of stored products and developing integrated management plans. This course prepares students for careers in agriculture, food science, and supply chain management, highlighting the importance of postharvest handling in food security and sustainability. | 1. **Zero Hunger (Goal 2)**: By focusing on the management of pests and diseases that affect stored food, the course is crucial for reducing food loss and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in postharvest handling, storage, and pest management, which are vital for maintaining the quality and quantity of food products. 3. **Responsible Consumption and Production (Goal 12)**: Understanding postharvest losses due to pests and diseases helps improve resource efficiency and promote sustainable production practices. 4. **Climate Action (Goal 13)**: The course may explore how effective pest and disease management can contribute to the resilience of food systems in the face of climate change. 5. **Life on Land (Goal 15)**: Addressing pests and diseases in postharvest systems supports sustainable land use and management by reducing waste and promoting biodiversity in agricultural practices. If the course also addresses economic impacts of postharvest losses or community-based strategies for managing these issues, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121103 | Sistem Pertanian Modern Berkelanjutan | Modern Sustainable Agricultural Systems | The course “Modern Sustainable Agricultural Systems” explores innovative practices and technologies aimed at enhancing agricultural sustainability. Students study various approaches, including agroecology, organic farming, precision agriculture, and permaculture, focusing on their environmental, economic, and social impacts. The curriculum emphasizes the integration of ecological principles with modern farming techniques to improve productivity while conserving natural resources. Topics may include soil health, water management, biodiversity, and sustainable pest management. Through case studies and practical applications, students develop skills to design and implement sustainable agricultural practices, preparing them for careers in agriculture, environmental science, and policy-making. | 1. **Zero Hunger (Goal 2)**: The course focuses on sustainable practices that enhance food production and security, directly contributing to the goal of ending hunger and ensuring access to safe, nutritious food. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting modern, sustainable agricultural practices, the course supports efforts to make agriculture more resilient and environmentally friendly. 3. **Climate Action (Goal 13)**: Understanding how sustainable agricultural systems can mitigate climate change and adapt to its impacts is a key focus, aligning with this goal. 4. **Life on Land (Goal 15)**: The course may cover biodiversity conservation, soil health, and sustainable land management practices, promoting the sustainability of terrestrial ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing efficient resource use and reducing waste in agricultural practices, the course supports responsible consumption and production patterns. 6. **Partnerships for the Goals (Goal 17)**: The course may encourage collaboration among farmers, researchers, and policymakers to promote sustainable agricultural innovations and practices. If the course also addresses social equity or community development in agricultural contexts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121203 | Rancangan Percobaan | Experimental Design | The course “Experimental Design” focuses on the principles and methodologies for designing scientific experiments. Students learn how to formulate hypotheses, select appropriate research methods, and develop experimental protocols that yield reliable and valid results. Key topics include randomization, replication, control groups, and statistical analysis techniques to interpret data effectively. The curriculum emphasizes critical thinking and problem-solving skills, with practical applications in various fields, including agriculture, biology, and social sciences. Through hands-on projects and case studies, students gain experience in designing experiments and analyzing outcomes, preparing them for research roles or advanced study in their respective disciplines. | 1. **Quality Education (Goal 4)**: By teaching students how to design and conduct experiments effectively, the course enhances critical thinking and scientific inquiry skills, contributing to quality education. 2. **Good Health and Well-Being (Goal 3)**: In fields such as health sciences, experimental design is crucial for developing and evaluating medical interventions, thereby supporting public health initiatives. 3. **Sustainable Cities and Communities (Goal 11)**: If the course includes research related to urban planning or environmental studies, it can contribute to sustainable development in urban areas. 4. **Climate Action (Goal 13)**: Experimental design is essential for conducting research on climate change impacts and developing adaptive strategies, which supports climate action. 5. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration in research projects, fostering partnerships among students, faculty, and external organizations. If the course addresses specific topics related to agricultural, environmental, or social research, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121303 | Teknik Pengamatan Hama dan Penyakit Tanaman | Plant Pest and Disease Observation Techniques | The course “Plant Pest and Disease Observation Techniques” provides students with practical skills and methodologies for identifying and monitoring pests and diseases in plants. Students learn to recognize symptoms, assess damage, and understand the life cycles of common pests and pathogens. The curriculum covers various observation methods, including field surveys, sampling techniques, and the use of diagnostic tools. Emphasis is placed on data collection and analysis to inform management decisions. Through hands-on activities and real-world case studies, students develop the expertise needed for effective pest and disease management in agricultural and horticultural settings, preparing them for careers in plant health and agronomy. | 1. **Zero Hunger (Goal 2)**: By training students to observe and identify pests and diseases affecting crops, the course is essential for enhancing agricultural productivity and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes best practices in pest and disease management, which are critical for sustainable agricultural practices that protect ecosystems. 3. **Life on Land (Goal 15)**: Observing and understanding pest and disease dynamics contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing integrated pest management techniques helps ensure the responsible use of pesticides and sustainable practices in agriculture. 5. **Climate Action (Goal 13)**: Understanding how climate change affects pest and disease prevalence can inform adaptive management strategies for agriculture. If the course includes community engagement or outreach related to plant health and pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121403 | Pengendalian Hayati dan Rekayasa Habitat | Biological Control and Habitat Engineering | The course “Biological Control and Habitat Engineering” focuses on the principles and practices of using biological agents to manage pests and enhance ecosystem health. Students explore the role of natural predators, parasitoids, and pathogens in controlling pest populations. The curriculum also covers habitat engineering techniques that modify environments to support beneficial organisms, promote biodiversity, and improve pest management outcomes. Key topics include ecological interactions, conservation biocontrol, and integrated pest management (IPM) strategies. Through case studies and practical applications, students gain skills in designing and implementing biological control programs, preparing them for careers in agriculture, ecology, and environmental management. | 1. **Zero Hunger (Goal 2)**: By focusing on biological control methods to manage pests and diseases in agriculture, the course contributes to enhancing food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices that reduce reliance on chemical pesticides and enhance ecosystem health through habitat engineering. 3. **Life on Land (Goal 15)**: Understanding how habitat engineering can support biodiversity and improve ecosystem services aligns with the goal of sustaining terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Biological control strategies can help mitigate the impacts of climate change on agriculture by promoting resilient farming systems and reducing greenhouse gas emissions associated with chemical inputs. 5. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable pest management and habitat improvement supports responsible resource use and production practices in agriculture. If the course also addresses social aspects of biological control or community-based habitat engineering initiatives, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121503 | Pencemaran Lingkungan | Environmental pollution | The course “Environmental Pollution” examines the sources, types, and impacts of pollutants on the environment and human health. Students explore various forms of pollution, including air, water, soil, and noise, as well as the chemical, biological, and physical processes involved. The curriculum covers regulatory frameworks, pollution prevention strategies, and remediation techniques. Students engage in case studies to analyze real-world pollution issues and their effects on ecosystems and communities. This course equips students with the knowledge and skills to assess environmental risks and develop sustainable solutions, preparing them for careers in environmental science, policy, and management. | 1. **Clean Water and Sanitation (Goal 6)**: The course addresses issues related to water pollution, promoting sustainable management of water resources and access to safe water. 2. **Sustainable Cities and Communities (Goal 11)**: Understanding pollution in urban areas helps develop strategies for creating sustainable and resilient cities that prioritize public health and environmental quality. 3. **Responsible Consumption and Production (Goal 12)**: The course emphasizes the importance of sustainable practices to reduce waste and pollution, promoting responsible resource use. 4. **Climate Action (Goal 13)**: Environmental pollution often intersects with climate change; the course can address how pollution contributes to climate issues and explore mitigation strategies. 5. **Life Below Water (Goal 14)**: If the course includes topics on marine pollution, it directly supports efforts to protect oceans and marine ecosystems from pollution. 6. **Life on Land (Goal 15)**: The course may also cover land pollution and its impacts on terrestrial ecosystems, contributing to the conservation and sustainable use of ecosystems. 7. **Good Health and Well-Being (Goal 3)**: By examining the health impacts of environmental pollution, the course contributes to understanding and promoting public health outcomes. If the course includes discussions on policies, community engagement, or socio-economic impacts of pollution, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130102 | Karantina Pertanian | Agricultural Quarantine | The course “Agricultural Quarantine” focuses on the principles and practices of managing and preventing the introduction and spread of pests and diseases that can threaten agricultural systems. Students learn about quarantine regulations, risk assessment, and inspection procedures for imported and exported agricultural products. The curriculum covers strategies for monitoring and controlling potential threats, as well as the economic and ecological implications of quarantine measures. Through case studies and practical applications, students develop skills in implementing quarantine protocols and managing biosecurity risks, preparing them for careers in agriculture, pest management, and regulatory agencies. | 1. **Zero Hunger (Goal 2)**: By preventing the introduction and spread of pests and diseases, agricultural quarantine plays a crucial role in protecting food security and enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in managing agricultural biosecurity, ensuring healthy crops and livestock while minimizing environmental impacts. 3. **Life on Land (Goal 15)**: Agricultural quarantine helps protect biodiversity by preventing the introduction of invasive species that can threaten native ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Effective quarantine measures support sustainable production practices by ensuring that agricultural products are safe and free from harmful organisms. 5. **Good Health and Well-Being (Goal 3)**: By reducing the risk of pest and disease outbreaks, agricultural quarantine contributes to public health by ensuring the safety of food supplies. 6. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration among governments, agricultural sectors, and international organizations to implement effective quarantine measures. If the course includes aspects of policy, trade, or community engagement in agricultural quarantine, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120303 | Patogen Tular Benih dan Tanah | Seed and Soil Transmitted Pathogens | The course “Seed and Soil Transmitted Pathogens” focuses on pathogens that are transmitted through seeds and soil, impacting plant health and agricultural productivity. Students learn about the biology and ecology of various seed-borne and soil-borne pathogens, including fungi, bacteria, and nematodes. The curriculum covers detection methods, disease management strategies, and the impact of these pathogens on crop yields and food security. Practical components may include laboratory techniques for isolating and identifying pathogens, as well as field studies to assess disease prevalence. This course prepares students for careers in plant pathology, agronomy, and crop management, emphasizing the importance of managing soil health and seed quality. | 1. **Zero Hunger (Goal 2)**: Understanding and managing seed and soil-borne pathogens is essential for ensuring healthy crop production, which directly impacts food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices by focusing on the management and control of pathogens, contributing to resilient agricultural systems. 3. **Life on Land (Goal 15)**: By studying the interactions between pathogens and ecosystems, the course supports biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Good Health and Well-Being (Goal 3)**: Some seed and soil-borne pathogens can impact human health, particularly in food safety; thus, the course contributes to public health outcomes by addressing these issues. 5. **Responsible Consumption and Production (Goal 12)**: Effective management of pathogens can lead to improved agricultural practices and reduced waste, promoting sustainable resource use. 6. **Climate Action (Goal 13)**: Understanding how climate change affects the dynamics of seed and soil pathogens can help develop adaptive strategies for sustainable agriculture. If the course also covers economic implications or community engagement related to pathogen management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120403 | Statistika | Statistics | The course “Statistics” introduces students to the fundamental concepts and techniques used to collect, analyze, and interpret data. Topics covered include descriptive statistics, probability theory, inferential statistics, hypothesis testing, and regression analysis. Students learn how to use statistical software for data analysis and how to apply statistical methods to real-world problems across various fields. Emphasis is placed on critical thinking and the proper interpretation of statistical results. Through hands-on exercises and projects, students gain practical skills that prepare them for research, data analysis, and decision-making roles in academia, business, and scientific disciplines. | 1. **Quality Education (Goal 4)**: Statistics is a fundamental component of education, enhancing critical thinking, data literacy, and analytical skills among students. 2. **Decent Work and Economic Growth (Goal 8)**: Statistical methods are essential for economic analysis, labor market studies, and informed decision-making in various industries, contributing to economic growth. 3. **Reduced Inequalities (Goal 10)**: Statistical analysis can identify disparities in income, education, and health, supporting efforts to address inequalities within and among countries. 4. **Good Health and Well-Being (Goal 3)**: Statistics is crucial in public health research, helping analyze health trends, evaluate interventions, and inform health policy decisions. 5. **Partnerships for the Goals (Goal 17)**: Statistics can facilitate collaboration among researchers, policymakers, and organizations by providing a common framework for data sharing and analysis. 6. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban planning, environmental studies, and assessing the effectiveness of community programs, supporting sustainable development. If the course includes specific applications in environmental science, social sciences, or health studies, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120503 | Bioteknologi Proteksi Tanaman | Plant Protection Biotechnology | The course “Plant Protection Biotechnology” explores the application of biotechnological techniques in the management of plant pests and diseases. Students learn about genetic engineering, molecular biology, and biocontrol methods that enhance plant resistance to pathogens and pests. The curriculum covers the development and use of transgenic plants, biopesticides, and other biotechnological innovations aimed at sustainable agriculture. Topics may include regulatory issues, environmental impact assessments, and ethical considerations in biotechnology. Through laboratory work and case studies, students gain practical experience in applying biotechnological solutions to real-world plant protection challenges, preparing them for careers in agriculture, research, and biotechnology industries. | 1. **Zero Hunger (Goal 2)**: Biotechnology can enhance crop resilience to pests and diseases, directly contributing to food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes innovative biotechnological approaches that reduce reliance on chemical pesticides, supporting sustainable agricultural practices. 3. **Life on Land (Goal 15)**: By focusing on the conservation of biodiversity and sustainable land management through biotechnological solutions, the course supports the health of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Biotechnology can help develop crops that are more resilient to climate change, thus contributing to adaptation strategies in agriculture. 5. **Good Health and Well-Being (Goal 3)**: If the course addresses biotechnological advancements that reduce harmful pesticide use, it can contribute to improved health outcomes for consumers and agricultural workers. 6. **Responsible Consumption and Production (Goal 12)**: The use of biotechnology in plant protection can lead to more efficient agricultural practices and reduced environmental impact, promoting sustainable consumption and production patterns. If the course includes discussions on ethical considerations or community engagement in biotechnological applications, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120603 | Ilmu Hama Tanaman | Plant Pest Science | The course “Plant Pest Science” examines the biology, ecology, and management of pests that affect plants. Students learn to identify various pest species, including insects, mites, and nematodes, and understand their life cycles, behaviors, and impacts on crop health. The curriculum covers integrated pest management (IPM) strategies, including cultural, biological, and chemical control methods. Emphasis is placed on sustainable practices that minimize environmental impact while effectively managing pest populations. Through fieldwork, laboratory exercises, and case studies, students develop practical skills in pest monitoring and management, preparing them for careers in agriculture, horticulture, and pest management. | 1. **Zero Hunger (Goal 2)**: The course is essential for understanding pest dynamics and developing effective management strategies to enhance crop yields and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting integrated pest management practices, the course supports sustainable agricultural systems that minimize chemical use and environmental impact. 3. **Life on Land (Goal 15)**: Understanding the interactions between pests and ecosystems contributes to biodiversity conservation and sustainable land management practices. 4. **Responsible Consumption and Production (Goal 12)**: The course emphasizes sustainable pest management techniques that lead to responsible use of agricultural resources and reduced waste. 5. **Climate Action (Goal 13)**: The impact of climate change on pest populations and dynamics can be explored, helping develop strategies for adaptive pest management in changing environments. 6. **Good Health and Well-Being (Goal 3)**: Effective pest management reduces the risk of pesticide exposure for farmers and consumers, contributing to better health outcomes. If the course includes community engagement or focuses on the socio-economic aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120703 | Ilmu Penyakit Tanaman | Plant Disease Science | The course “Plant Disease Science” focuses on the study of diseases that affect plants, including their causes, mechanisms, and impacts on agricultural productivity. Students learn about various pathogens such as fungi, bacteria, viruses, and nematodes, as well as the environmental factors that contribute to disease outbreaks. The curriculum covers diagnostic techniques, disease management strategies, and the principles of integrated disease management (IDM). Emphasis is placed on understanding plant-pathogen interactions and developing sustainable practices to mitigate disease effects. Through laboratory work and field studies, students gain practical experience in identifying and managing plant diseases, preparing them for careers in plant pathology, agriculture, and research. | 1. **Zero Hunger (Goal 2)**: Understanding plant diseases is crucial for developing effective management strategies to protect crops, enhance agricultural productivity, and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that reduce reliance on chemical treatments and encourage integrated disease management approaches. 3. **Life on Land (Goal 15)**: Studying plant diseases contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems by understanding disease impacts on plant health and ecosystem dynamics. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable plant disease management practices helps ensure responsible use of agricultural resources and reduces waste associated with crop losses. 5. **Climate Action (Goal 13)**: The course can explore how climate change affects plant disease dynamics, informing strategies for adapting agricultural practices to changing environmental conditions. 6. **Good Health and Well-Being (Goal 3)**: Effective management of plant diseases can help reduce the need for chemical pesticides, thereby improving health outcomes for agricultural workers and consumers. If the course includes discussions on socio-economic impacts or community engagement in disease management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120803 | Fisiologi dan Biokimia Tanaman | Plant Physiology and Biochemistry | The course “Plant Physiology and Biochemistry” explores the physiological processes and biochemical pathways that underlie plant growth, development, and response to environmental stimuli. Students learn about key topics such as photosynthesis, respiration, water relations, nutrient uptake, and hormone signaling. The curriculum also covers the biochemical basis of plant metabolism, including secondary metabolite production and stress responses. Through laboratory experiments and practical applications, students gain hands-on experience in measuring physiological parameters and analyzing biochemical compounds. This course prepares students for careers in agriculture, horticulture, and plant research, emphasizing the importance of understanding plant functions for improving crop productivity and resilience. | 1. **Zero Hunger (Goal 2)**: Understanding plant physiology and biochemistry is essential for improving crop yields, enhancing food security, and developing resilient agricultural practices. 2. **Sustainable Agriculture (Goal 2, Target 4)**: Insights from this course can inform sustainable practices that promote plant health and productivity while minimizing environmental impacts. 3. **Climate Action (Goal 13)**: The course can explore how plants respond to climate change, including stress responses and adaptations, which is critical for developing resilient crops. 4. **Life on Land (Goal 15)**: Understanding plant biochemistry and physiology contributes to biodiversity conservation and sustainable land management practices. 5. **Good Health and Well-Being (Goal 3)**: By exploring the biochemical pathways related to nutrient uptake and plant-based compounds, the course can contribute to the development of healthier food sources. 6. **Responsible Consumption and Production (Goal 12)**: Insights into plant physiology can lead to more efficient agricultural practices and sustainable resource use. If the course includes discussions on biotechnology applications or socio-economic aspects of plant science, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120903 | Vertebrata Hama | Pest Vertebrates | The course “Pest Vertebrates” focuses on the identification, biology, and management of vertebrate pests that impact agricultural systems, urban areas, and natural ecosystems. Students learn about species such as rodents, birds, and other mammals that can cause damage to crops, infrastructure, and human health. The curriculum covers ecological principles, behavior, and population dynamics of these pests, as well as various control methods, including exclusion, habitat modification, and humane trapping. Emphasis is placed on integrated pest management (IPM) strategies that minimize environmental impact. Through case studies and fieldwork, students gain practical skills in monitoring and managing vertebrate pest populations, preparing them for careers in wildlife management, agriculture, and environmental science. | 1. **Zero Hunger (Goal 2)**: By studying pest vertebrates that affect agriculture, the course is essential for developing effective management strategies to protect crops and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest management practices that minimize the use of chemical controls and encourage ecological approaches. 3. **Life on Land (Goal 15)**: Understanding the ecological roles of vertebrate pests contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in managing vertebrate pests helps ensure responsible use of resources and minimizes waste in agricultural systems. 5. **Good Health and Well-Being (Goal 3)**: Effective management of vertebrate pests can reduce the risk of zoonotic diseases and improve health outcomes for agricultural workers and communities. 6. **Climate Action (Goal 13)**: The course may explore how climate change affects pest populations and dynamics, helping develop adaptive management strategies in agriculture. If the course includes discussions on community engagement, ethical considerations, or socio-economic impacts of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110202 | Genetika Pertanian | Agricultural Genetics | The course “Agricultural Genetics” examines the principles and applications of genetics in agriculture, focusing on the breeding and improvement of crop and livestock species. Students learn about inheritance patterns, genetic variation, and the molecular techniques used in genetic analysis, including marker-assisted selection and genomic technologies. The curriculum covers topics such as plant and animal breeding strategies, biotechnology applications, and the role of genetics in enhancing traits like yield, disease resistance, and environmental adaptability. Through laboratory work and field studies, students gain hands-on experience in genetic analysis and breeding programs, preparing them for careers in agronomy, animal science, and biotechnology. | 1. **Zero Hunger (Goal 2)**: By enhancing crop yields and resilience through genetic improvements, this course directly contributes to food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The study of agricultural genetics promotes sustainable practices by developing crops that require fewer resources and are more resilient to pests, diseases, and climate stress. 3. **Climate Action (Goal 13)**: Agricultural genetics can help develop crops that are better adapted to changing climatic conditions, supporting resilience and adaptation strategies in agriculture. 4. **Life on Land (Goal 15)**: Understanding genetic diversity in crops can aid in the conservation of plant genetic resources and promote sustainable land management practices. 5. **Good Health and Well-Being (Goal 3)**: Genetic improvements can lead to healthier food options, including biofortified crops that provide essential nutrients to improve public health. 6. **Responsible Consumption and Production (Goal 12)**: The course may emphasize sustainable production practices by focusing on genetic innovations that reduce the environmental impact of agriculture. If the course also includes discussions on ethical considerations, biotechnology applications, or socio-economic impacts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110303 | Mikrobiologi Dasar Pertanian | Basic Agricultural Microbiology | The course “Basic Agricultural Microbiology” introduces students to the fundamental concepts of microbiology as it relates to agriculture. Students learn about the diversity, structure, and functions of microorganisms, including bacteria, fungi, and viruses, and their roles in soil health, plant growth, and disease processes. The curriculum covers topics such as microbial ecology, nutrient cycling, and the use of microbes in biocontrol and soil fertility enhancement. Through laboratory exercises and field studies, students gain practical skills in microbial analysis and identification. This course prepares students for careers in agriculture, environmental science, and research, emphasizing the importance of microorganisms in sustainable agricultural practices. | 1. **Zero Hunger (Goal 2)**: Understanding the role of microorganisms in soil health, crop production, and food safety is essential for enhancing agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices by exploring beneficial microbes that enhance plant growth, nutrient availability, and pest resistance. 3. **Life on Land (Goal 15)**: Microbiology plays a key role in maintaining soil health and biodiversity, contributing to the sustainable management of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: The study of soil microorganisms can help develop practices that sequester carbon and mitigate greenhouse gas emissions in agricultural systems. 5. **Responsible Consumption and Production (Goal 12)**: Emphasizing the importance of microbial processes in waste decomposition and resource recycling supports sustainable production practices. 6. **Good Health and Well-Being (Goal 3)**: Understanding the role of microbes in food safety and nutrition can lead to improved public health outcomes through better agricultural practices. If the course includes discussions on community engagement, environmental impact, or socio-economic aspects of agricultural microbiology, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110402 | Biologi Serangga | Insect Biology | The course “Insect Biology” explores the anatomy, physiology, behavior, ecology, and evolution of insects. Students learn about the diversity of insect species, their life cycles, and their roles in ecosystems, including pollination, decomposition, and as pests or beneficial organisms. The curriculum covers topics such as insect morphology, sensory systems, reproduction, and population dynamics. Through laboratory work and field studies, students gain hands-on experience in insect identification and observation techniques. This course prepares students for careers in entomology, agriculture, environmental science, and conservation, emphasizing the significance of insects in both natural and agricultural systems. | 1. **Zero Hunger (Goal 2)**: Understanding insect biology is crucial for managing beneficial insects (like pollinators) and pests that affect agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest management practices that minimize the use of chemical pesticides and enhance ecological balance in farming systems. 3. **Life on Land (Goal 15)**: Studying insect biology contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems, as insects play key roles in pollination, decomposition, and nutrient cycling. 4. **Climate Action (Goal 13)**: The course can explore how insects respond to climate change, which is important for understanding their role in ecosystems and agricultural systems. 5. **Good Health and Well-Being (Goal 3)**: Insects can be vectors for diseases; understanding their biology helps manage public health risks associated with insect-borne diseases. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in managing insect populations supports responsible agricultural production and reduces waste. If the course includes discussions on ethical considerations, ecological impacts, or socio-economic aspects of insects, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110503 | Entomologi | Entomology | The course “Entomology” focuses on the scientific study of insects, examining their biology, taxonomy, ecology, and behavior. Students learn about the diversity of insect species, their roles in ecosystems, and their impact on agriculture, human health, and the environment. The curriculum covers topics such as insect physiology, life cycles, pest management strategies, and the relationships between insects and other organisms. Through laboratory work and field research, students gain practical experience in insect identification, collection techniques, and data analysis. This course prepares students for careers in entomology, agriculture, pest management, environmental science, and conservation, highlighting the importance of insects in various ecological and agricultural contexts. | 1. **Zero Hunger (Goal 2)**: Understanding insect behavior and ecology is vital for managing both beneficial insects (like pollinators) and agricultural pests, which directly affects food security and crop yields. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes integrated pest management and sustainable practices that reduce reliance on chemical pesticides, contributing to more resilient agricultural systems. 3. **Life on Land (Goal 15)**: Studying insects helps to understand their roles in ecosystems, including pollination, decomposition, and soil health, supporting biodiversity and sustainable land management. 4. **Climate Action (Goal 13)**: The course can explore how insects are affected by and respond to climate change, which is important for adapting agricultural practices and conserving ecosystems. 5. **Good Health and Well-Being (Goal 3)**: Understanding insect-borne diseases and pest management can help mitigate public health risks associated with vectors and agricultural pests. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable insect management supports responsible agricultural practices and reduces environmental impact. If the course addresses economic aspects, community involvement, or ethical considerations in entomology, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110603 | Dasar-dasar Penyakit Tanaman | Plant Disease Basics | The course “Plant Disease Basics” introduces students to the fundamental concepts of plant pathology, focusing on the identification, causes, and management of plant diseases. Students learn about various pathogens, including fungi, bacteria, viruses, and nematodes, as well as the symptoms and disease cycles associated with each. The curriculum covers essential topics such as disease prevention, integrated disease management (IDM) strategies, and the role of environmental factors in disease development. Through lectures, laboratory exercises, and case studies, students gain practical skills in diagnosing plant diseases and developing management plans. This course prepares students for careers in agriculture, horticulture, and plant health management, emphasizing the importance of protecting crops from disease for sustainable production. | 1. **Zero Hunger (Goal 2)**: Understanding plant diseases is critical for developing effective management strategies to protect crops, enhance agricultural productivity, and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that minimize reliance on chemical treatments and encourage integrated disease management approaches. 3. **Life on Land (Goal 15)**: Studying plant diseases contributes to biodiversity conservation and sustainable land management by understanding the impacts of diseases on plant health and ecosystems. 4. **Good Health and Well-Being (Goal 3)**: Effective management of plant diseases can help reduce the need for harmful pesticides, improving health outcomes for agricultural workers and consumers. 5. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable plant disease management supports responsible use of agricultural resources and reduces waste associated with crop losses. 6. **Climate Action (Goal 13)**: The course may explore how climate change affects plant disease dynamics, helping develop adaptive management strategies in agriculture. If the course includes discussions on socio-economic impacts or community engagement in disease management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120103 | Iklim dalam Proteksi Tanaman | Climate in Plant Protection | The course “Climate in Plant Protection” explores the impact of climate and weather patterns on plant health and pest management. Students learn about how changing climatic conditions—such as temperature, humidity, and precipitation—affect plant diseases, insect populations, and overall crop productivity. The curriculum covers topics like climate change effects, seasonal variations, and climate-smart agricultural practices that enhance resilience against pests and diseases. Through case studies and practical applications, students gain insights into developing effective plant protection strategies that consider climatic factors. This course prepares students for careers in agricultural management, plant pathology, and environmental science, emphasizing the importance of integrating climate considerations into plant protection efforts. | 1. **Zero Hunger (Goal 2)**: Understanding the impact of climate on plant health and protection strategies is crucial for ensuring food security and enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes adaptive management practices that consider climate variability and its effects on pests and diseases, supporting sustainable agricultural systems. 3. **Climate Action (Goal 13)**: The course directly addresses the relationship between climate change and plant protection, exploring strategies to mitigate its impacts on agriculture. 4. **Life on Land (Goal 15)**: Understanding how climate influences plant health and ecosystems contributes to the conservation of biodiversity and the sustainable management of terrestrial ecosystems. 5. **Good Health and Well-Being (Goal 3)**: By focusing on sustainable plant protection methods in the face of climate challenges, the course can help reduce the reliance on harmful pesticides, contributing to public health. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing efficient and sustainable practices in plant protection can help minimize waste and promote responsible resource use in agriculture. If the course includes discussions on community resilience or socio-economic impacts of climate change on agriculture, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120203 | Pengelolaan Pestisida dan Teknik Aplikasinya | Pesticide Management and Application Techniques | The course “Pesticide Management and Application Techniques” focuses on the safe and effective use of pesticides in agricultural and horticultural settings. Students learn about different types of pesticides, their modes of action, and the regulations governing their use. The curriculum covers application techniques, including equipment calibration, sprayer technology, and application timing to maximize efficacy while minimizing environmental impact. Emphasis is placed on integrated pest management (IPM) strategies that incorporate pest monitoring and risk assessment. Through practical training and field exercises, students develop skills in pesticide application and safety protocols, preparing them for careers in pest management, agriculture, and environmental science. | 1. **Zero Hunger (Goal 2)**: Effective pesticide management is crucial for protecting crops from pests and diseases, which directly impacts agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes integrated pest management (IPM) practices that minimize chemical use, supporting sustainable agricultural practices. 3. **Good Health and Well-Being (Goal 3)**: Proper pesticide management and application techniques can reduce health risks to agricultural workers and consumers by minimizing exposure to harmful chemicals. 4. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable pesticide use promotes responsible consumption practices in agriculture, reducing waste and environmental impact. 5. **Life on Land (Goal 15)**: Understanding the ecological impacts of pesticide use helps protect biodiversity and supports sustainable land management practices. 6. **Climate Action (Goal 13)**: The course may address how climate change affects pest dynamics and pesticide efficacy, informing adaptive management strategies. If the course includes discussions on regulatory frameworks, community engagement, or socio-economic aspects of pesticide use, it may connect to additional SDGs as well. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110103 | Dasar-Dasar Ilmu Tanah | Basics of Soil Science | The Basics of Soil Science course provides an introduction to the fundamental concepts of soil as a natural resource. Students explore soil formation, classification, and properties, including physical, chemical, and biological aspects. The course emphasizes the role of soil in ecosystems, agriculture, and environmental sustainability. Topics may include soil fertility, erosion, conservation practices, and the impact of human activities on soil health. Through lectures, laboratory work, and field studies, students gain practical skills in soil sampling and analysis, preparing them for further studies or careers in agriculture, environmental science, or land management. | 1. **Goal 2: Zero Hunger** – Healthy soils are essential for food production. Understanding soil science helps improve agricultural practices and food security. 2. **Goal 12: Responsible Consumption and Production** – Sustainable soil management contributes to efficient resource use and waste reduction in agriculture. 3. **Goal 13: Climate Action** – Soil plays a crucial role in carbon storage and greenhouse gas emissions, linking soil management practices to climate change mitigation. 4. **Goal 15: Life on Land** – This goal emphasizes the importance of managing forests, combating desertification, and halting land degradation, all of which are connected to soil health. 5. **Goal 6: Clean Water and Sanitation** – Soil affects water filtration and quality, impacting clean water access. These connections highlight the interdisciplinary nature of soil science and its importance in achieving sustainable development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110703 | Dasar-Dasar Perlindungan Tanaman | Plant Protection Basics | The Plant Protection Basics course introduces students to the principles and practices of managing plant health and safeguarding crops from pests, diseases, and environmental stressors. Topics covered include the identification and biology of pests and pathogens, integrated pest management (IPM) strategies, and the use of chemical and biological control methods. | 1. **Goal 2: Zero Hunger** – Effective plant protection is crucial for enhancing crop yields and ensuring food security. 2. **Goal 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices and minimizing chemical use in pest control contribute to responsible production. 3. **Goal 13: Climate Action** – Healthy plants are more resilient to climate change. Sustainable plant protection practices can help mitigate the impacts of climate change on agriculture. 4. **Goal 15: Life on Land** – Protecting plant health contributes to biodiversity and the sustainability of ecosystems, which is central to this goal. 5. **Goal 3: Good Health and Well-being** – Reducing the reliance on harmful pesticides through integrated pest management promotes healthier ecosystems and communities. These connections underscore the importance of plant protection in achieving sustainable development and addressing global challenges related to food security, environmental health, and biodiversity. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130403 | Survei Tanah dan Evaluasi Lahan | Soil Survey and Land Evaluation | The Soil Survey and Land Evaluation course focuses on the techniques and methodologies used to assess soil characteristics and land suitability for various uses, such as agriculture, construction, and conservation. Students learn how to conduct soil surveys, analyze soil properties, and interpret soil data. | 1. **Goal 2: Zero Hunger** – Promotes sustainable agricultural practices and ensures food security through effective land use and soil management. 2. **Goal 15: Life on Land** – Focuses on managing forests, combating desertification, and halting land degradation, which are critical for maintaining healthy ecosystems. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, including soil, to ensure long-term productivity and sustainability. 4. **Goal 13: Climate Action** – Involves understanding soil’s role in carbon sequestration and its impact on climate change mitigation. 5. **Goal 6: Clean Water and Sanitation** – Recognizes the importance of healthy soil in maintaining water quality and availability. These connections underscore the interdisciplinary nature of soil science and its impact on global sustainability efforts. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130503 | Pengelolaan DAS Terpadu | Integrated Watershed Management | The Integrated Watershed Management course explores the holistic approach to managing water resources within a watershed. Students learn about the interactions between land use, water quality, and ecosystem health. Key topics include watershed hydrology, soil and water conservation practices, pollution control, and stakeholder involvement in decision-making. The course emphasizes the importance of integrating social, economic, and environmental considerations in managing watersheds sustainably. | 1. **SDG 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water and sanitation for all, which is central to watershed management. 2. **SDG 13: Climate Action** – Addresses the need to combat climate change and its impacts, including the role of watersheds in climate resilience. 3. **SDG 15: Life on Land** – Concerns the sustainable use of terrestrial ecosystems, managing forests, combating desertification, and halting biodiversity loss, all of which are influenced by watershed management practices. 4. **SDG 11: Sustainable Cities and Communities** – Includes aspects of urban planning that affect watershed health and water resource management. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of partnerships and collaboration across sectors and communities for effective watershed management. Courses may also touch on other goals related to sustainable agriculture, responsible consumption, and ecosystem health, depending on the specific focus of the program. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130602 | Morfologi dan Mikromorfologi Tanah | Soil Morphology and Micromorphology | The Soil Morphology and Micromorphology course examines the physical characteristics and structures of soils at both macroscopic and microscopic levels. Students learn to describe soil profiles, identify soil horizons, and interpret soil features such as texture, structure, and color. The course also delves into micromorphology, where students study soil thin sections under a microscope to analyze pore spaces, mineralogy, and biological activity. | 1. **SDG 15: Life on Land** – Focuses on sustainable land use and management, emphasizing the importance of soil health and biodiversity. 2. **SDG 2: Zero Hunger** – Addresses sustainable agricultural practices, as understanding soil properties is crucial for improving crop yields and food security. 3. **SDG 12: Responsible Consumption and Production** – Involves sustainable management of natural resources, including soils, to promote sustainable practices in agriculture and land use. 4. **SDG 13: Climate Action** – Highlights the role of soils in carbon sequestration and the importance of managing soils to mitigate climate change impacts. 5. **SDG 3: Good Health and Well-being** – While indirectly, healthy soils contribute to better food quality and environmental health, which are essential for human health. Courses may also touch on aspects related to sustainable urban development and ecosystem health, depending on their specific content. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130702 | Cadangan Karbon dan Produksi Pertanian | Carbon Stocks and Agricultural Production | The Carbon Stocks and Agricultural Production course explores the relationship between soil carbon dynamics and agricultural practices. Students learn about the role of carbon in soil health, climate change mitigation, and crop productivity. Topics include measuring and estimating soil carbon stocks, the impact of land use and management practices on carbon sequestration, and the benefits of sustainable agricultural practices. The course emphasizes the importance of balancing agricultural production with environmental stewardship. | 1. **SDG 2: Zero Hunger** – Focuses on sustainable agricultural practices that enhance food security while considering carbon stocks and soil health. 2. **SDG 13: Climate Action** – Examines the relationship between agricultural practices and carbon emissions, as well as strategies for carbon sequestration in agriculture. 3. **SDG 15: Life on Land** – Addresses the sustainable use of terrestrial ecosystems, including the management of soil and carbon stocks to support biodiversity. 4. **SDG 12: Responsible Consumption and Production** – Involves promoting sustainable practices in agriculture that reduce environmental impact and enhance resource efficiency. 5. **SDG 3: Good Health and Well-being** – While indirectly related, sustainable agricultural practices can contribute to better food quality and environmental health, which are vital for human well-being. Courses may also engage with goals related to partnerships and innovation in sustainable agriculture, depending on their focus. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130802 | Sains untuk Perubahan Iklim | Science for Climate Change | The Science for Climate Change course provides an interdisciplinary overview of the scientific principles underlying climate change and its impacts. Students explore the physical, chemical, and biological processes driving climate change, including greenhouse gas emissions, climate models, and feedback mechanisms. The course examines the effects of climate change on ecosystems, weather patterns, and human societies, as well as mitigation and adaptation strategies. Emphasis is placed on analyzing current research and data, understanding policy implications, and exploring technologies for reducing carbon footprints. Through discussions, case studies, and projects, students develop critical thinking skills to address climate challenges and contribute to sustainable solutions. | 1. **SDG 13: Climate Action** – Directly addresses the need for urgent action to combat climate change and its impacts through scientific understanding and innovative solutions. 2. **SDG 7: Affordable and Clean Energy** – Explores sustainable energy solutions and technologies that can mitigate climate change. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on urban planning and development strategies that enhance resilience to climate change. 4. **SDG 15: Life on Land** – Examines the impact of climate change on terrestrial ecosystems and biodiversity, promoting sustainable land management practices. 5. **SDG 3: Good Health and Well-being** – Investigates the health implications of climate change, including air quality and extreme weather events. 6. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration across sectors, disciplines, and nations to effectively address climate change challenges. Courses may also touch on related goals such as sustainable agriculture and responsible consumption, depending on their specific focus and content. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05140102 | Seminar | Seminar | The Seminar course is designed to facilitate in-depth discussions and exploration of specific topics within a particular field of study. Students engage with current research, case studies, and relevant literature, often presenting their findings and analyses to peers. The course fosters critical thinking, communication, and collaboration skills as participants debate ideas, share perspectives, and provide constructive feedback. Topics may vary widely depending on the focus of the seminar, and the format often includes guest speakers, group discussions, and interactive activities. This course aims to deepen students’ understanding of the subject matter while preparing them for academic or professional presentations. | 1. **SDG 4: Quality Education** – Promotes lifelong learning opportunities and aims for inclusive and equitable quality education. 2. **SDG 10: Reduced Inequality** – Explores issues related to social justice, equity, and inclusivity, depending on the seminar’s theme. 3. **SDG 17: Partnerships for the Goals** – Often emphasizes collaboration and networking among students, researchers, and communities. 4. **SDG 3: Good Health and Well-being** – If the seminar addresses public health topics, it may cover health promotion and well-being. 5. **SDG 12: Responsible Consumption and Production** – Could be relevant in discussions about sustainability practices in various fields. If you have a specific seminar topic in mind, I can provide more tailored information! |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05140206 | Skripsi | Thesis | The Thesis course involves the independent research and writing of a substantial academic work on a specific topic within a student’s field of study. Under the guidance of a faculty advisor, students formulate a research question, conduct literature reviews, gather and analyze data, and present their findings. The course emphasizes critical thinking, methodological rigor, and effective communication. Students develop skills in research design, data interpretation, and academic writing while contributing original knowledge to their discipline. The completed thesis typically undergoes rigorous evaluation, culminating in a formal defense before a committee, preparing students for advanced academic or professional endeavors. | 1. **SDG 4: Quality Education** – If the thesis focuses on educational methods, access to education, or learning outcomes. 2. **SDG 13: Climate Action** – Relevant for research addressing climate change, environmental science, or sustainability. 3. **SDG 3: Good Health and Well-being** – Applicable to health-related research, public health initiatives, or medical studies. 4. **SDG 15: Life on Land** – If the thesis involves topics related to biodiversity, land management, or ecosystem services. 5. **SDG 10: Reduced Inequalities** – Important for research focusing on social justice, economic disparities, or marginalized communities. 6. **SDG 12: Responsible Consumption and Production** – Relevant for studies on sustainable practices in various industries. Ultimately, the specific SDGs addressed in a thesis will depend on the research topic and the discipline of study. If you have a particular field in mind, I can provide more specific insights! |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121303 | Penginderaan Jauh dan Analisis Citra Digital | Remote Sensing and Digital Image Analysis | The Remote Sensing and Digital Image Analysis course focuses on the use of satellite and aerial imagery to collect and analyze data about the Earth’s surface. Students learn the principles of remote sensing, including electromagnetic radiation, sensor technology, and image acquisition. The course covers techniques for processing and interpreting digital images, including image enhancement, classification, and change detection. Emphasis is placed on practical applications in fields such as environmental monitoring, agriculture, urban planning, and disaster management. Through hands-on projects and software training, students gain skills in analyzing remote sensing data and utilizing Geographic Information Systems (GIS) for spatial analysis and decision-making. | 1. **SDG 13: Climate Action** – Remote sensing is crucial for monitoring climate change effects, including changes in land cover, temperature, and weather patterns. 2. **SDG 15: Life on Land** – Involves monitoring ecosystems, biodiversity, and land use changes, which are vital for sustainable land management. 3. **SDG 11: Sustainable Cities and Communities** – Utilizes remote sensing to analyze urban development, land use planning, and disaster management in urban areas. 4. **SDG 2: Zero Hunger** – Supports agricultural monitoring, crop health assessment, and land use planning to enhance food security. 5. **SDG 6: Clean Water and Sanitation** – Remote sensing can help in managing water resources, monitoring water quality, and assessing the impact of land use on watersheds. 6. **SDG 12: Responsible Consumption and Production** – Assists in assessing the environmental impact of production and consumption patterns through land and resource monitoring. These courses can have a broad impact on understanding and addressing environmental and societal challenges, depending on their specific focus. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121402 | Pengelolaan Lahan Kering, Basah dan Pesisir | Dry, Wet and Coastal Land Management | The Dry, Wet, and Coastal Land Management course examines the principles and practices of managing diverse land types, focusing on their unique ecological and socio-economic challenges. Students explore the characteristics and management strategies for drylands, wetlands, and coastal areas, including issues related to soil conservation, water management, habitat preservation, and climate resilience. The course emphasizes sustainable practices that balance ecological health with human needs, addressing topics such as land use planning, biodiversity conservation, and the impacts of climate change. Through case studies, fieldwork, and project-based learning, students develop skills in assessing land conditions and implementing effective management strategies for various landscapes. | 1. **SDG 15: Life on Land** – Focuses on managing terrestrial ecosystems, promoting sustainable land use, and preserving biodiversity in dry, wet, and coastal areas. 2. **SDG 6: Clean Water and Sanitation** – Addresses the sustainable management of water resources, including wetlands and coastal waters, to ensure access to clean water. 3. **SDG 13: Climate Action** – Examines the impacts of climate change on various land types and explores adaptation and mitigation strategies. 4. **SDG 11: Sustainable Cities and Communities** – Relevant for urban planning in coastal areas and the management of resources to enhance community resilience. 5. **SDG 14: Life Below Water** – Important for coastal management, focusing on the conservation and sustainable use of ocean resources and marine ecosystems. 6. **SDG 2: Zero Hunger** – Involves sustainable agricultural practices in dry and wet lands to improve food security. These goals highlight the interconnectedness of land management practices and their impact on environmental sustainability and community well-being. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121502 | Pengantar Agraria dan Kadaster | Introduction to Agraria and Cadastre | The Introduction to Agraria and Cadastre course provides an overview of land administration, property rights, and land use planning within agricultural contexts. Students learn about the principles of agrarian systems, land tenure, and the importance of accurate land registration for sustainable land management. The course covers topics such as cadastral surveying, land mapping, and the legal frameworks governing land ownership and use. Emphasis is placed on the role of cadastral systems in supporting agricultural development, environmental conservation, and economic planning. Through lectures, practical exercises, and case studies, students gain foundational knowledge essential for careers in agriculture, land management, and urban planning. | 1. **SDG 2: Zero Hunger** – Focuses on sustainable agricultural practices, land use planning, and food security, emphasizing the importance of land management for agricultural productivity. 2. **SDG 15: Life on Land** – Involves sustainable land use and management practices that protect ecosystems and promote biodiversity. 3. **SDG 11: Sustainable Cities and Communities** – Relevant to land management in urban planning and the integration of agricultural land within urban areas. 4. **SDG 6: Clean Water and Sanitation** – May address land management practices that impact water resources and sanitation, particularly in agricultural contexts. 5. **SDG 1: No Poverty** – Exploring land tenure and property rights can impact poverty reduction efforts, as secure land rights are crucial for economic stability. 6. **SDG 17: Partnerships for the Goals** – Emphasizes collaboration among various stakeholders in land management, agriculture, and urban planning. These SDGs highlight the importance of integrated land management and its implications for sustainable development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121602 | Kualitas Tanah | Soil Quality | The Soil Quality course explores the concepts and criteria that define soil health and functionality in agricultural and environmental contexts. Students learn about the physical, chemical, and biological properties that contribute to soil quality, including soil structure, nutrient availability, and microbial activity. The course emphasizes the importance of assessing soil quality for sustainable land management practices and crop production. Topics may include soil degradation, conservation techniques, and the role of organic matter in maintaining soil health. Through laboratory work and field assessments, students develop skills in evaluating soil quality and implementing strategies to enhance and sustain it in various ecosystems. | 1. **SDG 2: Zero Hunger** – Focuses on improving soil health to enhance agricultural productivity and food security. 2. **SDG 15: Life on Land** – Addresses the sustainable management of terrestrial ecosystems, promoting healthy soils as vital for biodiversity and ecosystem services. 3. **SDG 12: Responsible Consumption and Production** – Involves sustainable land management practices that contribute to the responsible use of natural resources, including soil. 4. **SDG 3: Good Health and Well-being** – Examines how soil quality affects food quality and nutrition, impacting human health. 5. **SDG 13: Climate Action** – Explores the role of soils in carbon sequestration and their contribution to mitigating climate change. 6. **SDG 6: Clean Water and Sanitation** – Addresses how soil management impacts water quality and availability, especially in agricultural contexts. These goals emphasize the critical role of soil quality in sustainable development and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130103 | Pengelolaan Tanah dan Air | Land and Water Management | The Land and Water Management course focuses on the sustainable use and management of land and water resources in agricultural and ecological contexts. Students explore the interactions between land use, water availability, and environmental health. Key topics include irrigation practices, watershed management, soil conservation, and the impacts of land use on water quality. The course emphasizes integrated management strategies that balance agricultural productivity with conservation goals. Through case studies, fieldwork, and project-based learning, students gain practical skills in assessing land and water resources, designing management plans, and implementing best practices to ensure the sustainability of these critical resources. | 1. **SDG 6: Clean Water and Sanitation** – Focuses on the sustainable management of water resources, ensuring availability and quality of water for all. 2. **SDG 2: Zero Hunger** – Explores the relationship between land and water management practices and food security, promoting sustainable agricultural practices. 3. **SDG 11: Sustainable Cities and Communities** – Addresses urban water management, land use planning, and the resilience of communities to water-related challenges. 4. **SDG 15: Life on Land** – Involves managing terrestrial ecosystems sustainably, emphasizing the importance of land and water interactions for biodiversity. 5. **SDG 13: Climate Action** – Examines the impacts of climate change on land and water resources and explores adaptation and mitigation strategies. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable resource management practices that optimize land and water use. These goals highlight the interconnections between land and water management and their significance for sustainable development and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130203 | Geomorfologi dan Analisis Landscape | Geomorphology and Landscape Analysis | The Geomorphology and Landscape Analysis course examines the processes that shape the Earth’s surface and the resulting landforms. Students explore topics such as erosion, sedimentation, tectonics, and weathering, as well as how these processes interact to create diverse landscapes. The course emphasizes techniques for analyzing and interpreting landforms using field surveys, remote sensing, and GIS tools. Students learn to assess landscape dynamics, environmental change, and the implications for land use and natural resource management. Through hands-on projects and fieldwork, the course equips students with skills to evaluate geomorphological features and apply this knowledge in fields like environmental science, urban planning, and conservation. | 1. **SDG 15: Life on Land** – Focuses on understanding landforms, ecosystems, and biodiversity, emphasizing sustainable land management and conservation practices. 2. **SDG 13: Climate Action** – Explores how geomorphological processes are influenced by climate change and the impacts on landscapes and natural resources. 3. **SDG 11: Sustainable Cities and Communities** – Involves the analysis of landforms in urban planning, helping to manage natural hazards and improve resilience in urban areas. 4. **SDG 6: Clean Water and Sanitation** – Examines how landscape features influence water drainage, quality, and availability, impacting watershed management. 5. **SDG 3: Good Health and Well-being** – While indirect, healthy landscapes contribute to overall environmental quality, which is vital for human health and well-being. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable land use and resource management practices informed by geomorphological insights. These goals underscore the importance of understanding landforms and processes in addressing environmental and sustainability challenges. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130303 | Degradasi dan Reklamasi Lahan Tropis | Tropical Land Degradation and Reclamation | The Tropical Land Degradation and Reclamation course focuses on the causes, consequences, and management strategies related to land degradation in tropical regions. Students explore the various forms of degradation, such as deforestation, soil erosion, and loss of biodiversity, and their impacts on ecosystems and local communities. The course emphasizes reclamation techniques, including reforestation, agroforestry, and sustainable agricultural practices aimed at restoring degraded land. Through case studies and fieldwork, students analyze successful reclamation projects and learn to develop effective management plans that balance ecological health with economic viability. This course prepares students for careers in environmental management, agriculture, and conservation in tropical contexts. | 1. **Goal 15: Life on Land** – Focuses on managing forests sustainably, combating desertification, and halting land degradation and biodiversity loss. 2. **Goal 2: Zero Hunger** – Addresses the need for sustainable agriculture, which is often impacted by land degradation. 3. **Goal 13: Climate Action** – Discusses how land degradation affects climate change and vice versa, emphasizing the importance of resilience and adaptation. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, relevant to land use and reclamation practices. 5. **Goal 6: Clean Water and Sanitation** – Explores the impacts of land degradation on water resources and the importance of maintaining water quality. These goals collectively highlight the interconnections between land management, environmental sustainability, and socio-economic development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120603 | Kesuburan Tanah dan Pemupukan | Soil Fertility and Fertilization | The Soil Fertility and Fertilization course focuses on the principles and practices that influence soil health and crop productivity. Students learn about essential nutrients, soil chemistry, and biological interactions that affect soil fertility. The course covers topics such as soil testing, nutrient management strategies, and the role of organic and inorganic fertilizers. Emphasis is placed on sustainable fertilization practices that minimize environmental impact while maximizing agricultural yields. Through practical exercises, laboratory analysis, and field studies, students gain skills in assessing soil fertility and developing effective fertilization plans tailored to specific crops and soil types, preparing them for careers in agriculture, agronomy, and environmental management. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable food production systems and resilient agricultural practices, emphasizing the importance of soil fertility for crop yields. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management and efficient use of natural resources, including the responsible use of fertilizers. 3. **Goal 13: Climate Action** – Examines how soil management practices can mitigate climate change effects and promote adaptation. 4. **Goal 15: Life on Land** – Addresses the importance of maintaining soil health and fertility to combat land degradation and promote sustainable land use. 5. **Goal 3: Good Health and Well-Being** – Indirectly linked through the promotion of healthy food production and nutritional quality. These goals highlight the critical relationship between soil health, sustainable agricultural practices, and broader environmental and social outcomes. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120703 | Sistem Infromasi Sumberdaya Lahan | Land Resources Information System | The Land Resources Information System (LRIS) course introduces students to the technologies and methodologies used for managing and analyzing land resource data. The course covers Geographic Information Systems (GIS), remote sensing, and data management techniques, focusing on their applications in land use planning, environmental management, and natural resource conservation. Students learn to collect, process, and visualize spatial data, as well as conduct analyses to inform decision-making. Emphasis is placed on integrating various data sources to assess land suitability, monitor environmental changes, and support sustainable land management practices. Through practical exercises and projects, students develop skills essential for careers in environmental science, urban planning, and resource management. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on sustainable urban planning and management through effective land use and spatial data. 2. **Goal 15: Life on Land** – Involves monitoring land use changes, assessing biodiversity, and managing terrestrial ecosystems using information systems. 3. **Goal 13: Climate Action** – Supports climate adaptation and mitigation strategies by providing data for land management and environmental monitoring. 4. **Goal 6: Clean Water and Sanitation** – Helps manage water resources and assess land use impacts on water quality and availability. 5. **Goal 2: Zero Hunger** – Facilitates sustainable agricultural practices by analyzing land suitability and optimizing resource use for food production. 6. **Goal 12: Responsible Consumption and Production** – Promotes efficient land resource management, reducing waste and ensuring sustainable land use practices. These goals illustrate the integral role of land resource information systems in promoting sustainable development, effective resource management, and environmental protection. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120803 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with the foundational principles and techniques for conducting research across various disciplines. It covers the research process, including formulating research questions, designing studies, selecting appropriate methodologies, and collecting and analyzing data. Students learn about qualitative and quantitative research methods, sampling techniques, and ethical considerations in research. The course emphasizes critical thinking and the ability to evaluate and interpret research findings. Through practical exercises and project work, students develop skills in creating research proposals and reports, preparing them for academic research, thesis projects, or professional research roles in various fields. | 1. **Goal 4: Quality Education** – Emphasizes the importance of quality education and research skills, promoting critical thinking and analytical skills. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovative research practices that can contribute to technological advancements and infrastructure development. 3. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration and partnerships in research to address complex global challenges. 4. **Goal 3: Good Health and Well-Being** – Supports research in public health, medical advancements, and health-related studies. 5. **Goal 12: Responsible Consumption and Production** – Involves research methodologies that assess sustainable practices and resource management. 6. **Goal 13: Climate Action** – Equips students with the tools to conduct research on climate change and environmental sustainability. These connections underscore the role of research methodology in advancing knowledge and practices that contribute to sustainable development and societal improvement. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120903 | Perencanaan Tata Ruang dan Penatagunaan Lahan | Spatial Planning and Land Management | The Spatial Planning and Land Management course focuses on the principles and practices of effectively managing land use and development in urban and rural settings. Students explore the processes involved in spatial planning, including land use policies, zoning regulations, and environmental assessments. The course emphasizes the importance of integrating social, economic, and environmental factors in planning decisions. Key topics may include community engagement, infrastructure development, and sustainable land management practices. Through case studies, fieldwork, and project-based learning, students gain practical skills in spatial analysis, planning techniques, and the use of Geographic Information Systems (GIS) to inform land management strategies, preparing them for careers in urban planning, environmental management, and related fields. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on urban planning and development to create inclusive, safe, resilient, and sustainable cities. 2. **Goal 15: Life on Land** – Promotes sustainable land use practices that protect ecosystems, biodiversity, and natural resources. 3. **Goal 2: Zero Hunger** – Addresses land management practices that enhance agricultural productivity and food security through effective spatial planning. 4. **Goal 6: Clean Water and Sanitation** – Incorporates water management strategies in spatial planning to ensure access to clean water and sustainable sanitation. 5. **Goal 13: Climate Action** – Examines how spatial planning can contribute to climate resilience and mitigation strategies through thoughtful land use. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in land management to achieve sustainable development outcomes. These goals highlight the critical role of spatial planning and land management in fostering sustainable development, environmental protection, and social equity. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121003 | Konservasi Tanah dan Air | Soil and Water Conservation | The Soil and Water Conservation course focuses on strategies and practices designed to protect and manage soil and water resources in agricultural and natural ecosystems. Students learn about the causes and impacts of soil erosion, water runoff, and degradation of land quality. The course covers conservation techniques such as contour farming, terracing, cover cropping, and watershed management. Emphasis is placed on sustainable practices that enhance soil fertility and water retention while minimizing environmental impacts. Through field studies, hands-on projects, and data analysis, students develop practical skills in assessing conservation needs and implementing effective management plans, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable agricultural practices that improve soil health and water management to enhance food security. 2. **Goal 6: Clean Water and Sanitation** – Addresses the importance of conserving water resources, ensuring sustainable water management, and improving water quality. 3. **Goal 15: Life on Land** – Promotes sustainable land management practices that prevent soil degradation, enhance biodiversity, and maintain ecosystem health. 4. **Goal 13: Climate Action** – Explores the role of soil and water conservation in mitigating climate change impacts and promoting resilience. 5. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, focusing on efficient water use and soil preservation. These goals highlight the critical interconnections between soil and water conservation, sustainable agriculture, and broader environmental and societal objectives. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121103 | Bioteknologi Tanah | Soil Biotechnology | The Soil Biotechnology course explores the application of biotechnological techniques to enhance soil health and productivity. Students learn about microbial processes, soil biodiversity, and the roles of soil organisms in nutrient cycling and organic matter decomposition. The course covers topics such as biofertilizers, bioremediation, and the use of genetically modified organisms (GMOs) in soil management. Emphasis is placed on sustainable practices that leverage biological processes to improve soil quality and agricultural yields while minimizing environmental impact. Through laboratory work and field studies, students develop skills in microbial analysis, biotechnological applications, and the integration of biotechnology into soil management strategies, preparing them for careers in agriculture, environmental science, and biotechnology. | 1. **Goal 2: Zero Hunger** – Focuses on enhancing agricultural productivity and sustainability through biotechnological advancements in soil management. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in agriculture, including the use of biotechnological methods for soil health and fertility. 3. **Goal 13: Climate Action** – Explores how soil biotechnology can contribute to climate change mitigation through improved carbon sequestration and soil health. 4. **Goal 15: Life on Land** – Addresses the conservation and restoration of terrestrial ecosystems, promoting biodiversity and sustainable land management practices. 5. **Goal 3: Good Health and Well-Being** – Indirectly linked through the promotion of healthy soils that contribute to nutritious food production. These goals highlight the vital role of soil biotechnology in promoting sustainable agricultural practices and enhancing environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121203 | Genesis dan Klasifikasi Tanah | Soil Genesis and Classification | The Soil Genesis and Classification course examines the processes that lead to soil formation and the systems used to classify different soil types. Students explore factors influencing soil development, including parent material, climate, topography, organisms, and time. The course covers various soil classification systems, such as the USDA Soil Taxonomy and the World Reference Base for Soil Resources, and teaches students how to describe and interpret soil profiles. Emphasis is placed on understanding soil properties and their implications for land use and management. Through fieldwork, lab analysis, and practical exercises, students gain hands-on experience in soil identification and classification, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 15: Life on Land** – Focuses on understanding soil formation and classification to promote sustainable land management and biodiversity conservation. 2. **Goal 2: Zero Hunger** – Provides insights into soil types and properties that influence agricultural productivity and sustainable farming practices. 3. **Goal 13: Climate Action** – Examines how different soil types respond to climate change and the role of soils in carbon storage. 4. **Goal 6: Clean Water and Sanitation** – Addresses the relationship between soil properties and water retention, quality, and management. 5. **Goal 12: Responsible Consumption and Production** – Encourages informed land use and management decisions based on soil classification to promote sustainability. These goals emphasize the importance of understanding soil formation and classification in promoting sustainable development and effective resource management. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110202 | Bahasa Inggris untuk Pertanian | English for Agriculture | The English for Agriculture course focuses on enhancing students’ language skills specific to the agricultural sector. It covers essential vocabulary, technical terminology, and communication strategies relevant to agriculture, including topics such as crop production, livestock management, soil science, and sustainable practices. Students engage in reading, writing, speaking, and listening exercises tailored to agricultural contexts, such as report writing, presentations, and discussions. The course also emphasizes the importance of effective communication in agricultural research, policy, and education. Through practical activities and real-world scenarios, students develop the language proficiency needed to succeed in agricultural studies and related professional environments. | 1. **Goal 4: Quality Education** – Focuses on providing education and skills development, particularly in agricultural contexts, enhancing communication abilities for learners. 2. **Goal 2: Zero Hunger** – Equips students with the language skills necessary to engage with agricultural practices, research, and innovations that contribute to food security. 3. **Goal 12: Responsible Consumption and Production** – Promotes understanding and communication around sustainable agricultural practices and resource management. 4. **Goal 17: Partnerships for the Goals** – Emphasizes collaboration and networking within the agricultural sector, enhancing communication skills for partnerships and knowledge sharing. 5. **Goal 8: Decent Work and Economic Growth** – Supports employment opportunities in the agricultural sector by improving language proficiency and professional communication skills. These goals highlight the role of language and communication in enhancing agricultural practices, education, and sustainability efforts. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110303 | Agrogeologi dan Mineralogi Tanah | Agrogeology and Soil Mineralogy | The Agrogeology and Soil Mineralogy course explores the geological and mineralogical foundations of soils and their implications for agriculture. Students learn about the formation and classification of soils in relation to their parent materials, including rocks and minerals. The course covers key concepts such as soil texture, structure, and mineral composition, as well as their effects on soil fertility and crop production. Emphasis is placed on understanding the role of soil minerals in nutrient availability and soil management practices. Through laboratory analysis, fieldwork, and practical applications, students gain skills in identifying soil minerals and assessing their influence on agricultural practices, preparing them for careers in agriculture, geology, and environmental science. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil and mineral properties that influence agricultural productivity and sustainable farming practices. 2. **Goal 15: Life on Land** – Examines soil formation, mineral content, and their impact on land use, biodiversity, and ecosystem health. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, including soil and mineral resources for agriculture. 4. **Goal 6: Clean Water and Sanitation** – Explores the relationship between soil properties and water retention and quality, which is essential for sustainable agriculture. 5. **Goal 13: Climate Action** – Investigates how soil minerals can affect carbon sequestration and resilience to climate change. These goals underscore the importance of understanding soil and mineral resources in promoting sustainable agricultural practices and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120103 | Biologi Tanah | Soil Biology | The Soil Biology course focuses on the living organisms within soil and their roles in maintaining soil health and fertility. Students explore the diversity of soil microorganisms, including bacteria, fungi, protozoa, and invertebrates, and their interactions with each other and with plants. Key topics include nutrient cycling, organic matter decomposition, and the impact of soil biology on ecosystem functioning and agricultural productivity. The course emphasizes the importance of biodiversity in soils and its implications for sustainable land management practices. Through laboratory experiments, field studies, and hands-on activities, students develop skills in soil sampling, microbial analysis, and assessing soil biological health, preparing them for careers in agriculture, environmental science, and soil conservation. | 1. **Goal 2: Zero Hunger** – Focuses on the role of soil microorganisms in nutrient cycling and soil fertility, which are critical for sustainable food production. 2. **Goal 15: Life on Land** – Examines soil biodiversity and the ecological functions of soil organisms in maintaining healthy ecosystems and supporting biodiversity. 3. **Goal 13: Climate Action** – Investigates how soil biology contributes to carbon sequestration and soil health, which are important for climate change mitigation. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices that enhance soil health and biodiversity, promoting responsible resource use. 5. **Goal 6: Clean Water and Sanitation** – Explores the impact of soil biology on water filtration and quality, highlighting the importance of healthy soils for clean water resources. These goals illustrate the vital role of soil biology in promoting sustainable agriculture, environmental health, and ecosystem services. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120203 | Fisika Tanah | Soil Physics | The Soil Physics course examines the physical properties and processes of soils and their impact on agricultural productivity and environmental sustainability. Students learn about soil structure, texture, density, porosity, and moisture dynamics. The course covers key topics such as water infiltration, retention, and movement, as well as the interactions between soil and other environmental factors. Emphasis is placed on understanding the physical behavior of soils in relation to plant growth, irrigation, and land management practices. Through laboratory experiments, fieldwork, and practical applications, students develop skills in measuring and analyzing soil physical properties, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil physical properties that influence water retention, aeration, and nutrient availability, which are essential for sustainable agricultural productivity. 2. **Goal 6: Clean Water and Sanitation** – Examines soil’s role in water infiltration, retention, and quality, emphasizing sustainable water management practices. 3. **Goal 15: Life on Land** – Addresses soil health and its physical characteristics, contributing to land management practices that support biodiversity and ecosystem resilience. 4. **Goal 13: Climate Action** – Investigates how soil physics relates to carbon storage and greenhouse gas emissions, important for climate change mitigation strategies. 5. **Goal 12: Responsible Consumption and Production** – Promotes sustainable land and resource management practices informed by soil physical properties. These goals highlight the importance of understanding soil physics in promoting sustainable agricultural practices, water management, and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120303 | Kimia Tanah | Soil Chemistry | The Soil Chemistry course focuses on the chemical properties and processes that govern soil behavior and fertility. Students explore topics such as soil pH, nutrient availability, cation exchange capacity, and the role of organic matter in soil chemistry. The course examines interactions between soil components, including minerals, water, and microorganisms, and their effects on soil health and plant growth. Emphasis is placed on understanding soil amendments, fertilizer use, and the impact of agricultural practices on soil chemistry and environmental quality. Through laboratory analysis, field studies, and practical exercises, students develop skills in assessing soil chemical properties and making informed recommendations for sustainable soil management, preparing them for careers in agriculture, environmental science, and land conservation. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil chemical properties that influence nutrient availability, essential for sustainable agricultural productivity and food security. 2. **Goal 6: Clean Water and Sanitation** – Examines the chemical interactions in soils that affect water quality, highlighting the role of soils in filtering and retaining water resources. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in agriculture by managing soil chemistry to minimize pollution and enhance nutrient efficiency. 4. **Goal 15: Life on Land** – Addresses the importance of soil chemistry in maintaining healthy ecosystems, supporting biodiversity, and promoting sustainable land management. 5. **Goal 13: Climate Action** – Investigates the role of soil chemistry in carbon cycling, nutrient cycling, and greenhouse gas emissions, contributing to climate change mitigation strategies. These goals underscore the critical role of soil chemistry in promoting sustainable agriculture, environmental health, and resource management. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120403 | Ilmu Ukur Tanah dan Kartografi | Land Surveying and Cartography | The Land Surveying and Cartography course provides students with the foundational skills and knowledge necessary for measuring and representing land features accurately. Students learn the principles of land surveying, including techniques for measuring distances, angles, and elevations using various tools and technologies. The course also covers the basics of cartography, focusing on the design and creation of maps, including scale, symbols, and visual representation of spatial data. Emphasis is placed on practical applications in urban planning, land management, and environmental assessments. Through hands-on projects, fieldwork, and software training, students develop competencies in surveying practices and map-making, preparing them for careers in surveying, geography, and related fields. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on urban planning and development through effective land surveying and mapping, contributing to sustainable urban environments. 2. **Goal 15: Life on Land** – Supports land management and conservation efforts by providing accurate maps and data for biodiversity and ecosystem health. 3. **Goal 6: Clean Water and Sanitation** – Helps in managing water resources and infrastructure through accurate mapping of water bodies and drainage systems. 4. **Goal 13: Climate Action** – Aids in assessing and monitoring land use changes related to climate change, enabling informed decision-making for mitigation and adaptation strategies. 5. **Goal 17: Partnerships for the Goals** – Facilitates collaboration and information sharing through geospatial data, enhancing partnerships among stakeholders. These goals highlight the essential role of land surveying and cartography in promoting sustainable development, effective resource management, and environmental protection. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120503 | Hidrologi Pertanian | Agricultural Hydrology | The Agricultural Hydrology course focuses on the study of water movement and management in agricultural systems. Students learn about the hydrological cycle, soil-water relationships, and the impact of water on crop production and land management practices. Key topics include irrigation techniques, drainage systems, water quality, and the effects of climate variability on water resources. The course emphasizes sustainable water management strategies that optimize water use efficiency while minimizing environmental impacts. Through field studies, data analysis, and practical applications, students develop skills in assessing water resources, designing irrigation systems, and implementing best practices for agricultural hydrology, preparing them for careers in agriculture, environmental science, and water resource management. | 1. **Goal 2: Zero Hunger** – Focuses on the management of water resources for agricultural productivity, ensuring food security through effective irrigation and water conservation practices. 2. **Goal 6: Clean Water and Sanitation** – Emphasizes sustainable water management practices that ensure the availability and quality of water for agricultural use and surrounding ecosystems. 3. **Goal 12: Responsible Consumption and Production** – Encourages efficient water use in agriculture, promoting sustainable practices that reduce waste and enhance resource management. 4. **Goal 13: Climate Action** – Addresses the impact of climate change on water availability and agricultural practices, promoting strategies for resilience and adaptation. 5. **Goal 15: Life on Land** – Explores the relationship between water management and land health, supporting sustainable land use practices that protect ecosystems. These goals highlight the importance of agricultural hydrology in promoting sustainable agricultural practices, effective water management, and environmental sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110103 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course that covers fundamental concepts and principles of physics, typically aimed at students in science and engineering disciplines. The course usually focuses on classical mechanics, including topics such as motion, forces, energy, momentum, and the laws of thermodynamics. Students engage in problem-solving, laboratory experiments, and mathematical modeling to understand how physical principles apply to real-world situations. The course aims to build a strong foundational understanding of physics, preparing students for more advanced studies in the field. | 1. SDG 4: Quality Education The course supports quality education by providing foundational knowledge in physics, encouraging analytical and problem-solving skills. It fosters a deep understanding of scientific principles, which is essential for students pursuing further education in science, technology, engineering, and mathematics (STEM). 2. SDG 7: Affordable and Clean Energy Understanding the principles of physics is crucial for exploring concepts related to affordable and clean energy, including energy transfer, efficiency, and renewable energy sources. The course can introduce students to the physics of energy systems and the importance of sustainable energy solutions. 3. SDG 9: Industry, Innovation, and Infrastructure Basic physics concepts are foundational for understanding engineering and technology, contributing to industry, innovation, and infrastructure. The course can inspire students to innovate and create technologies that address global challenges, fostering a spirit of inquiry and creativity. 4. SDG 11: Sustainable Cities and Communities The principles of physics apply to urban planning and sustainable community design, linking to sustainable cities and communities. Topics such as energy efficiency in buildings, transportation, and resource management can be integrated into the curriculum. 5. SDG 12: Responsible Consumption and Production The course can address issues of responsible consumption and production by discussing the physical principles of material use, recycling, and resource management. Understanding the environmental impact of physical processes can lead to more sustainable practices in industry and daily life. 6. SDG 13: Climate Action Physics is fundamental to understanding climate systems and the science behind climate change, supporting climate action. The course can cover topics such as thermodynamics, energy transfer, and the greenhouse effect, emphasizing the importance of scientific understanding in addressing climate challenges. Conclusion In summary, a course on Basic Physics I supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, sustainable cities, responsible consumption, and climate action. By providing students with a solid foundation in physics, the course prepares them to engage with pressing global issues and contribute to a more sustainable and equitable world. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131702 | Geoteknik Tambang | Mining Geotechnical | Mining Geotechnical is a course that focuses on the engineering principles related to the behavior of soil and rock in mining operations. It covers topics such as ground stability, rock mechanics, slope stability analysis, and the design of underground and open-pit mines. Students learn about the assessment of geotechnical risks, the impact of mining activities on surrounding environments, and methods for ensuring safe and efficient extraction of minerals. The course often includes practical applications, such as field investigations and laboratory testing, to equip students with the skills needed for geotechnical analysis in the mining industry. | 1. SDG 4: Quality Education The course promotes quality education by providing students with specialized knowledge and skills in geotechnical engineering as it relates to mining. It encourages critical thinking, problem-solving, and practical applications in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth By preparing students for careers in the mining sector, the course supports decent work and economic growth. It emphasizes the importance of safe and sustainable mining practices, contributing to economic development in mining regions. 3. SDG 9: Industry, Innovation, and Infrastructure The course contributes to industry, innovation, and infrastructure by focusing on the engineering and technological aspects of mining operations. It encourages innovation in mining techniques, resource extraction, and site management to enhance productivity and sustainability. 4. SDG 11: Sustainable Cities and Communities The course addresses the impact of mining on local communities and urban development, linking to sustainable cities and communities. It explores how geotechnical principles can minimize the negative effects of mining on the environment and local populations. 5. SDG 12: Responsible Consumption and Production A focus on sustainable mining practices aligns with responsible consumption and production, emphasizing the need for resource efficiency and waste reduction. The course can cover topics such as waste management, rehabilitation of mining sites, and sustainable resource management. 6. SDG 13: Climate Action The course may examine how mining activities contribute to climate change and the importance of implementing strategies for climate action. Discussions can include mitigating greenhouse gas emissions from mining operations and adapting practices to reduce environmental impact. 7. SDG 15: Life on Land Mining has significant implications for terrestrial ecosystems, making the course relevant to life on land. It can address the importance of biodiversity conservation and land restoration following mining activities. Conclusion In summary, a course on Mining Geotechnical Engineering supports multiple SDGs related to quality education, decent work, industry and innovation, sustainable cities, responsible consumption, climate action, and life on land. By equipping students with the skills and knowledge to engage in sustainable mining practices, the course promotes a balance between resource extraction and environmental stewardship, contributing to a more sustainable future. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11140102 | Seminar | Seminar | A seminar course is a discussion-based class that typically focuses on a specific topic or area of study. Unlike traditional lectures, seminars emphasize active participation, critical thinking, and collaboration among students. Participants engage in presentations, debates, and group discussions, often led by both the instructor and the students. The course may include research projects, readings, and the exploration of contemporary issues within the subject area. Seminars aim to enhance students’ analytical skills, foster in-depth understanding, and encourage intellectual exchange in a more interactive learning environment. | 1. SDG 4: Quality Education The seminar format encourages quality education through interactive learning, discussion, and critical analysis of subjects. It fosters an environment of intellectual engagement, allowing students to explore diverse perspectives and deepen their understanding. 2. SDG 5: Gender Equality If the seminar addresses topics related to gender studies or women’s issues, it can promote gender equality by exploring challenges and advancements in this area. Discussions can foster awareness of gender-related challenges and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities Seminars that focus on social issues, economic disparities, or cultural differences can contribute to understanding and addressing inequalities. Engaging discussions can help students recognize and challenge systemic inequities in various contexts. 4. SDG 11: Sustainable Cities and Communities If the seminar examines urban issues, sustainability practices, or community development, it can link to sustainable cities and communities. Students can discuss strategies for creating more resilient and equitable urban environments. 5. SDG 16: Peace, Justice, and Strong Institutions Seminars focused on governance, law, or conflict resolution contribute to peace, justice, and strong institutions. They can encourage discussions about the rule of law, human rights, and the importance of strong civic institutions. 6. SDG 17: Partnerships for the Goals If the seminar emphasizes collaboration between disciplines or between institutions, it aligns with global partnerships. Students can learn about the importance of interdisciplinary approaches and international cooperation in addressing global challenges. Conclusion In summary, a Seminar course can support multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By fostering critical engagement and collaborative learning, seminar courses prepare students to think critically about complex global issues and contribute to positive change in their communities and beyond. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11140204 | Skripsi | Thesis | A thesis is a substantial research project typically completed by graduate students as a requirement for earning a master’s or doctoral degree. It involves original research on a specific topic, guided by a faculty advisor. The process includes identifying a research question, conducting literature reviews, designing experiments or studies, and analyzing data. Students must present their findings in a written document that adheres to academic standards. The thesis culminates in a defense, where the student presents their work to a committee and addresses questions. This experience aims to develop critical thinking, research skills, and expertise in a chosen field. | 1. SDG 4: Quality Education The thesis course contributes to quality education by providing students with the opportunity to engage in rigorous academic research, enhancing their analytical, writing, and critical thinking skills. It encourages the pursuit of knowledge and the application of learning to real-world issues. 2. SDG 5: Gender Equality If the thesis topic involves gender studies, women’s rights, or related fields, it can promote gender equality by examining systemic issues, challenges, and progress related to gender. Research findings can contribute to discussions on advocacy and policy change for gender equality. 3. SDG 10: Reduced Inequalities Theses focusing on social justice, economic disparities, or marginalized communities can address inequalities by highlighting issues and proposing solutions. This research can raise awareness of systemic barriers and contribute to discussions on equity. 4. SDG 11: Sustainable Cities and Communities Theses exploring urban studies, community development, or sustainability can contribute to sustainable cities and communities. Research may focus on strategies for urban planning, community engagement, and sustainability practices. 5. SDG 13: Climate Action If a thesis investigates environmental issues, climate change, or sustainability practices, it can support climate action. Research findings can inform strategies for mitigating climate impacts and promoting sustainability. 6. SDG 16: Peace, Justice, and Strong Institutions Theses examining governance, legal systems, or conflict resolution can contribute to peace, justice, and strong institutions. This research can explore mechanisms for promoting justice, accountability, and effective governance. 7. SDG 17: Partnerships for the Goals If the thesis involves interdisciplinary research or collaboration with external organizations, it aligns with global partnerships. Collaborative research can enhance mutual understanding and cooperation in addressing complex global challenges. Conclusion In summary, a Thesis course can support multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, climate action, peace and justice, and global partnerships. By allowing students to conduct in-depth research, this course fosters critical engagement with important global issues and contributes to knowledge creation and positive change. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132102 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education Internship courses complement theoretical learning with practical experience, supporting quality education by bridging the gap between classroom knowledge and real-world application. They help students develop essential skills, such as communication, teamwork, and problem-solving, that are vital in the workforce. 2. SDG 5: Gender Equality Internships can promote gender equality by providing equal opportunities for all students, regardless of gender, to gain work experience and develop professional skills. They can also include initiatives that address gender disparities in specific industries, fostering an inclusive workplace culture. 3. SDG 8: Decent Work and Economic Growth The course directly supports decent work and economic growth by preparing students for the job market, enhancing their employability, and fostering skills relevant to various industries. Internships provide students with hands-on experience that can lead to job opportunities and contribute to economic development. 4. SDG 10: Reduced Inequalities By providing internship opportunities to diverse student populations, the course can contribute to reducing inequalities in access to work experience. Programs that focus on underserved communities can help level the playing field and promote equity in professional development. 5. SDG 11: Sustainable Cities and Communities Internships in urban planning, community development, or sustainability-focused organizations can promote sustainable cities and communities. Students can engage in projects that address urban challenges and contribute to community resilience. 6. SDG 17: Partnerships for the Goals Internship programs often involve partnerships between universities and various organizations, aligning with global partnerships. Collaborative initiatives can enhance knowledge sharing and promote mutual benefits between academic institutions and the professional community. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132203 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education Internship courses complement theoretical learning with practical experience, supporting quality education by bridging the gap between classroom knowledge and real-world application. They help students develop essential skills, such as communication, teamwork, and problem-solving, that are vital in the workforce. 2. SDG 5: Gender Equality Internships can promote gender equality by providing equal opportunities for all students, regardless of gender, to gain work experience and develop professional skills. They can also include initiatives that address gender disparities in specific industries, fostering an inclusive workplace culture. 3. SDG 8: Decent Work and Economic Growth The course directly supports decent work and economic growth by preparing students for the job market, enhancing their employability, and fostering skills relevant to various industries. Internships provide students with hands-on experience that can lead to job opportunities and contribute to economic development. 4. SDG 10: Reduced Inequalities By providing internship opportunities to diverse student populations, the course can contribute to reducing inequalities in access to work experience. Programs that focus on underserved communities can help level the playing field and promote equity in professional development. 5. SDG 11: Sustainable Cities and Communities Internships in urban planning, community development, or sustainability-focused organizations can promote sustainable cities and communities. Students can engage in projects that address urban challenges and contribute to community resilience. 6. SDG 17: Partnerships for the Goals Internship programs often involve partnerships between universities and various organizations, aligning with global partnerships. Collaborative initiatives can enhance knowledge sharing and promote mutual benefits between academic institutions and the professional community. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132304 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education The course supports quality education by allowing students to apply theoretical knowledge in real-world settings, enhancing their learning experience and skill set. Internships bridge the gap between classroom learning and practical application, fostering critical thinking and problem-solving skills. 2. SDG 5: Gender Equality Internship programs can promote gender equality by ensuring equal access to opportunities for all students, regardless of gender. Discussions around workplace diversity and inclusion can foster an understanding of gender dynamics in professional settings. 3. SDG 8: Decent Work and Economic Growth This course directly contributes to decent work and economic growth by preparing students for the job market through hands-on experience. Internships enhance employability, allowing students to gain relevant skills and experiences that align with industry needs. 4. SDG 10: Reduced Inequalities Internship programs that target underserved or marginalized communities can contribute to reduced inequalities by providing equitable access to work experience. By focusing on diversity in internship placements, universities can help bridge gaps in professional opportunities. 5. SDG 11: Sustainable Cities and Communities Internships related to urban planning, sustainability, or community development can promote sustainable cities and communities. Students can engage in projects that address local challenges and contribute to building resilient communities. 6. SDG 17: Partnerships for the Goals Internship programs often involve collaborations between academic institutions and industry partners, aligning with global partnerships. These partnerships can enhance mutual understanding, promote knowledge exchange, and foster collaborative solutions to global challenges. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121602 | Genesis Cebakan Mineral | Mineral Deposit Genesis | Mineral Deposit Genesis is a specialized course that explores the formation, distribution, and evolution of mineral deposits within the Earth’s crust. It covers various geological processes that lead to the concentration of valuable minerals, including magmatic, hydrothermal, sedimentary, and metamorphic processes. Students learn about the geological, geochemical, and geophysical methods used to study these deposits, as well as the economic significance of minerals in resource exploration and extraction. The course often emphasizes real-world applications, such as mining practices and environmental considerations, providing a comprehensive understanding of how mineral resources are formed and utilized. | 1. SDG 4: Quality Education The course enhances quality education by providing in-depth knowledge of geology, mineralogy, and economic geology. It promotes critical thinking and analytical skills through the study of mineral deposit formation processes and their economic significance. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding mineral deposits is crucial for developing sustainable mining practices and technologies, contributing to industry and innovation. The course can encourage innovation in resource extraction and processing, supporting sustainable industrial development. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable mining practices and the importance of resource management. It can foster awareness of the environmental impacts of mining and the need for sustainable practices in resource extraction. 4. SDG 13: Climate Action Understanding mineral deposits can contribute to climate action by highlighting the role of minerals in renewable energy technologies, such as solar panels and batteries. The course can address how mining practices affect climate change and explore ways to mitigate these impacts. 5. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining and the importance of land reclamation and restoration. Students can learn about biodiversity conservation and sustainable land management practices in mining regions. Conclusion In summary, a course on Mineral Deposit Genesis supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and life on land. By fostering an understanding of mineral deposits and their sustainable management, the course equips students to contribute to responsible resource development and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121702 | Genesis dan Kualitas Batubara | Coal Genesis and Quality | Coal Genesis and Quality is a course that focuses on the formation, classification, and properties of coal as an essential energy resource. The course covers the geological processes involved in coal formation, including peat accumulation, diagenesis, and coalification. Students explore various types of coal (anthracite, bituminous, sub-bituminous, and lignite) and their respective qualities, including carbon content, moisture levels, and heating value. Additionally, the course addresses the environmental impacts of coal mining and combustion, as well as the technologies used in coal processing and utilization. By the end, students gain a comprehensive understanding of coal’s role in energy production and its implications for sustainability. | 1. SDG 4: Quality Education The course enhances quality education by providing comprehensive knowledge about the geological processes that lead to coal formation and the factors affecting coal quality. It promotes critical thinking and analytical skills through the study of coal characterization and its implications for energy production. 2. SDG 7: Affordable and Clean Energy Understanding coal’s role in energy generation is crucial for addressing affordable and clean energy. The course can discuss cleaner coal technologies and alternatives, helping students understand the transition towards sustainable energy sources. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable mining practices and the environmental impacts of coal extraction and use. It can foster awareness of the need for responsible resource management and the importance of coal quality in minimizing environmental impact. 4. SDG 13: Climate Action The course is relevant to climate action by examining the relationship between coal usage and greenhouse gas emissions. It can address strategies for reducing the carbon footprint of coal use and exploring cleaner alternatives or technologies for coal utilization. 5. SDG 15: Life on Land The course relates to life on land by discussing the ecological impacts of coal mining on land use and biodiversity. Students can learn about land reclamation and restoration practices post-mining and the importance of protecting ecosystems affected by coal extraction. Conclusion In summary, a course on Coal Genesis and Quality supports multiple SDGs related to quality education, affordable and clean energy, responsible consumption and production, climate action, and life on land. By fostering a deeper understanding of coal formation, quality assessment, and sustainable practices, the course prepares students to contribute to responsible energy production and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131602 | Valuasi Tambang | Mine Valuation | Mine Valuation is a course that focuses on the economic assessment of mining projects. It covers various methods and techniques used to determine the value of a mine, including financial analysis, resource estimation, and risk assessment. Students learn about key concepts such as discounted cash flow (DCF), net present value (NPV), and internal rate of return (IRR), as well as how to evaluate operating costs, capital expenditures, and market conditions. The course also examines regulatory and environmental considerations that can impact mine valuation. By the end of the course, students will be equipped to conduct comprehensive valuations of mining operations and make informed investment decisions. | 1. SDG 4: Quality Education The course promotes quality education by providing students with knowledge and skills in economic evaluation techniques, resource assessment, and financial analysis within the mining industry. It enhances critical thinking and analytical skills essential for making informed investment decisions in mining. 2. SDG 8: Decent Work and Economic Growth Understanding mine valuation is crucial for ensuring decent work and economic growth by facilitating informed investment decisions that can lead to job creation and economic development in mining regions. The course supports sustainable economic growth by teaching students how to evaluate the viability of mining projects. 3. SDG 9: Industry, Innovation, and Infrastructure Mine valuation contributes to industry, innovation, and infrastructure by assessing the financial feasibility of mining projects, which can lead to infrastructure development and technological innovations in mining practices. The course encourages students to think critically about how to improve mining practices through financial and operational efficiencies. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring the economic implications of sustainable mining practices and the importance of resource management in minimizing environmental impacts. Students learn about valuing resources in a way that encourages responsible extraction and utilization. 5. SDG 13: Climate Action Understanding the economic impacts of mining can contribute to climate action by evaluating how mining practices affect greenhouse gas emissions and how companies can transition to more sustainable practices. The course may discuss financial strategies for integrating sustainability into mining operations, reducing the industry’s carbon footprint. 6. SDG 15: Life on Land The course relates to life on land by addressing the ecological impacts of mining and the need for land reclamation and restoration as part of the valuation process. Students can learn about assessing the value of ecosystems and biodiversity in the context of mining projects. Conclusion In summary, a course on Mine Valuation supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the necessary skills to evaluate mining projects responsibly, the course prepares them to contribute positively to sustainable resource management and economic development. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131805 | Perencanaan Tambang | Mine Planning | Mine Planning is a course that focuses on the strategies and methodologies used to design and optimize mining operations. It covers the entire mining life cycle, from exploration and resource estimation to extraction and closure. Students learn about key concepts such as block modeling, scheduling, and the economic evaluation of different mining methods. The course emphasizes the integration of geological, geotechnical, and environmental considerations into the planning process. Additionally, students may explore tools and software used for mine design and planning, as well as the importance of sustainability and regulatory compliance in mining operations. By the end of the course, students gain a comprehensive understanding of effective mine planning practices. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge in mine design, resource estimation, and operational planning. It promotes critical thinking and problem-solving skills essential for effective mine management. 2. SDG 8: Decent Work and Economic Growth Mine planning is integral to creating and sustaining decent work and economic growth by ensuring that mining operations are economically viable and sustainable. The course prepares students for careers in the mining sector, contributing to job creation and economic development. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding mine planning supports industry, innovation, and infrastructure by fostering technological advancements and innovative practices in mining operations. The course emphasizes the importance of infrastructure development in the successful execution of mining projects. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by teaching students how to plan mining operations that minimize environmental impacts and promote sustainable practices. It encourages the efficient use of resources and the importance of waste management in mining activities. 5. SDG 13: Climate Action Mine planning can contribute to climate action by integrating sustainability considerations into mining operations and planning for the reduction of greenhouse gas emissions. The course may cover strategies for adapting mining practices to mitigate climate impacts and promoting cleaner technologies. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining and the importance of land reclamation and biodiversity preservation in the planning process. Students learn about the need to balance resource extraction with environmental stewardship and land-use planning. Conclusion In summary, a course on Mine Planning supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the skills to plan mining operations sustainably, the course prepares them to contribute to responsible resource management and the sustainable development of mining practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131902 | Eksplorasi Batubara | Coal Exploration | Coal Exploration is a course that focuses on the methods and techniques used to identify and assess coal deposits for potential extraction. The course covers various aspects of exploration, including geological mapping, geophysical surveys, and drilling techniques. Students learn how to evaluate coal quality, thickness, and distribution, as well as the environmental and regulatory considerations associated with coal exploration. Emphasis is placed on data analysis and interpretation to make informed decisions about resource viability. By the end of the course, students will have a comprehensive understanding of the exploration process and its critical role in the mining industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge about geological surveys, exploration techniques, and resource evaluation. It fosters critical thinking and analytical skills through the study of coal formation and assessment methods. 2. SDG 7: Affordable and Clean Energy Understanding coal exploration is crucial for ensuring affordable and clean energy by evaluating coal resources for energy production. The course can address the transition to cleaner energy sources and the role of coal in the energy mix while exploring alternatives. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by examining the implications of coal exploration on resource management and environmental sustainability. It emphasizes the need for sustainable exploration practices to minimize environmental impacts. 4. SDG 13: Climate Action Coal exploration is relevant to climate action by evaluating the carbon footprint of coal production and exploring ways to mitigate climate impacts. The course can address the importance of transitioning to more sustainable energy sources and technologies. 5. SDG 15: Life on Land The course relates to life on land by discussing the ecological impacts of coal exploration, including land degradation and habitat disruption. Students learn about the importance of responsible land management and the need for biodiversity conservation in exploration areas. Conclusion In summary, a course on Coal Exploration supports multiple SDGs related to quality education, affordable and clean energy, responsible consumption and production, climate action, and life on land. By equipping students with the skills to assess coal resources responsibly, the course prepares them to contribute to sustainable energy practices and resource management in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132002 | Sistem Penguatan dan Penyanggaan | Reinforcement and Support Systems | Reinforcement and Support Systems is a course that examines the methods and technologies used to enhance the stability and safety of underground excavations in mining and civil engineering. The course covers various types of support systems, including rock bolts, shotcrete, steel sets, and mesh, as well as their design and application based on geological conditions. Students learn about the principles of rock mechanics, the assessment of ground conditions, and the selection of appropriate reinforcement methods. The course also addresses the integration of these systems into overall mine design and operation, with a focus on improving safety and reducing the risk of ground failure. By the end of the course, students will have a solid understanding of how to effectively implement reinforcement and support strategies in engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of engineering principles, materials science, and design methods for reinforcement and support systems. It promotes critical thinking and problem-solving skills essential for tackling real-world engineering challenges. 2. SDG 9: Industry, Innovation, and Infrastructure Reinforcement and support systems are crucial for ensuring the safety and stability of infrastructure, aligning with industry, innovation, and infrastructure. The course fosters innovation in construction techniques and materials, encouraging students to explore sustainable design practices. 3. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by focusing on safe and resilient construction practices that enhance urban infrastructure. It emphasizes the importance of designing support systems that can withstand environmental challenges and promote community safety. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable materials and practices in the design of reinforcement systems. It encourages students to consider the life cycle of materials and the environmental impact of construction practices. 5. SDG 13: Climate Action Understanding the role of reinforcement and support systems in mitigating the impacts of climate change is essential for climate action. The course may cover how these systems can be designed to withstand extreme weather events and contribute to resilient infrastructure. 6. SDG 15: Life on Land The course relates to life on land by examining the environmental impacts of construction practices and the importance of preserving ecosystems during the implementation of support systems. Students learn about responsible land management and the integration of engineering practices with environmental conservation. Conclusion In summary, a course on Reinforcement and Support Systems supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with the knowledge and skills to design sustainable and safe support systems, the course prepares them to contribute positively to engineering practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132102 | Pengolahan Bijih Laterit | Laterite Ore Processing | Laterite Ore Processing is a specialized course that focuses on the extraction and processing of laterite ores, which are rich in nickel, cobalt, and other metals. The course covers the geological formation of laterite deposits, as well as the various methods used for ore extraction, including hydrometallurgical and pyrometallurgical techniques. Students learn about the chemical and physical properties of laterite ores, the technologies involved in their processing, and the environmental considerations associated with mining and refining these materials. Emphasis is placed on optimizing recovery rates and minimizing environmental impact. By the end of the course, students will have a comprehensive understanding of the challenges and best practices in laterite ore processing. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of mineral processing techniques, metallurgy, and the economic implications of laterite ore extraction. It encourages critical thinking and analytical skills through the study of processing methods and their applications. 2. SDG 8: Decent Work and Economic Growth Understanding laterite ore processing supports decent work and economic growth by contributing to the development of the mining sector, which is a significant source of employment and economic activity in many regions. The course prepares students for careers in the mining and mineral processing industries, fostering economic development. 3. SDG 9: Industry, Innovation, and Infrastructure Laterite ore processing is integral to industry, innovation, and infrastructure by promoting the development of efficient processing techniques and technologies in the mining sector. The course encourages students to innovate and improve processing methods to enhance resource recovery and reduce waste. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable practices in laterite ore processing, including waste management and resource efficiency. Students learn about the importance of minimizing environmental impacts and promoting sustainable mining practices. 5. SDG 13: Climate Action Understanding the environmental implications of laterite ore processing is essential for climate action. The course may cover the role of mining and processing in greenhouse gas emissions and explore strategies for reducing the carbon footprint of these operations. Discussions may include transitioning to cleaner technologies and practices in ore processing. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of laterite mining and processing, including land degradation, habitat destruction, and biodiversity loss. Students learn about the importance of land reclamation, restoration practices, and sustainable land management in mining operations. Conclusion In summary, a course on Laterite Ore Processing supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the knowledge and skills to process laterite ores sustainably, the course prepares them to contribute positively to resource management and environmental stewardship in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132202 | Pengelolaan Limbah Tambang | Mining Waste Management | Mining Waste Management is a course that focuses on the strategies and practices for managing waste generated during mining operations. It covers various types of mining waste, including tailings, waste rock, and heap leach residues, as well as their environmental impacts. Students learn about waste characterization, handling, and disposal methods, including tailings storage facilities and rehabilitation techniques. The course also emphasizes regulatory frameworks and best practices for minimizing environmental harm and promoting sustainability in mining. By the end of the course, students will be equipped with the knowledge to develop effective waste management plans and contribute to responsible mining practices. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of waste management principles, regulations, and technologies in the mining sector. It promotes critical thinking and problem-solving skills by engaging students in the analysis of waste management practices and their impacts. 2. SDG 12: Responsible Consumption and Production Mining waste management is directly related to responsible consumption and production by addressing the need for sustainable practices in waste reduction, recycling, and disposal. The course emphasizes the importance of minimizing waste generation and implementing effective management strategies to mitigate environmental impacts. 3. SDG 13: Climate Action The course supports climate action by exploring the relationship between mining waste and greenhouse gas emissions, as well as strategies to reduce the carbon footprint of mining operations. Students learn about innovative waste management techniques that contribute to climate change mitigation. 4. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining waste, including soil degradation, water contamination, and habitat destruction. It covers the importance of responsible land use, restoration, and reclamation practices in minimizing the environmental footprint of mining activities. 5. SDG 6: Clean Water and Sanitation Effective mining waste management is crucial for ensuring clean water and sanitation by preventing water pollution from mining activities. The course can address the importance of managing wastewater and minimizing the release of harmful substances into water bodies. 6. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by promoting best practices in mining waste management that protect local communities and environments. It emphasizes the need for stakeholder engagement and transparency in waste management practices to build trust and ensure community well-being. 7. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by encouraging the development of innovative technologies and methods for effective mining waste management. Students may explore new approaches to waste recycling and resource recovery that enhance industrial sustainability. Conclusion In summary, a course on Mining Waste Management supports multiple SDGs related to quality education, responsible consumption and production, climate action, life on land, clean water and sanitation, sustainable cities and communities, and industry and innovation. By equipping students with the skills to manage mining waste sustainably, the course prepares them to contribute positively to environmental protection and resource management in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132302 | Pemodelan Sistem | System Modeling is a course that focuses on the representation and analysis of complex systems using mathematical and computational models. The course covers various modeling techniques, including dynamic modeling, simulation, and optimization, applicable to a range of fields such as engineering, economics, and environmental science. Students learn how to construct models to understand system behavior, predict outcomes, and make informed decisions. Emphasis is placed on both theoretical foundations and practical applications, often using software tools for simulation and analysis. By the end of the course, students will have the skills to develop and analyze models that address real-world problems in diverse contexts. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a solid foundation in modeling techniques, analytical methods, and critical thinking skills. It promotes interdisciplinary learning by applying modeling concepts across various fields, encouraging students to think critically about complex problems. 2. SDG 9: Industry, Innovation, and Infrastructure System modeling plays a crucial role in industry, innovation, and infrastructure by helping to optimize processes, improve efficiency, and support innovation in various sectors. The course may cover modeling techniques that contribute to the development of sustainable infrastructure and industrial practices. 3. SDG 11: Sustainable Cities and Communities The course supports sustainable cities and communities by teaching students how to model urban systems, transportation networks, and resource management to promote sustainability. Students can learn to analyze the impacts of urban planning decisions and develop strategies for creating resilient communities. 4. SDG 12: Responsible Consumption and Production System modeling can help analyze and improve resource management practices, supporting responsible consumption and production. The course may address how modeling can optimize supply chains, reduce waste, and promote sustainable production methods. 5. SDG 13: Climate Action The course contributes to climate action by teaching students how to model environmental systems and assess the impacts of climate change. Students can learn to develop strategies for mitigating climate change effects through modeling scenarios and decision-making processes. 6. SDG 15: Life on Land System modeling is important for understanding ecosystems and biodiversity, aligning with life on land. The course may include modeling techniques to analyze ecological systems, assess the impacts of human activities, and promote conservation efforts. 7. SDG 3: Good Health and Well-Being In fields such as public health, system modeling is essential for understanding health systems and disease spread, contributing to good health and well-being. The course can include modeling approaches to improve health interventions and policy-making. Conclusion In summary, a course on System Modeling supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and good health and well-being. By equipping students with the skills to model and analyze complex systems, the course prepares them to contribute positively to sustainable development and problem-solving in various sectors. |
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| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130902 | Bahan Galian Bukan Logam dan Batuan | Non-Metal and Rock Minerals | Non-Metal and Rock Minerals is a course that explores the properties, classification, and applications of non-metallic minerals and industrial rocks. It covers a range of topics, including the geology, formation processes, and economic significance of minerals such as clay, gypsum, quartz, feldspar, and various industrial rocks. Students learn about the extraction, processing, and uses of these materials in industries like construction, ceramics, and electronics. The course also addresses environmental considerations related to mining and processing non-metallic minerals. By the end, students will have a solid understanding of the role of non-metallic minerals in various applications and their importance in the economy. | A university course on Non-Metal and Rock Minerals can align with several UN Sustainable Development Goals (SDGs). Here are some relevant ones: 1. **SDG 12: Responsible Consumption and Production** – This goal focuses on ensuring sustainable consumption and production patterns, which is highly relevant to the mining and processing of non-metal and rock minerals. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover the development of sustainable industrial processes and innovations in mineral extraction and processing. 3. **SDG 15: Life on Land** – Topics related to the impact of mining on ecosystems and biodiversity can connect to this goal, emphasizing sustainable land use and conservation of terrestrial ecosystems. 4. **SDG 8: Decent Work and Economic Growth** – The course can address the economic aspects of mineral industries, focusing on promoting sustainable economic growth, employment, and decent work. 5. **SDG 13: Climate Action** – Discussions around the environmental impacts of mining and the importance of reducing carbon footprints can relate to climate change mitigation efforts. 6. **SDG 4: Quality Education** – If the course includes training in sustainable practices and innovations in mineral utilization, it supports quality education. Incorporating these goals can enhance students’ understanding of the broader implications of mineral resources and their sustainable management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131002 | Petrografi Bijih | Ore Petrography | Ore Petrography is a specialized course that focuses on the study of the mineral composition, texture, and structure of ore deposits through microscopic analysis. Students learn to identify and classify minerals using techniques such as thin section microscopy and scanning electron microscopy. The course covers the geological processes that lead to the formation of various ore types, including magmatic, hydrothermal, and sedimentary processes. Emphasis is placed on understanding the relationships between mineralogy and ore genesis, as well as the implications for mining and processing. By the end of the course, students will be equipped with the skills to analyze ore samples and interpret their geological significance. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of mineralogy and petrography, developing their analytical and observational skills. It encourages critical thinking through the study of mineralogical features and their implications for ore genesis and processing. 2. SDG 9: Industry, Innovation, and Infrastructure Ore petrography supports industry, innovation, and infrastructure by providing essential knowledge for the mining and mineral processing industries. Understanding ore characteristics can lead to innovations in extraction techniques and resource utilization. 3. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing sustainable practices in the extraction and processing of ore minerals. Students learn about the importance of waste management and resource efficiency in mining operations. 4. SDG 13: Climate Action Understanding the mineral composition of ores can contribute to climate action by helping to assess the environmental impacts of mining activities. The course may address the role of specific minerals in renewable energy technologies and how mining practices can be optimized to reduce carbon footprints. 5. SDG 15: Life on Land Ore petrography relates to life on land by examining the ecological impacts of mining activities and promoting practices that protect land and biodiversity. The course can cover topics such as land reclamation and restoration efforts post-mining. 6. SDG 8: Decent Work and Economic Growth The knowledge gained in this course supports decent work and economic growth by preparing students for careers in the mining and mineral exploration sectors. A well-educated workforce in ore petrography contributes to sustainable economic development in mining regions. Conclusion In summary, a course on Ore Petrography supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to analyze and manage ore resources sustainably, the course prepares them to contribute positively to environmental stewardship and sustainable resource development in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131102 | Teknik Terowongan | Tunnel Engineering | Tunnel Engineering is a course that focuses on the design, construction, and maintenance of tunnels for various applications, including transportation, utilities, and mining. The course covers key topics such as geological considerations, tunnel design principles, excavation methods (including traditional and mechanized techniques), ground support systems, and safety measures. Students learn about the challenges associated with tunneling, such as groundwater control, rock mechanics, and environmental impacts. The course often includes practical case studies and fieldwork to provide hands-on experience. By the end of the course, students will have a comprehensive understanding of the principles and practices essential for successful tunnel engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of engineering principles, geotechnical analysis, and construction techniques related to tunnel design. It promotes critical thinking and problem-solving skills as students engage with complex engineering challenges. 2. SDG 9: Industry, Innovation, and Infrastructure Tunnel engineering directly supports industry, innovation, and infrastructure by focusing on the development of safe and efficient transportation systems and utility networks. The course encourages innovation in tunneling technologies and methods, contributing to infrastructure resilience and sustainability. 3. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by facilitating the development of efficient urban transportation systems, reducing surface traffic congestion, and minimizing land use. It emphasizes the importance of integrating tunneling solutions into urban planning to enhance accessibility and mobility. 4. SDG 12: Responsible Consumption and Production Tunnel engineering aligns with responsible consumption and production by promoting sustainable construction practices and resource management in tunnel projects. The course may address waste reduction, recycling, and the efficient use of materials in tunneling operations. 5. SDG 13: Climate Action Understanding tunnel engineering can contribute to climate action by analyzing the environmental impacts of tunneling projects and exploring ways to mitigate these effects. The course may discuss how tunnels can facilitate more sustainable transport options, such as rail systems, reducing greenhouse gas emissions. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of tunneling activities and the importance of minimizing land disruption during construction. Students can learn about environmental assessments and mitigation strategies to protect ecosystems affected by tunnel projects. 7. SDG 8: Decent Work and Economic Growth Tunnel engineering supports decent work and economic growth by preparing students for careers in the construction and civil engineering sectors. By fostering a skilled workforce, the course contributes to economic development through infrastructure projects. Conclusion In summary, a course on Tunnel Engineering supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to design and manage tunnel projects sustainably, the course prepares them to contribute positively to infrastructure development and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131202 | Pengolahan dan Pemanfaatan Batubara | Coal Processing and Utilization | Coal Processing and Utilization is a course that examines the methods and technologies used to process coal for various applications, including energy production and industrial uses. The course covers topics such as coal beneficiation, cleaning techniques, and the conversion of coal into fuels and chemicals through processes like gasification and liquefaction. Students learn about the environmental impacts of coal utilization, emissions control technologies, and regulatory considerations. The course also explores the economic aspects of coal processing and the role of coal in the energy transition. By the end, students will have a solid understanding of how to efficiently and sustainably process and utilize coal resources. | 1. SDG 4: Quality Education The course enhances quality education by providing in-depth knowledge of coal science, processing technologies, and environmental considerations. It promotes critical thinking and technical skills as students engage with complex topics related to coal utilization and sustainability. 2. SDG 7: Affordable and Clean Energy Coal processing plays a significant role in providing affordable and clean energy, particularly in regions where coal remains a dominant energy source. The course may address cleaner coal technologies and practices to reduce emissions and improve energy efficiency in coal utilization. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advancements in coal processing technologies and their applications in various industries. Students learn about innovations aimed at improving coal quality and reducing environmental impacts, contributing to sustainable industrial practices. 4. SDG 12: Responsible Consumption and Production Coal processing and utilization relate to responsible consumption and production by emphasizing sustainable practices in resource extraction and energy production. The course can cover waste management, resource efficiency, and the importance of minimizing the environmental footprint of coal operations. 5. SDG 13: Climate Action The course addresses the role of coal in climate action by examining the environmental impacts of coal utilization and exploring strategies to reduce greenhouse gas emissions. Discussions may focus on the transition to cleaner energy sources and technologies, including carbon capture and storage (CCS). 6. SDG 15: Life on Land Coal processing impacts life on land by influencing land use, biodiversity, and ecosystem health. The course may cover the environmental consequences of coal mining and processing, promoting sustainable land management practices. 7. SDG 8: Decent Work and Economic Growth The coal industry is a significant source of employment, supporting decent work and economic growth. By providing technical expertise in coal processing, the course prepares students for careers in the energy sector, contributing to local and national economies. Conclusion In summary, a course on Coal Processing and Utilization supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to process and utilize coal sustainably, the course prepares them to contribute positively to energy production while addressing environmental challenges. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131302 | Reklamasi dan Penutupan Tambang | Mine Reclamation and Closure | Mine Reclamation and Closure is a course that focuses on the strategies and practices for restoring land after mining activities have ceased. The course covers the regulatory framework, planning processes, and environmental considerations associated with mine closure. Students learn about techniques for rehabilitating disturbed landscapes, managing waste, and ensuring safety and sustainability post-mining. Key topics include soil restoration, vegetation reestablishment, water management, and monitoring techniques to assess reclamation success. By the end of the course, students will understand the importance of effective mine reclamation and closure practices for minimizing environmental impact and promoting land use after mining operations. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge about reclamation techniques, environmental assessments, and sustainable practices in mining. It fosters critical thinking and problem-solving skills as students engage with complex issues related to mine closure. 2. SDG 11: Sustainable Cities and Communities Mine reclamation directly supports sustainable cities and communities by ensuring that post-mining landscapes are restored for safe and productive uses, such as agriculture, recreation, or habitat. The course emphasizes planning and design considerations for integrating reclaimed land into local communities. 3. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by promoting sustainable practices in the mining sector and emphasizing the importance of minimizing environmental impacts during and after mining operations. It covers the principles of responsible resource management and the reclamation of disturbed land. 4. SDG 13: Climate Action Understanding mine reclamation contributes to climate action by addressing the environmental impacts of mining, including carbon emissions and land degradation. The course may explore strategies to enhance carbon sequestration through effective reclamation practices. 5. SDG 15: Life on Land Mine reclamation is closely related to life on land, focusing on restoring ecosystems, enhancing biodiversity, and preventing soil erosion. Students learn about the ecological principles and practices necessary for successful land restoration after mining. 6. SDG 8: Decent Work and Economic Growth The course supports decent work and economic growth by preparing students for careers in the mining industry, particularly in roles related to environmental management and sustainability. By promoting responsible mining practices, it contributes to economic development while safeguarding environmental health. 7. SDG 16: Peace, Justice, and Strong Institutions Effective mine reclamation and closure require strong institutional frameworks and governance, contributing to peace, justice, and strong institutions. The course may address regulatory frameworks and stakeholder engagement processes that ensure responsible mining practices. Conclusion In summary, a course on Mine Reclamation and Closure supports multiple SDGs related to quality education, sustainable cities and communities, responsible consumption and production, climate action, life on land, decent work and economic growth, and peace, justice, and strong institutions. By equipping students with the knowledge and skills to effectively reclaim and close mining sites, the course prepares them to contribute positively to environmental sustainability and community well-being in the context of mining activities. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131402 | Riset Operasi | Operations Research | Operations Research is a course that focuses on the application of analytical methods to optimize decision-making processes in complex systems. It covers a range of techniques, including linear programming, integer programming, simulation, queuing theory, and network analysis. Students learn how to formulate and solve optimization problems to improve efficiency, reduce costs, and enhance overall performance in various fields such as logistics, finance, manufacturing, and healthcare. The course emphasizes the use of mathematical models and computer software for problem-solving and decision support. By the end, students will have the skills to apply operations research methodologies to real-world challenges, enabling informed and effective decision-making. | 1. SDG 4: Quality Education The course enhances quality education by providing students with advanced analytical and problem-solving skills. It promotes critical thinking through the application of mathematical models and decision-making tools in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth Operations Research contributes to decent work and economic growth by improving efficiency and productivity in organizations, leading to better job creation and economic development. The course prepares students for careers in various sectors, including logistics, manufacturing, healthcare, and finance, fostering a skilled workforce. 3. SDG 9: Industry, Innovation, and Infrastructure The principles of Operations Research support industry, innovation, and infrastructure by optimizing processes, enhancing supply chain management, and driving innovation in operational practices. Students learn to apply quantitative techniques to improve industrial processes and infrastructure systems. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by teaching students how to optimize resource utilization, minimize waste, and enhance sustainability in production processes. It covers techniques for efficient inventory management and waste reduction, contributing to sustainable practices in various industries. 5. SDG 13: Climate Action Operations Research can contribute to climate action by optimizing energy use, reducing emissions, and developing strategies for sustainable resource management. The course may address methods for analyzing and mitigating the environmental impacts of operational decisions. 6. SDG 16: Peace, Justice, and Strong Institutions The application of Operations Research can enhance decision-making processes within organizations, promoting transparency and efficiency in governance, thus contributing to peace, justice, and strong institutions. Students may learn about the role of data-driven decision-making in policy development and institutional effectiveness. 7. SDG 17: Partnerships for the Goals The collaborative nature of Operations Research encourages partnerships between academia, industry, and government, supporting partnerships for the goals. The course may involve projects that require teamwork and collaboration across different sectors to solve complex problems. Conclusion In summary, a course on Operations Research supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, peace, justice, and strong institutions, and partnerships for the goals. By equipping students with the analytical skills and knowledge to optimize processes and make informed decisions, the course prepares them to contribute positively to various sectors and promote sustainable practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131502 | Pemodelan dan Evaluasi Cadangan | Reserve Modeling and Evaluation | Reserve Modeling and Evaluation is a course that focuses on the techniques and methodologies used to estimate and assess mineral reserves in mining operations. The course covers key concepts such as resource classification, geological modeling, and estimation methods, including block modeling and geostatistics. Students learn how to analyze data from exploration and drilling to create accurate reserve estimates and evaluate their economic viability. The course also addresses regulatory requirements and best practices for reporting reserves. By the end of the course, students will have a solid understanding of how to model and evaluate mineral reserves, ensuring informed decision-making in mining projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge and skills in resource modeling, valuation, and evaluation techniques. It promotes analytical and critical thinking through practical applications of modeling concepts in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth Effective reserve modeling and evaluation contribute to decent work and economic growth by ensuring that resources are managed efficiently, supporting sustainable economic development. The course prepares students for careers in resource management, exploration, and evaluation, promoting job creation in the extractive sector. 3. SDG 9: Industry, Innovation, and Infrastructure The principles of reserve modeling support industry, innovation, and infrastructure by enabling efficient resource extraction and utilization, leading to technological advancements in the industry. Students learn to apply innovative modeling techniques to optimize resource management and infrastructure development. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by teaching students how to assess and manage natural resources sustainably, minimizing waste and environmental impacts. It emphasizes the importance of sustainable practices in resource extraction and evaluation processes. 5. SDG 13: Climate Action Reserve modeling can play a role in climate action by helping assess the carbon footprint of resource extraction and exploring ways to mitigate environmental impacts. The course may include discussions on sustainable practices and technologies that support climate-resilient resource management. 6. SDG 15: Life on Land The course is directly related to life on land, focusing on the ecological impacts of resource extraction and the importance of sustainable land management practices. Students learn about the balance between resource development and biodiversity conservation, promoting responsible land use. 7. SDG 17: Partnerships for the Goals The collaborative nature of reserve modeling encourages partnerships between academia, industry, and government, supporting partnerships for the goals. The course may involve team projects that require interdisciplinary collaboration to address complex resource management challenges. Conclusion In summary, a course on Reserve Modeling and Evaluation supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to evaluate and manage natural resources effectively, the course prepares them to contribute positively to sustainable development and environmental stewardship in the resource sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130202 | Teknik Eksplorasi | Exploration Techniques | Exploration Techniques is a course that focuses on the methodologies and tools used in the discovery and assessment of mineral resources. It covers various aspects of mineral exploration, including geological mapping, geophysical surveys, geochemical analysis, and drilling methods. Students learn how to integrate data from these techniques to identify potential mining sites and evaluate their viability. The course emphasizes practical applications, including fieldwork and data interpretation, to develop skills in assessing geological formations and mineral deposits. By the end of the course, students will be equipped with the knowledge and skills necessary to conduct effective exploration for minerals in diverse geological settings. | 1. SDG 4: Quality Education The course enhances quality education by providing students with foundational knowledge in geological principles, exploration methods, and technologies. It fosters critical thinking and problem-solving skills through hands-on learning and practical applications. 2. SDG 8: Decent Work and Economic Growth Exploration techniques contribute to decent work and economic growth by enabling the discovery and sustainable development of natural resources, which can lead to job creation and economic benefits. The course prepares students for careers in the extractive industries, supporting economic development in resource-rich areas. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students advanced techniques and technologies for resource exploration, which can lead to innovations in extraction and processing. Students learn how to integrate technological advancements into exploration practices, promoting industrial growth. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing sustainable exploration practices that minimize environmental impacts. It addresses the importance of responsible resource management and ethical practices in the exploration industry. 5. SDG 13: Climate Action Understanding exploration techniques can contribute to climate action by helping assess the environmental impacts of resource extraction and exploring alternatives that are less harmful to the environment. The course may include discussions on how exploration practices can align with climate change mitigation strategies. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of exploration activities and the importance of protecting biodiversity during resource assessment. Students learn about sustainable land management practices and the need to balance resource extraction with environmental conservation. 7. SDG 17: Partnerships for the Goals Exploration techniques often require collaboration between various stakeholders, including academia, industry, and government, supporting partnerships for the goals. The course may involve projects that encourage teamwork and interdisciplinary approaches to problem-solving in resource exploration. Conclusion In summary, a course on Exploration Techniques supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills necessary for sustainable resource exploration, the course prepares them to contribute positively to economic development while promoting environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130302 | Analisis Investasi Tambang | Mining Investment Analysis | Mining Investment Analysis is a course that focuses on the financial and economic evaluation of mining projects. It covers key concepts such as risk assessment, capital budgeting, and financial modeling, enabling students to analyze the viability of mining investments. Topics include discounted cash flow (DCF) analysis, net present value (NPV), internal rate of return (IRR), and sensitivity analysis. Students learn to assess market conditions, operational costs, and regulatory factors that influence investment decisions. The course also emphasizes the importance of understanding the global mining landscape and its economic implications. By the end of the course, students will have the skills to conduct comprehensive investment analyses and make informed decisions in the mining sector. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge in investment analysis, financial modeling, and risk assessment in the mining sector. It fosters critical thinking and analytical skills necessary for evaluating mining projects. 2. SDG 8: Decent Work and Economic Growth Mining investment plays a crucial role in creating jobs and supporting economic growth, thus contributing to decent work and economic growth. The course prepares students for careers in finance, investment, and management within the mining industry, fostering economic development in resource-rich areas. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students how to assess investments that drive technological advancements and infrastructure development in mining. Understanding investment dynamics can lead to innovations in resource extraction and processing. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing the importance of evaluating the sustainability of mining projects and their environmental impacts. It covers principles of responsible resource management, including social and environmental considerations in investment decisions. 5. SDG 13: Climate Action Understanding mining investment analysis can contribute to climate action by highlighting the need for sustainable mining practices and the financial implications of environmental compliance. The course may address how mining projects can align with climate change mitigation strategies and the transition to renewable energy. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining investments and the importance of responsible land management in mining operations. Students learn about assessing the environmental and social risks associated with mining projects. 7. SDG 17: Partnerships for the Goals The course encourages partnerships for the goals by highlighting the collaborative efforts required among investors, mining companies, governments, and local communities. Understanding investment dynamics fosters relationships that support sustainable development in the mining sector. Conclusion In summary, a course on Mining Investment Analysis supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills necessary to evaluate mining investments responsibly, the course prepares them to contribute positively to the mining industry while promoting sustainable practices and economic development. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130402 | Teknik Peledakan | Blasting Technique | Blasting Technique is a course that focuses on the principles and practices of using explosives in mining and construction. It covers topics such as the types of explosives, blasting design, safety procedures, and the environmental impacts of blasting operations. Students learn about the physics of rock fragmentation, blast hole drilling, and the calculation of blast patterns to optimize rock removal while minimizing damage to surrounding structures. The course also emphasizes regulatory compliance and best practices for effective blasting operations. By the end of the course, students will have a comprehensive understanding of blasting techniques and their applications in various geological and engineering contexts. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge of blasting principles, safety standards, and techniques. It fosters critical thinking and practical skills through theoretical and hands-on learning. 2. SDG 8: Decent Work and Economic Growth Blasting techniques contribute to decent work and economic growth by facilitating efficient resource extraction and construction processes, which can lead to job creation and economic development. The course prepares students for careers in the mining and construction industries, supporting economic progress. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching modern blasting methods and technologies that enhance operational efficiency and safety in construction and mining. Students learn how to integrate new technologies into blasting practices to improve productivity and reduce costs. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing the importance of sustainable blasting practices that minimize environmental impacts and promote efficient resource use. It covers the principles of waste reduction and responsible management of resources in blasting operations. 5. SDG 13: Climate Action Understanding blasting techniques can contribute to climate action by highlighting how to minimize the environmental impact of blasting operations and reduce greenhouse gas emissions. The course may include discussions on the role of efficient blasting in sustainable mining and construction practices. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of blasting and the importance of protecting biodiversity during mining and construction activities. Students learn about responsible land management practices that consider the environmental consequences of blasting operations. 7. SDG 16: Peace, Justice, and Strong Institutions Safety protocols and regulatory compliance in blasting operations relate to peace, justice, and strong institutions by ensuring that operations are conducted legally and safely, thereby protecting workers and local communities. The course may address the regulatory frameworks governing blasting practices, emphasizing accountability and safety. Conclusion In summary, a course on Blasting Techniques supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and peace, justice, and strong institutions. By equipping students with the skills and knowledge necessary for safe and efficient blasting practices, the course prepares them to contribute positively to the construction and mining sectors while promoting environmental stewardship and safety. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130502 | Teknik Komunikasi Ilmiah | Scientific Communication Techniques | Scientific Communication Techniques is a course designed to enhance students’ abilities to effectively convey scientific information to diverse audiences. It covers various formats, including written reports, oral presentations, and visual aids, focusing on clarity, engagement, and persuasion. Students learn about the importance of tailoring messages for different audiences, such as peers, industry professionals, and the general public. The course also emphasizes skills in data visualization, storytelling, and the use of digital communication tools. By the end of the course, students will be equipped to present complex scientific concepts clearly and compellingly, fostering better understanding and collaboration in their fields. | 1. SDG 4: Quality Education The course enhances quality education by teaching students the skills necessary to communicate scientific ideas clearly and effectively. It promotes critical thinking and the ability to engage with scientific literature and data, supporting informed decision-making. 2. SDG 9: Industry, Innovation, and Infrastructure Effective scientific communication supports industry, innovation, and infrastructure by facilitating collaboration between researchers, industry stakeholders, and policymakers. Students learn how to convey scientific findings that can drive innovation and inform the development of infrastructure. 3. SDG 10: Reduced Inequalities By focusing on accessible communication strategies, the course addresses issues related to reduced inequalities in access to scientific knowledge. It encourages students to consider diverse audiences, ensuring that scientific information reaches underrepresented or marginalized groups. 4. SDG 12: Responsible Consumption and Production The course can promote responsible consumption and production by equipping students with the skills to communicate sustainability practices and environmental issues effectively. Students learn how to inform the public about responsible resource management and sustainable practices based on scientific research. 5. SDG 13: Climate Action Scientific communication is crucial for climate action as it helps convey the urgency and importance of climate issues to various stakeholders, including policymakers, businesses, and the public. The course may focus on strategies for effectively communicating climate science and advocating for sustainable policies. 6. SDG 16: Peace, Justice, and Strong Institutions The course contributes to peace, justice, and strong institutions by promoting transparency and accountability in scientific communication. By teaching students to communicate research findings accurately, the course fosters public trust in science and supports informed civic engagement. 7. SDG 17: Partnerships for the Goals Effective scientific communication encourages partnerships for the goals by facilitating collaboration between scientists, industry, government, and communities. The course prepares students to engage in interdisciplinary and cross-sector partnerships that leverage scientific knowledge for sustainable development. Conclusion In summary, a course on Scientific Communication Techniques supports multiple SDGs related to quality education, industry, innovation, and infrastructure, reduced inequalities, responsible consumption and production, climate action, peace and justice, and partnerships for the goals. By equipping students with the skills necessary for effective communication in the scientific field, the course prepares them to contribute positively to society by promoting understanding, engagement, and action on critical scientific issues. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130602 | Hidrologi Tambang | Mining Hydrology | Mining Hydrology is a course that focuses on the study of water resources and their management in relation to mining operations. It covers key topics such as groundwater flow, surface water interactions, water quality assessment, and the impact of mining activities on hydrological systems. Students learn about hydrological modeling techniques, water management strategies, and regulatory requirements related to water use and discharge in mining. The course emphasizes the importance of sustainable water management practices to minimize environmental impacts and ensure compliance with legal standards. By the end of the course, students will have a comprehensive understanding of the hydrological challenges in mining and the techniques used to address them. | 1. SDG 6: Clean Water and Sanitation The course directly contributes to clean water and sanitation by examining the impact of mining on water quality and the availability of water resources. It addresses the importance of sustainable water management practices in mining to protect water resources and ensure access to clean water. 2. SDG 12: Responsible Consumption and Production Mining hydrology emphasizes responsible consumption and production by teaching students about the sustainable use of water in mining operations. The course covers techniques for minimizing water waste and managing water resources responsibly to reduce environmental impacts. 3. SDG 13: Climate Action The course can support climate action by examining how mining operations affect water resources and the implications for climate change. Understanding water management in mining can help mitigate the impacts of climate change on water availability and quality. 4. SDG 15: Life on Land The course relates to life on land by exploring the ecological impacts of mining on terrestrial ecosystems and the importance of protecting biodiversity. It emphasizes the role of water management in sustaining ecosystems affected by mining activities. 5. SDG 9: Industry, Innovation, and Infrastructure Mining hydrology supports industry, innovation, and infrastructure by promoting the development of sustainable mining practices that consider water resource management. The course may highlight innovative technologies for managing water in mining, which can enhance operational efficiency and reduce environmental impacts. 6. SDG 17: Partnerships for the Goals The course encourages partnerships for the goals by fostering collaboration between mining companies, environmental organizations, and government agencies in water resource management. Students learn about the importance of interdisciplinary approaches and stakeholder engagement in addressing water-related challenges in mining. Conclusion In summary, a course on Mining Hydrology supports multiple SDGs related to clean water and sanitation, responsible consumption and production, climate action, life on land, industry, innovation, and infrastructure, and partnerships for the goals. By equipping students with knowledge about the hydrological aspects of mining, the course prepares them to contribute to sustainable mining practices and effective water management strategies. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130702 | Rekayasa Lingkungan Tambang | Mining Environmental Engineering | Mining Environmental Engineering is a course that focuses on the environmental impacts of mining activities and the engineering solutions to mitigate these effects. It covers topics such as waste management, water quality, air pollution control, and land reclamation. Students learn about regulatory frameworks, environmental assessment techniques, and sustainable mining practices. The course emphasizes the importance of integrating environmental considerations into mining operations, ensuring compliance with legal standards, and promoting responsible resource extraction. By the end of the course, students will be equipped with the knowledge and skills to design and implement effective environmental management strategies in the mining industry. | 1. SDG 6: Clean Water and Sanitation The course directly contributes to clean water and sanitation by addressing the management of water resources affected by mining activities. It emphasizes strategies to prevent water pollution and ensure the availability of clean water for surrounding communities and ecosystems. 2. SDG 12: Responsible Consumption and Production Mining Environmental Engineering promotes responsible consumption and production by teaching sustainable practices in mining operations. The course covers waste management strategies and the importance of minimizing resource consumption and environmental footprints. 3. SDG 13: Climate Action The course supports climate action by exploring the relationship between mining operations and climate change. It examines how mining activities contribute to greenhouse gas emissions and discusses strategies for mitigating these impacts through sustainable practices. 4. SDG 15: Life on Land Mining Environmental Engineering is crucial for life on land as it addresses the ecological impacts of mining on terrestrial ecosystems and biodiversity. The course covers land reclamation practices and the importance of restoring habitats affected by mining activities. 5. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by promoting innovative engineering solutions that minimize environmental impacts in mining. It encourages the development of technologies and practices that enhance the sustainability of mining operations. 6. SDG 16: Peace, Justice, and Strong Institutions The course contributes to peace, justice, and strong institutions by addressing the regulatory frameworks and policies governing environmental management in mining. Students learn about the importance of transparency, accountability, and community engagement in mining operations. 7. SDG 17: Partnerships for the Goals The course fosters partnerships for the goals by encouraging collaboration between mining companies, environmental organizations, and regulatory bodies. It emphasizes the need for interdisciplinary approaches and stakeholder engagement to achieve sustainable mining practices. Conclusion In summary, a course on Mining Environmental Engineering supports multiple SDGs related to clean water and sanitation, responsible consumption and production, climate action, life on land, industry, innovation, and infrastructure, peace and justice, and partnerships for the goals. By equipping students with the knowledge and skills to minimize the environmental impacts of mining, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130802 | Ventilasi Tambang | Mine Ventilation | Mine Ventilation is a course that focuses on the principles and practices of ensuring adequate air quality and circulation in underground mining operations. The course covers key topics such as ventilation system design, airflow control, gas management, and the assessment of air quality parameters. Students learn about the factors affecting ventilation, including temperature, humidity, and the presence of harmful gases like methane and dust. The course emphasizes the importance of safety and health regulations, as well as the use of technology and modeling software to optimize ventilation systems. By the end of the course, students will have a comprehensive understanding of effective mine ventilation strategies to ensure the safety and efficiency of underground operations. | 1. SDG 3: Good Health and Well-Being The course directly contributes to good health and well-being by ensuring that mining environments are safe and that air quality is maintained. It addresses the prevention of respiratory diseases and the overall health impacts of mine atmospheres on workers. 2. SDG 4: Quality Education The course promotes quality education by providing students with specialized knowledge and skills related to mine ventilation systems and their importance in mining operations. It encourages critical thinking and practical applications of engineering principles in real-world mining scenarios. 3. SDG 8: Decent Work and Economic Growth Mine ventilation is essential for ensuring decent work conditions, which supports the economic growth of the mining sector. The course emphasizes the role of effective ventilation systems in enhancing worker safety, productivity, and operational efficiency. 4. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advanced technologies and methods for mine ventilation. It promotes innovative engineering solutions that can improve ventilation efficiency and reduce energy consumption in mining operations. 5. SDG 12: Responsible Consumption and Production By focusing on efficient ventilation practices, the course contributes to responsible consumption and production by minimizing energy use and resource waste. It emphasizes the importance of sustainable practices in managing mine ventilation systems to reduce environmental impacts. 6. SDG 13: Climate Action The course can indirectly support climate action by exploring the relationship between ventilation systems and energy consumption, contributing to strategies for reducing greenhouse gas emissions in mining operations. Effective ventilation can lead to reduced energy requirements, thus supporting sustainability goals. 7. SDG 15: Life on Land Mine ventilation can have implications for life on land by influencing the ecological impacts of mining operations. The course may address how proper ventilation systems can mitigate negative environmental effects related to mining practices. Conclusion In summary, a course on Mine Ventilation supports multiple SDGs related to good health and well-being, quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about effective ventilation systems, the course prepares them to contribute to safer and more sustainable mining practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121902 | K3 dan Kebijakan Pertambangan | K3 and Mining Policy | K3 and Mining Policy is a course that explores occupational health, safety, and environmental management (K3) within the mining industry, alongside the development and implementation of mining policies. The course covers regulations and standards related to workplace safety, risk assessment, and environmental protection in mining operations. Students learn about the frameworks that govern mining practices, the importance of compliance, and the role of policy in promoting sustainable mining. Additionally, the course addresses contemporary issues in mining policy, such as community engagement, social responsibility, and the impact of mining on local environments. By the end of the course, students will be equipped to analyze and contribute to effective K3 practices and mining policies that enhance safety and sustainability in the industry. | 1. SDG 3: Good Health and Well-Being This course directly contributes to good health and well-being by promoting the health and safety of workers in the mining sector. It emphasizes the importance of preventing workplace accidents, injuries, and occupational diseases through effective health and safety policies. 2. SDG 4: Quality Education The course promotes quality education by providing students with essential knowledge about health and safety regulations, mining policies, and best practices in occupational health. It fosters critical thinking and practical skills necessary for implementing effective safety programs in mining operations. 3. SDG 8: Decent Work and Economic Growth The course supports decent work and economic growth by ensuring that mining practices are safe, which in turn enhances worker productivity and economic performance. It emphasizes the need for compliance with safety regulations and policies that protect workers and contribute to sustainable economic development. 4. SDG 9: Industry, Innovation, and Infrastructure This course aligns with industry, innovation, and infrastructure by examining how mining policies can encourage the adoption of innovative safety technologies and practices. It discusses the role of regulatory frameworks in fostering safe and sustainable mining operations. 5. SDG 10: Reduced Inequalities The course can address reduced inequalities by exploring how health and safety policies can help protect vulnerable workers in the mining industry, ensuring equitable treatment and conditions for all employees. It emphasizes the importance of inclusive policies that consider the needs of marginalized groups. 6. SDG 12: Responsible Consumption and Production By addressing health and safety in mining, the course contributes to responsible consumption and production by promoting sustainable practices that minimize risks and enhance worker safety. It encourages the development of policies that lead to responsible resource management and production practices. 7. SDG 16: Peace, Justice, and Strong Institutions The course supports peace, justice, and strong institutions by discussing the importance of regulatory compliance and governance in ensuring safe mining practices. It emphasizes the role of institutions in enforcing health and safety standards and promoting accountability in the mining sector. Conclusion In summary, a course on K3 and Mining Policy supports multiple SDGs related to good health and well-being, quality education, decent work and economic growth, industry and innovation, reduced inequalities, responsible consumption and production, and peace and justice. By equipping students with knowledge about health and safety practices and policies in mining, the course prepares them to contribute to safer and more sustainable mining operations. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122002 | Mekanika Tanah | Soil Mechanics | Soil Mechanics is a foundational course that explores the physical and engineering properties of soil, focusing on its behavior under various conditions. The course covers key topics such as soil composition, classification, compaction, shear strength, permeability, and consolidation. Students learn about the principles of geotechnical engineering and how to apply them in the analysis and design of foundations, slopes, and retaining structures. Laboratory experiments and field investigations are often included to provide practical experience. By the end of the course, students will have a solid understanding of soil behavior and its critical role in civil engineering and construction projects. | 1. SDG 4: Quality Education The course contributes to quality education by providing students with essential knowledge about soil properties, testing methods, and their applications in engineering. It encourages critical thinking and problem-solving skills necessary for geotechnical engineering. 2. SDG 6: Clean Water and Sanitation Soil mechanics plays a critical role in groundwater management, which is essential for clean water and sanitation. Understanding soil filtration and retention properties helps in designing effective wastewater management systems. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by providing knowledge vital for the design and construction of safe and resilient structures. It promotes innovative engineering solutions for soil-related challenges in construction and infrastructure projects. 4. SDG 11: Sustainable Cities and Communities Soil mechanics contributes to sustainable cities and communities by ensuring safe construction practices that minimize risks, such as landslides and foundation failures. Proper soil analysis is crucial for urban planning and development, ensuring the sustainability of infrastructure. 5. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by promoting sustainable practices in land use and construction activities. It encourages awareness of the environmental impacts of soil excavation and the need for sustainable resource management. 6. SDG 13: Climate Action Understanding soil mechanics is important for addressing climate change impacts, such as soil erosion and degradation. The course may discuss sustainable soil management practices that contribute to climate change mitigation and resilience. 7. SDG 15: Life on Land The course aligns with life on land by emphasizing soil conservation and management practices that protect ecosystems and biodiversity. It highlights the importance of sustainable land use to maintain soil health and prevent degradation. Conclusion In summary, a course on Soil Mechanics supports multiple SDGs related to quality education, clean water and sanitation, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with essential knowledge about soil properties and their implications for engineering, the course prepares them to contribute to sustainable development and responsible land management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122102 | Ekonomi Mineral | Mineral Economics | Mineral Economics is a course that examines the economic principles and factors influencing the exploration, extraction, and processing of mineral resources. It covers topics such as supply and demand dynamics, pricing mechanisms, investment evaluation, and the economic impact of mining activities on local and global economies. Students learn to analyze market trends, assess project feasibility, and evaluate the financial aspects of mining operations, including cost structures and profitability. The course also addresses policy implications and the role of regulations in the mining sector. By the end of the course, students will have a comprehensive understanding of the economic considerations critical to the sustainable management of mineral resources. | |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122202 | Hidrogeologi | Hydrogeology | Hydrogeology is a course that focuses on the study of groundwater and its interaction with geological formations. It covers key topics such as aquifer properties, groundwater flow, water quality, and the hydrological cycle. Students learn about methods for investigating and modeling groundwater systems, including field techniques and numerical simulation. The course also addresses the impact of human activities, such as mining and agriculture, on groundwater resources, as well as issues related to contamination and sustainable management. By the end of the course, students will have a solid understanding of hydrogeological principles and their application in resource management and environmental protection. | 1. SDG 4: Quality Education The course contributes to quality education by providing students with a thorough understanding of hydrogeological principles, water resource management, and groundwater systems. It fosters critical thinking and analytical skills through fieldwork and data analysis. 2. SDG 6: Clean Water and Sanitation Hydrogeology is directly linked to clean water and sanitation by studying groundwater quality and availability. The course addresses the importance of protecting water sources, managing aquifers, and ensuring sustainable access to clean water. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding hydrogeology is vital for industry, innovation, and infrastructure, particularly in sectors like construction, agriculture, and resource extraction. The course can foster innovative approaches to water resource management and infrastructure development. 4. SDG 11: Sustainable Cities and Communities Hydrogeology contributes to sustainable cities and communities by informing urban planning regarding water resource management. It helps ensure sustainable access to groundwater for urban populations and addresses issues like land subsidence and flooding. 5. SDG 12: Responsible Consumption and Production The course encourages responsible consumption and production by emphasizing sustainable groundwater extraction and management practices. It promotes awareness of the impacts of over-extraction and pollution on water resources. 6. SDG 13: Climate Action Hydrogeology is important for understanding the impacts of climate change on water resources, including changes in precipitation patterns and groundwater recharge. The course may cover strategies for mitigating these impacts and adapting water management practices to changing climatic conditions. 7. SDG 15: Life on Land The course aligns with life on land by studying the interactions between groundwater and terrestrial ecosystems. It highlights the importance of maintaining healthy aquifers to support biodiversity and ecosystem services. Conclusion In summary, a course on Hydrogeology supports multiple SDGs related to quality education, clean water and sanitation, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about groundwater systems and sustainable management practices, the course prepares them to contribute to water resource sustainability and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122302 | Pengolahan Bahan Galian | Mineral Processing | Mineral Processing is a course that focuses on the methods and technologies used to extract valuable minerals from ores and to refine them for commercial use. The course covers key processes such as crushing, grinding, flotation, leaching, and separation techniques. Students learn about the principles of mineral behavior, the design of processing circuits, and the optimization of recovery rates. The course also addresses environmental considerations, waste management, and the economic aspects of mineral processing operations. By the end of the course, students will have a comprehensive understanding of the technologies and practices involved in the efficient processing of mineral resources. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge of mineral processing techniques, equipment, and the underlying scientific principles. It encourages critical thinking, problem-solving, and analytical skills essential for careers in engineering and resource management. 2. SDG 9: Industry, Innovation, and Infrastructure Mineral processing is crucial for industry, innovation, and infrastructure by enabling the sustainable extraction and processing of minerals essential for various industrial applications. The course promotes innovative technologies and methods to improve processing efficiency and reduce waste. 3. SDG 12: Responsible Consumption and Production The course directly relates to responsible consumption and production by addressing sustainable mining practices and the importance of efficient resource utilization. It emphasizes minimizing waste generation, recycling materials, and using environmentally friendly processing methods. 4. SDG 13: Climate Action Understanding mineral processing can contribute to climate action by exploring ways to reduce the carbon footprint of mining operations. The course may address the role of minerals in renewable energy technologies, such as batteries and solar panels. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological impacts of mining and mineral processing, including land degradation and biodiversity loss. It emphasizes sustainable practices that minimize environmental impacts and promote land reclamation and restoration. 6. SDG 8: Decent Work and Economic Growth The mineral processing industry provides employment opportunities, contributing to decent work and economic growth. The course prepares students for careers in the mining sector, which is essential for economic development in resource-rich regions. 7. SDG 17: Partnerships for the Goals The course can encourage partnerships for the goals by highlighting collaborations between industry, academia, and government for sustainable resource management and technology development. It fosters an understanding of the importance of global partnerships in addressing challenges related to mineral extraction and processing. Conclusion In summary, a course on Mineral Processing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, decent work and economic growth, and partnerships for the goals. By equipping students with knowledge and skills in sustainable mineral processing, the course prepares them to contribute to responsible resource management and environmental stewardship in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122402 | Kewirausahaan Teknik | Engineering Entrepreneurship | Engineering Entrepreneurship is a course that combines engineering principles with entrepreneurial skills to prepare students for starting and managing technology-driven ventures. The course covers essential topics such as innovation, business model development, market analysis, funding strategies, and intellectual property management. Students learn how to identify opportunities, assess feasibility, and develop business plans for engineering-related projects. The course also emphasizes the importance of teamwork, leadership, and networking in entrepreneurship. By the end of the course, students will be equipped with the knowledge and skills to launch and sustain their own engineering ventures or contribute effectively to entrepreneurial initiatives within organizations. | 1. SDG 4: Quality Education The course enhances quality education by providing students with the skills and knowledge necessary for entrepreneurship within engineering contexts. It promotes critical thinking, creativity, and problem-solving abilities essential for innovation. 2. SDG 8: Decent Work and Economic Growth Engineering entrepreneurship fosters decent work and economic growth by encouraging the creation of new businesses and job opportunities in engineering fields. The course prepares students to become entrepreneurs, leading to economic development and innovation in various industries. 3. SDG 9: Industry, Innovation, and Infrastructure The course aligns with industry, innovation, and infrastructure by focusing on the development of innovative engineering solutions and technologies. It encourages students to develop projects that enhance industrial practices and contribute to sustainable infrastructure development. 4. SDG 12: Responsible Consumption and Production Students learn about sustainable business practices, emphasizing responsible consumption and production in their entrepreneurial ventures. The course can address issues like resource management, waste reduction, and sustainable product design. 5. SDG 13: Climate Action The course can encourage students to develop engineering solutions that address climate change and promote environmental sustainability. Entrepreneurship in engineering can lead to innovations in renewable energy, energy efficiency, and sustainable technologies. 6. SDG 17: Partnerships for the Goals Engineering entrepreneurship often involves collaboration and partnerships with various stakeholders, aligning with the goal of fostering partnerships for the goals. The course can emphasize the importance of networking, collaboration, and community engagement in successful entrepreneurial ventures. Conclusion In summary, a course on Engineering Entrepreneurship supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with entrepreneurial skills and engineering knowledge, the course prepares them to contribute positively to economic development and sustainable innovation. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130102 | Geostatistik | Geostatistics | Geostatistics is a specialized course that focuses on the statistical techniques used to analyze and interpret spatially correlated data, particularly in the fields of geology, mining, and environmental science. The course covers key concepts such as spatial variability, kriging, and variogram modeling, which are essential for resource estimation and mapping. Students learn how to apply geostatistical methods to assess mineral deposits, environmental contaminants, and hydrological data. The course emphasizes the integration of statistical analysis with geographic information systems (GIS) and other modeling tools. By the end of the course, students will have a solid understanding of geostatistical principles and their practical applications in resource management and environmental assessment. | 1. SDG 4: Quality Education The course enhances quality education by providing students with advanced statistical techniques and tools for analyzing spatial data. It promotes analytical thinking and problem-solving skills critical for various scientific and engineering disciplines. 2. SDG 6: Clean Water and Sanitation Geostatistics is crucial for understanding and managing water resources, supporting clean water and sanitation initiatives. The course may cover spatial analysis related to groundwater quality, pollution assessment, and water resource management. 3. SDG 11: Sustainable Cities and Communities The application of geostatistics in urban planning and infrastructure development contributes to creating sustainable cities and communities. Students can learn to analyze spatial data related to urbanization, land use, and environmental impacts. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by providing tools to analyze and manage natural resources effectively. It can help in assessing the sustainability of resource extraction and promoting efficient resource management practices. 5. SDG 13: Climate Action Geostatistical methods can be applied to climate data analysis, helping to understand and address climate change impacts. The course may explore how spatial data can inform climate adaptation strategies and risk assessment. 6. SDG 15: Life on Land The course supports life on land by providing tools for studying land use, biodiversity, and ecological processes. Students can apply geostatistics to assess and monitor environmental changes and promote sustainable land management practices. 7. SDG 9: Industry, Innovation, and Infrastructure Geostatistics plays a vital role in resource exploration and management, supporting industry, innovation, and infrastructure development. The course can emphasize innovative approaches to data analysis in mining, agriculture, and environmental monitoring. Conclusion In summary, a course on Geostatistics supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry and innovation. By equipping students with statistical tools for spatial analysis, the course prepares them to contribute to sustainable resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121002 | Pengetahuan Lingkungan Pertambangan | Mining Environmental Knowledge | Mining Environmental Knowledge is a course that focuses on the environmental aspects associated with mining activities and the importance of sustainable practices in the industry. The course covers topics such as the impact of mining on ecosystems, water quality, air quality, and community health. Students learn about environmental regulations, assessment methods, and strategies for minimizing negative effects through best practices in resource extraction and management. The course emphasizes the integration of environmental considerations into mining operations, including reclamation and rehabilitation practices. By the end of the course, students will have a comprehensive understanding of the environmental challenges in mining and the knowledge necessary to promote sustainable practices within the industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge about environmental regulations, impact assessments, and sustainable mining practices. It encourages critical thinking and problem-solving skills related to environmental challenges in the mining sector. 2. SDG 6: Clean Water and Sanitation Understanding the impact of mining on water resources is crucial for promoting clean water and sanitation. The course may cover topics such as water quality management, pollution control, and sustainable water use in mining operations. 3. SDG 12: Responsible Consumption and Production The course emphasizes responsible consumption and production by addressing sustainable mining practices and resource management. It fosters awareness of the environmental impacts of mining and promotes practices that minimize waste and resource depletion. 4. SDG 13: Climate Action The course can highlight the role of mining in climate change and explore strategies for reducing greenhouse gas emissions in mining operations. Students may learn about the importance of adopting sustainable practices to mitigate climate impacts. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological impacts of mining activities and the importance of biodiversity conservation. Topics may include land reclamation, habitat restoration, and sustainable land management practices. 6. SDG 9: Industry, Innovation, and Infrastructure Mining Environmental Knowledge supports industry, innovation, and infrastructure by encouraging the development of innovative and sustainable mining technologies. The course may focus on integrating environmental considerations into mining engineering and infrastructure development. 7. SDG 17: Partnerships for the Goals The course may promote collaborations between mining companies, government agencies, and environmental organizations, aligning with the goal of fostering partnerships for the goals. Students can learn about the importance of stakeholder engagement in achieving sustainable mining practices. Conclusion In summary, a course on Mining Environmental Knowledge supports multiple SDGs related to quality education, clean water and sanitation, responsible consumption and production, climate action, life on land, industry and innovation, and partnerships for the goals. By equipping students with environmental knowledge related to mining practices, the course prepares them to contribute to sustainable resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121102 | Mekanika Fluida | Fluid Mechanics | Fluid Mechanics is a course that focuses on the behavior of fluids (liquids and gases) and their interactions with solid boundaries and external forces. The course covers key concepts such as fluid properties, fluid statics, fluid dynamics, and the principles governing the flow of fluids. Students learn about essential topics like Bernoulli’s equation, continuity equations, viscosity, and laminar versus turbulent flow. Applications of fluid mechanics in various engineering fields, including civil, mechanical, and environmental engineering, are also explored. By the end of the course, students will have a solid understanding of fluid behavior and its practical implications in design and analysis across different engineering applications. | 1. SDG 4: Quality Education The course promotes quality education by providing students with fundamental principles of fluid mechanics, enhancing their understanding of physical sciences and engineering. It encourages critical thinking and problem-solving skills essential for tackling real-world fluid dynamics challenges. 2. SDG 6: Clean Water and Sanitation Fluid mechanics is crucial for understanding water flow in natural and engineered systems, supporting clean water and sanitation initiatives. Topics may include water treatment processes, hydraulic systems, and flood management, all of which are vital for maintaining clean water resources. 3. SDG 11: Sustainable Cities and Communities The application of fluid mechanics in urban planning, infrastructure development, and environmental management contributes to creating sustainable cities and communities. The course may address topics such as stormwater management, urban drainage systems, and sustainable transport systems. 4. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by exploring fluid dynamics in industrial processes, including energy efficiency and waste reduction. Understanding fluid behavior can lead to more efficient resource utilization in manufacturing and other industries. 5. SDG 13: Climate Action Fluid mechanics plays a significant role in understanding climate-related phenomena, such as atmospheric circulation and ocean currents, which are essential for climate action. The course may discuss how fluid dynamics can inform climate modeling and the design of systems to mitigate climate change impacts, such as renewable energy technologies. 6. SDG 15: Life on Land The principles of fluid mechanics can be applied to manage and protect freshwater ecosystems, supporting life on land. Topics such as river hydrodynamics and the impact of water flow on biodiversity can be integral to understanding land and water interactions. 7. SDG 9: Industry, Innovation, and Infrastructure Fluid mechanics is essential for the development of efficient and sustainable infrastructure, contributing to industry, innovation, and infrastructure. Students learn about the design of systems such as pumps, turbines, and piping networks, which are critical for industrial applications. Conclusion In summary, a course on Fluid Mechanics supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry and innovation. By equipping students with knowledge of fluid behavior and its applications, the course prepares them to address various challenges in engineering, environmental management, and sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121202 | Karakterisasi Bahan Tambang | Characterization of Mining Materials | Characterization of Mining Materials is a course that focuses on the analysis and evaluation of materials extracted from mining operations. It covers techniques for assessing the physical, chemical, and mechanical properties of ores, tailings, and other mining-related materials. Students learn about various characterization methods, including mineralogical analysis, chemical assays, and geotechnical testing. The course emphasizes the importance of material characterization in optimizing processing methods, ensuring safety in handling and storage, and improving environmental management practices. By the end of the course, students will have a comprehensive understanding of how to effectively characterize mining materials for various applications in the industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of materials science, mineralogy, and the techniques used in characterizing mining materials. It fosters critical thinking and practical skills in laboratory methods and analytical techniques. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding the properties of mining materials is essential for developing innovative and efficient extraction and processing methods, contributing to industry, innovation, and infrastructure. The course may cover advancements in materials technology that can improve mining operations and product quality. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by emphasizing sustainable practices in the extraction and processing of mining materials. It may address the importance of efficient resource use, waste management, and recycling of mining materials. 4. SDG 13: Climate Action By studying the environmental impact of mining materials, the course can contribute to climate action by promoting practices that reduce emissions and resource consumption. Students may explore the role of sustainable materials in renewable energy technologies and other climate mitigation strategies. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological effects of mining and the importance of sustainable land management. Topics may include the reclamation of mining sites, biodiversity conservation, and the management of mining waste. 6. SDG 17: Partnerships for the Goals Collaboration between academia, industry, and government is crucial for advancing knowledge in the characterization of mining materials, supporting partnerships for the goals. The course may involve partnerships for research and development in sustainable mining practices. Conclusion In summary, a course on Characterization of Mining Materials supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to analyze and manage mining materials responsibly, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121302 | Komputasi Numerik | Numerical Computing | Numerical Computing is a course that focuses on the techniques and algorithms used to solve mathematical problems through numerical approximation rather than analytical solutions. The course covers topics such as error analysis, numerical methods for solving equations, integration, differentiation, and optimization. Students learn to implement algorithms in programming languages like Python, MATLAB, or R, and apply these techniques to real-world problems in engineering, physics, and finance. The course emphasizes the importance of computational efficiency and accuracy in numerical methods. By the end of the course, students will have the skills to develop and apply numerical solutions to complex problems in various scientific and engineering disciplines. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential mathematical and computational skills necessary for a wide range of scientific and engineering applications. It encourages critical thinking and problem-solving abilities, helping students learn how to approach complex numerical problems effectively. 2. SDG 9: Industry, Innovation, and Infrastructure Numerical computing is fundamental to advancing industry, innovation, and infrastructure through simulations and modeling in various fields such as engineering, finance, and environmental science. The course may explore innovative numerical methods that enhance efficiency in industrial processes and technological advancements. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by enabling students to model and analyze systems to optimize resource usage and minimize waste. Applications in resource management and sustainable practices can be addressed through numerical simulations. 4. SDG 13: Climate Action Numerical computing is vital for climate modeling and simulations, contributing to climate action by helping to predict climate change impacts and evaluate mitigation strategies. The course may include topics on modeling environmental systems and assessing the effects of various climate action strategies. 5. SDG 15: Life on Land The course can relate to life on land through numerical modeling of ecological systems and land use, helping to understand and manage natural resources sustainably. Students may explore how numerical methods can assist in biodiversity studies and habitat modeling. 6. SDG 17: Partnerships for the Goals Collaboration between academia, industry, and research institutions is essential for advancing numerical methods and their applications, supporting partnerships for the goals. The course may involve interdisciplinary projects that promote cooperation among various sectors. Conclusion In summary, a course on Numerical Computing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to apply numerical methods effectively, the course prepares them to tackle complex challenges in various fields while promoting sustainable practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121402 | Peralatan Tambang dan Penanganan Material | Mining and Material Handling Equipment | Mining and Material Handling Equipment is a course that focuses on the various types of machinery and systems used in the mining industry for the extraction, transportation, and processing of minerals. The course covers the design, operation, and maintenance of equipment such as drills, excavators, haul trucks, conveyor systems, and crushers. Students learn about the principles of equipment selection based on operational requirements, efficiency, and safety. The course also addresses advancements in technology, automation, and environmental considerations in equipment usage. By the end of the course, students will have a comprehensive understanding of the key equipment used in mining operations and their role in optimizing production and minimizing environmental impact. | 1. SDG 4: Quality Education The course enhances quality education by providing students with technical knowledge and practical skills related to mining equipment and operations. It fosters critical thinking and problem-solving abilities in the context of mining and materials handling. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding the operation and maintenance of mining and material handling equipment is crucial for advancing industry, innovation, and infrastructure. The course may emphasize innovative technologies and equipment that improve efficiency and safety in mining operations. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by discussing sustainable practices in equipment selection, usage, and maintenance. Students can learn about minimizing waste and energy consumption in the operation of mining equipment. 4. SDG 13: Climate Action By exploring the environmental impact of mining operations and equipment, the course can contribute to climate action. It may address the role of modern equipment in reducing emissions and promoting energy efficiency in mining processes. 5. SDG 15: Life on Land The course can relate to life on land by examining the ecological impact of mining and the importance of sustainable land management practices. Discussions may include the rehabilitation of mining sites and the use of equipment that minimizes environmental disruption. 6. SDG 17: Partnerships for the Goals Collaboration between educational institutions, industry, and research organizations is vital for advancing knowledge in mining equipment, supporting partnerships for the goals. The course may involve partnerships that promote the exchange of knowledge and technology in the mining sector. Conclusion In summary, a course on Mining and Material Handling Equipment supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills and knowledge to operate and manage mining equipment responsibly, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121502 | Mekanika Batuan | Rock Mechanics | Rock Mechanics is a course that explores the behavior of rock materials under various conditions, focusing on their mechanical properties and how they interact with geological and engineering structures. The course covers key topics such as stress and strain, rock strength, failure mechanisms, and deformation behavior. Students learn about testing methods for rock properties, including laboratory tests and in-situ testing techniques. The course emphasizes applications in mining, tunneling, and civil engineering, particularly in the design of stable structures and the assessment of geotechnical risks. By the end of the course, students will have a solid understanding of rock mechanics principles and their practical applications in various engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a thorough understanding of the principles of rock mechanics, critical thinking, and analytical skills necessary for assessing rock behavior and stability. It prepares students for careers in geotechnical engineering, mining, and environmental science. 2. SDG 9: Industry, Innovation, and Infrastructure Rock mechanics is vital for ensuring the stability and safety of structures in the mining and construction industries, thus contributing to industry, innovation, and infrastructure. The course may explore innovative methods and technologies for rock stabilization and support systems. 3. SDG 12: Responsible Consumption and Production The course promotes responsible consumption and production by emphasizing sustainable practices in resource extraction and land use. It addresses the importance of minimizing waste and environmental impact in mining operations and construction projects. 4. SDG 13: Climate Action Understanding rock mechanics can contribute to climate action by assessing the stability of land and infrastructure in the context of climate change. The course may examine how rock stability affects the design of structures that mitigate climate-related risks, such as landslides and erosion. 5. SDG 15: Life on Land The course relates to life on land by studying the ecological impacts of mining and construction activities on rock formations and surrounding ecosystems. It may include discussions on land reclamation, restoration, and sustainable land management practices. 6. SDG 17: Partnerships for the Goals Collaboration between educational institutions, industry, and research organizations is essential for advancing knowledge in rock mechanics, supporting partnerships for the goals. The course may involve partnerships that promote the exchange of knowledge and technology related to rock behavior and geotechnical practices. Conclusion In summary, a course on Rock Mechanics supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills to assess and manage rock stability and behavior, the course prepares them to contribute to sustainable engineering practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121802 | Manajemen Tambang | Mine Management | Mine Management is a course that focuses on the principles and practices involved in effectively managing mining operations. It covers key topics such as strategic planning, operational efficiency, financial management, human resources, and compliance with safety and environmental regulations. Students learn about the organizational structure of mining companies, project management techniques, and the importance of leadership and communication in fostering a productive work environment. The course also emphasizes the integration of technical and managerial aspects to optimize resource extraction and ensure sustainability. By the end of the course, students will have the skills and knowledge necessary to lead and manage mining operations effectively. | 1. SDG 4: Quality Education The course enhances quality education by equipping students with knowledge and skills related to mining operations, safety, economics, and project management. It fosters critical thinking, problem-solving, and decision-making skills in the context of mine management. 2. SDG 8: Decent Work and Economic Growth Mine management directly contributes to decent work and economic growth by ensuring safe and efficient mining operations that provide jobs and support local economies. The course may cover topics related to workforce management, labor rights, and promoting fair labor practices in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure Effective mine management is crucial for promoting industry, innovation, and infrastructure by implementing advanced technologies and practices that enhance mining productivity and sustainability. The course may explore innovative mining practices and technologies that improve operational efficiency and reduce environmental impact. 4. SDG 12: Responsible Consumption and Production The course emphasizes responsible consumption and production by discussing sustainable mining practices, resource management, and waste reduction. Students learn about the importance of minimizing the environmental footprint of mining operations and promoting circular economy practices. 5. SDG 13: Climate Action Understanding the impact of mining operations on climate change is crucial for climate action. The course may address how mining activities contribute to greenhouse gas emissions and explore strategies for mitigation. Topics such as energy efficiency and the use of renewable energy sources in mining can be covered. 6. SDG 15: Life on Land The course relates to life on land by examining the environmental impact of mining on ecosystems and biodiversity. It may include discussions on land reclamation, restoration practices, and the importance of sustainable land management in mining operations. 7. SDG 17: Partnerships for the Goals Collaboration among stakeholders, including governments, industry, and communities, is essential for effective mine management, supporting partnerships for the goals. The course may highlight the importance of stakeholder engagement, corporate social responsibility, and community relations in the mining sector. Conclusion In summary, a course on Mine Management supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By preparing students to manage mining operations sustainably and responsibly, the course contributes to the advancement of sustainable practices in the mining industry. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120302 | Mekanika Teknik | Engineering Mechanics | Engineering Mechanics is a foundational course that focuses on the principles of mechanics as they apply to engineering problems. The course typically covers two main branches: statics and dynamics. In statics, students learn about forces, equilibrium, and structural analysis of stationary systems. In dynamics, the focus shifts to the motion of objects, including concepts of velocity, acceleration, and the effects of forces on moving bodies. Students also explore concepts such as energy, work, and momentum. Through problem-solving and practical applications, the course emphasizes the importance of mechanics in designing and analyzing engineering systems. By the end of the course, students will have a solid understanding of the fundamental principles of mechanics and their relevance in engineering disciplines. | 1. SDG 4: Quality Education The course provides foundational knowledge in physics and engineering principles, enhancing quality education by developing students’ analytical and problem-solving skills. It prepares students for careers in engineering and related fields, promoting critical thinking and a solid understanding of mechanics. 2. SDG 9: Industry, Innovation, and Infrastructure Engineering mechanics is vital for designing and analyzing structures, machinery, and systems, contributing to industry, innovation, and infrastructure. The course may cover innovative engineering solutions and technologies that improve infrastructure resilience and efficiency. 3. SDG 11: Sustainable Cities and Communities The principles of engineering mechanics are crucial for urban planning and sustainable infrastructure development, supporting the creation of sustainable cities and communities. Students learn about designing safe and efficient transportation systems, buildings, and other infrastructure that meet community needs. 4. SDG 12: Responsible Consumption and Production The course emphasizes the importance of sustainable practices in engineering design and analysis, promoting responsible consumption and production. Topics may include resource efficiency, waste reduction in engineering processes, and lifecycle analysis of engineering projects. 5. SDG 13: Climate Action Understanding mechanical principles can contribute to climate action by addressing how engineering solutions can mitigate the effects of climate change. The course may explore energy-efficient designs, renewable energy systems, and the impact of engineering practices on environmental sustainability. 6. SDG 15: Life on Land Engineering mechanics can have implications for life on land, particularly in terms of designing structures that minimize ecological impact. The course may discuss sustainable practices in construction and land use that protect biodiversity and ecosystems. Conclusion In summary, a course on Engineering Mechanics supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By providing students with the principles and skills needed to analyze and design engineering solutions, the course prepares them to contribute to sustainable practices in various engineering fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120402 | Pengantar Metode Numerik | Introduction to Numerical Methods | Introduction to Numerical Methods is a course that explores the techniques used to obtain approximate solutions to mathematical problems that may be difficult or impossible to solve analytically. The course covers fundamental concepts such as error analysis, interpolation, numerical integration, and solving differential equations. Students learn various algorithms and their applications, along with the use of programming languages like Python or MATLAB to implement these methods. Emphasis is placed on understanding the trade-offs between accuracy and computational efficiency. By the end of the course, students will have a foundational knowledge of numerical methods and the skills to apply them to real-world engineering and scientific problems. | 1. SDG 4: Quality Education The course enhances quality education by teaching students essential numerical techniques and problem-solving skills applicable in various fields of study. It promotes critical thinking and analytical skills, preparing students for advanced studies and careers in science, technology, engineering, and mathematics (STEM). 2. SDG 9: Industry, Innovation, and Infrastructure Numerical methods are fundamental in engineering and scientific research, contributing to industry, innovation, and infrastructure development. The course may cover applications in design optimization, simulation, and analysis of engineering systems, fostering innovation in industrial processes. 3. SDG 12: Responsible Consumption and Production By focusing on efficient algorithms and resource management, the course promotes responsible consumption and production through computational methods that minimize waste and resource use. Students learn how numerical methods can be applied to optimize processes and reduce environmental impact in various industries. 4. SDG 13: Climate Action Numerical methods are crucial for modeling and simulating climate-related phenomena, supporting climate action initiatives. The course may explore applications in environmental modeling, climate change predictions, and resource management strategies, helping students understand the impact of their work on sustainability. 5. SDG 17: Partnerships for the Goals The interdisciplinary nature of numerical methods fosters collaboration across various fields, supporting partnerships for the goals. Students may work on projects that involve teamwork across different disciplines, enhancing their understanding of how numerical methods can be applied to address global challenges. Conclusion In summary, a course on Introduction to Numerical Methods supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with essential numerical techniques and applications, the course prepares them to contribute to sustainable practices and innovations in their respective fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120502 | Statistika Dasar | Basic Statistics | Basic Statistics is a foundational course that introduces students to the fundamental concepts and techniques of statistics. The course covers key topics such as descriptive statistics, probability theory, sampling methods, and inferential statistics. Students learn how to collect, analyze, and interpret data using various statistical tools and techniques, including measures of central tendency (mean, median, mode), variability (range, variance, standard deviation), and hypothesis testing. Emphasis is placed on real-world applications and the use of statistical software for data analysis. By the end of the course, students will have a solid understanding of statistical principles and the ability to apply them in various fields, including social sciences, business, and engineering. | 1. SDG 4: Quality Education The course enhances quality education by providing students with essential statistical skills that are crucial for academic research and informed decision-making. It promotes critical thinking and analytical skills, empowering students to interpret data and evaluate information effectively. 2. SDG 3: Good Health and Well-Being Statistics play a vital role in public health research, epidemiology, and healthcare data analysis, contributing to good health and well-being. The course may cover statistical methods used to analyze health data, assess health interventions, and inform public health policies. 3. SDG 5: Gender Equality Statistical analysis is essential for understanding gender disparities and monitoring progress toward gender equality. The course can help students learn how to analyze data related to gender issues, empowering them to advocate for informed policies and practices. 4. SDG 10: Reduced Inequalities Basic statistics can help analyze socio-economic disparities and understand the factors contributing to reduced inequalities. The course equips students with the tools to investigate issues related to inequality and propose data-driven solutions. 5. SDG 12: Responsible Consumption and Production Understanding statistics is crucial for analyzing consumption patterns and resource use, which supports responsible consumption and production. The course may focus on statistical methods used in sustainability studies, helping students evaluate the impact of consumption on the environment. 6. SDG 13: Climate Action Statistics are important for climate modeling, data analysis, and environmental assessments, contributing to climate action efforts. The course can teach students how to analyze data related to climate change, assess risks, and support evidence-based decision-making. 7. SDG 17: Partnerships for the Goals The collaborative nature of statistical analysis fosters partnerships among disciplines and organizations to achieve common goals. The course can emphasize the importance of data sharing and collaboration in addressing global challenges. Conclusion In summary, a course on Basic Statistics supports multiple SDGs related to quality education, good health and well-being, gender equality, reduced inequalities, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with fundamental statistical skills, the course prepares them to apply data analysis in various contexts and contribute to sustainable development efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120602 | Termodinamika Pertambangan | Mining Thermodynamics | Mining Thermodynamics is a course that focuses on the principles of thermodynamics as they apply to mining processes and systems. The course covers key concepts such as energy transfer, heat exchange, phase transitions, and the thermodynamic properties of materials used in mining operations. Students learn about the applications of thermodynamics in areas such as mineral processing, energy efficiency, and the design of heating and cooling systems in mining environments. The course also emphasizes the importance of understanding thermodynamic cycles and the role of energy in optimizing mining operations. By the end of the course, students will have a solid foundation in thermodynamic principles and their practical applications in the mining industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a strong foundation in thermodynamic principles and their applications in mining. It promotes critical thinking and problem-solving skills, preparing students for advanced studies and careers in engineering and related fields. 2. SDG 9: Industry, Innovation, and Infrastructure Mining thermodynamics is crucial for developing efficient mining and mineral processing technologies, contributing to industry, innovation, and infrastructure. The course may encourage innovation in energy utilization, waste reduction, and resource management, leading to more sustainable mining practices. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring thermodynamic efficiency in mining processes, which can minimize resource waste and environmental impact. Students learn about energy conservation and optimization techniques that contribute to sustainable resource management. 4. SDG 13: Climate Action Understanding thermodynamics is essential for analyzing energy consumption and greenhouse gas emissions in mining operations, supporting climate action initiatives. The course may cover strategies to improve energy efficiency in mining processes, helping to mitigate the environmental impact of mining activities. 5. SDG 15: Life on Land The course can relate to life on land by addressing the ecological impacts of mining activities and promoting practices that minimize land degradation and biodiversity loss. Students can explore how thermodynamic principles can be applied to land reclamation and restoration efforts. Conclusion In summary, a course on Mining Thermodynamics supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge of thermodynamic principles and their applications, the course prepares them to contribute to more sustainable practices in the mining sector and address global challenges effectively. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120702 | Teknik Tenaga Listrik | Electrical Power Engineering | Electrical Power Engineering is a course that focuses on the generation, transmission, distribution, and utilization of electrical energy. It covers fundamental concepts such as electrical circuits, power systems, electromagnetic fields, and energy conversion. Students learn about the design and operation of power generation facilities, including renewable energy sources like solar and wind, as well as traditional sources like fossil fuels. The course also addresses topics such as load flow analysis, fault analysis, and power quality. Emphasis is placed on the integration of modern technologies, smart grids, and sustainable practices in power engineering. By the end of the course, students will have a comprehensive understanding of electrical power systems and the skills to design and manage them effectively. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential knowledge and skills in electrical engineering, preparing them for careers in energy systems and engineering fields. It fosters critical thinking, problem-solving, and practical application of engineering principles. 2. SDG 7: Affordable and Clean Energy The primary focus of the course is on electrical power systems, making it directly relevant to ensuring access to affordable, reliable, sustainable, and modern energy for all. Students learn about renewable energy sources, energy efficiency, and smart grid technologies that contribute to a sustainable energy future. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students how to design and optimize electrical power systems that are essential for industrial processes and infrastructure development. It encourages innovation in energy technologies, including advancements in energy storage, smart grids, and energy management systems. 4. SDG 11: Sustainable Cities and Communities By addressing the role of electrical power in urban development, the course contributes to creating sustainable cities and communities. Students explore energy-efficient designs, sustainable urban energy systems, and the integration of renewable energy into urban environments. 5. SDG 12: Responsible Consumption and Production The course addresses the importance of responsible consumption and production in energy use, emphasizing energy efficiency and sustainable practices in power generation and distribution. Students learn about the environmental impact of energy systems and how to mitigate it through responsible engineering practices. 6. SDG 13: Climate Action Understanding electrical power engineering is crucial for addressing climate change and promoting climate action by developing sustainable energy solutions. The course can cover the role of electrical power in reducing carbon emissions and transitioning to a low-carbon energy future through renewable energy technologies. 7. SDG 17: Partnerships for the Goals The course may emphasize the importance of partnerships for the goals, particularly in the context of international collaboration on energy projects, research, and technological development. Students learn how cross-sector partnerships can facilitate the transition to sustainable energy systems. Conclusion In summary, a course on Electrical Power Engineering supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with the knowledge and skills to advance sustainable energy solutions, the course prepares them to contribute effectively to global sustainability efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120802 | Tambang Terbuka | Open Mine | Open Mine is a course that focuses on the principles and practices involved in open-pit mining operations. The course covers topics such as mine planning and design, excavation methods, and the management of materials and waste. Students learn about the geological, environmental, and economic considerations that influence the development of open-pit mines, as well as safety practices and regulatory compliance. The course also emphasizes the use of technology and software for modeling and optimization in open-pit mining. By the end of the course, students will have a solid understanding of the techniques and challenges associated with open-pit mining, preparing them for careers in the mining industry. | 1. SDG 4: Quality Education The course provides students with essential knowledge and skills in mining engineering, enhancing their understanding of open-pit mining practices and technologies. It promotes critical thinking and problem-solving abilities essential for future careers in mining and related fields. 2. SDG 8: Decent Work and Economic Growth Open mining practices contribute to economic growth by providing jobs and stimulating local economies. The course can discuss the economic impacts of open-pit mining on communities and regions. Students learn about creating sustainable employment opportunities in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advancements in mining technologies, equipment, and practices that enhance the efficiency and sustainability of open-pit mining operations. It emphasizes the importance of innovative solutions to reduce the environmental impact of mining. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by discussing sustainable mining practices, waste management, and resource efficiency in open-pit mining operations. Students learn about the need for responsible resource extraction and its impact on local and global communities. 5. SDG 13: Climate Action Open-pit mining has significant environmental implications, and the course can highlight the role of mining in climate action by exploring strategies to minimize greenhouse gas emissions and promote sustainability. It may cover the importance of integrating renewable energy solutions and energy efficiency in mining operations. 6. SDG 15: Life on Land The course is directly related to life on land by examining the ecological impacts of open-pit mining, including land degradation, habitat loss, and biodiversity conservation. Students learn about best practices for land reclamation, restoration, and sustainable land management in mining areas. Conclusion In summary, a course on Open Mine supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about sustainable mining practices and their economic and environmental implications, the course prepares them to contribute positively to the mining sector and promote sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120902 | Tambang Bawah Tanah | Underground Mine | Underground Mine is a course that focuses on the techniques and practices involved in underground mining operations. The course covers essential topics such as mine design, excavation methods, ground control, ventilation, and the management of health and safety risks. Students learn about the various types of underground mining methods, including room and pillar, cut and fill, and block caving, along with the equipment and technology used in these processes. The course also emphasizes the importance of environmental considerations and regulatory compliance in underground mining. By the end of the course, students will have a comprehensive understanding of underground mining operations and the skills necessary to address the challenges associated with this mining method. | 1. SDG 4: Quality Education The course provides students with comprehensive knowledge and skills in underground mining practices, enhancing their technical expertise in the field. It encourages critical thinking and problem-solving skills essential for successful careers in mining and resource management. 2. SDG 8: Decent Work and Economic Growth Underground mining operations can contribute to economic growth by creating jobs and generating income for local communities. The course emphasizes the importance of promoting decent work conditions and opportunities in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advanced techniques and technologies used in underground mining, including automation, data analysis, and safety improvements. Students learn how innovative practices can enhance the efficiency and sustainability of underground mining operations. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by examining sustainable mining practices, resource management, and waste minimization in underground mining. Students explore the environmental impacts of mining and strategies for sustainable resource extraction. 5. SDG 13: Climate Action Understanding the environmental impacts of underground mining is crucial for climate action. The course may cover how mining operations can contribute to greenhouse gas emissions and explore strategies for mitigation. Discussions may include integrating renewable energy sources and improving energy efficiency in underground mining operations. 6. SDG 15: Life on Land The course relates to life on land by analyzing the ecological impacts of underground mining, including land degradation, habitat disruption, and biodiversity conservation. Students learn about best practices for land reclamation and restoration in mining areas to protect ecosystems and promote sustainability. 7. SDG 16: Peace, Justice, and Strong Institutions Understanding the regulatory frameworks and governance related to underground mining can foster peace, justice, and strong institutions. The course may address the importance of ethical mining practices, community engagement, and compliance with environmental regulations. Conclusion In summary, a course on Underground Mine supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and peace and justice. By providing students with the knowledge and skills necessary for sustainable underground mining practices, the course prepares them to contribute positively to the mining sector and its impact on society and the environment. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110102 | Geologi Dasar | Basic Geology | Basic Geology is an introductory course that covers the fundamental concepts of geology, including the Earth’s structure, composition, and processes. The course explores topics such as rock types (igneous, sedimentary, and metamorphic), mineral identification, plate tectonics, geological time, and the processes of weathering, erosion, and sedimentation. Students learn to interpret geological maps and cross-sections, understand the formation of geological features, and the significance of geological processes in shaping the Earth’s landscape. Emphasis is placed on the practical applications of geology in fields such as natural resource management, environmental science, and hazard assessment. By the end of the course, students will have a solid foundation in geological principles and their relevance to the Earth sciences. | 1. SDG 4: Quality Education The course enhances students’ understanding of geological principles, fostering critical thinking and scientific literacy. It provides foundational knowledge necessary for further studies in geology, environmental science, and related fields. 2. SDG 6: Clean Water and Sanitation Understanding geology is essential for managing water resources and ensuring access to clean water. The course may cover topics related to groundwater, aquifers, and the impact of geological formations on water quality. 3. SDG 11: Sustainable Cities and Communities Geology plays a crucial role in urban planning and development. The course may address how geological factors influence land use, construction, and infrastructure. Students learn about geological hazards (e.g., earthquakes, landslides) and their implications for community resilience. 4. SDG 12: Responsible Consumption and Production The course explores the natural resources derived from geological processes, emphasizing sustainable resource management and responsible consumption. Students may study the environmental impacts of resource extraction and the importance of sustainable practices in geology. 5. SDG 13: Climate Action Basic geology provides insights into Earth’s climate history, helping students understand past climate changes and their implications for current climate action. The course may discuss the geological aspects of climate change, such as carbon storage and natural climate cycles. 6. SDG 15: Life on Land The course relates to biodiversity and ecosystem health by examining geological processes that shape landforms and habitats. Students learn about soil formation, land degradation, and conservation practices to protect terrestrial ecosystems. 7. SDG 9: Industry, Innovation, and Infrastructure Geology supports various industries, including construction, mining, and energy. The course may explore the relationship between geological knowledge and industrial development. Students may learn about innovations in geology that enhance resource extraction and environmental sustainability. Conclusion In summary, a course on Basic Geology supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry, innovation, and infrastructure. By providing foundational geological knowledge, the course prepares students to engage with critical environmental issues and contribute to sustainable development efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110202 | Pengantar Rekayasa Pertambangan | Introduction to Mining Engineering | Introduction to Mining Engineering is a foundational course that provides an overview of the mining industry and the essential principles of mining engineering. The course covers topics such as the history of mining, types of mining methods (including surface and underground mining), mineral exploration, and resource evaluation. Students learn about the design and operation of mining systems, including equipment selection, mine safety, environmental considerations, and regulatory compliance. The course also emphasizes the importance of sustainability and innovation in mining practices. By the end of the course, students will have a comprehensive understanding of the mining engineering profession and its role in resource extraction and management. | 1. SDG 4: Quality Education The course provides foundational knowledge in mining engineering, fostering critical thinking and problem-solving skills essential for careers in the mining sector. It prepares students for advanced studies and practical applications in engineering and resource management. 2. SDG 8: Decent Work and Economic Growth Mining plays a significant role in economic development, providing jobs and contributing to local and national economies. The course emphasizes the importance of promoting decent work conditions and opportunities within the mining industry. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding mining engineering is vital for advancing technologies and practices in the mining industry, contributing to industrial growth and innovation. The course may cover topics related to the design and management of mining infrastructure. 4. SDG 12: Responsible Consumption and Production The course addresses sustainable mining practices, resource management, and the environmental impacts of mining activities. Students learn about the importance of responsible consumption and production in relation to mineral resources. 5. SDG 13: Climate Action Mining operations can significantly impact climate change; thus, the course may explore methods for reducing emissions and improving sustainability in mining practices. Discussions may include the role of minerals in renewable energy technologies and the environmental implications of mining. 6. SDG 15: Life on Land The course examines the ecological impacts of mining activities, including land degradation, habitat destruction, and biodiversity conservation. Students learn about land reclamation and restoration practices to mitigate the effects of mining on ecosystems. 7. SDG 16: Peace, Justice, and Strong Institutions The course may cover regulatory frameworks and governance related to mining operations, promoting ethical practices and compliance with laws. Understanding the social impacts of mining can foster community engagement and enhance the legitimacy of mining operations. Conclusion In summary, an Introduction to Mining Engineering course supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and peace and justice. By providing students with foundational knowledge in mining engineering, the course prepares them to engage with critical issues related to resource extraction and its sustainable management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110302 | Kristalografi dan Mineralogi | Crystallography and Mineralogy | Crystallography and Mineralogy is a course that explores the structure, properties, and classification of minerals, as well as the study of crystal forms and symmetry. The course covers key topics such as mineral identification, crystal lattice structures, and the relationship between mineral properties and their crystal systems. Students learn about the techniques used for mineral analysis, including X-ray diffraction and optical microscopy. The course also delves into the formation and occurrence of minerals in various geological environments. By the end of the course, students will have a solid understanding of mineral composition, crystallography, and the significance of minerals in geology and related fields. | 1. SDG 4: Quality Education The course provides foundational knowledge in crystallography and mineralogy, fostering critical thinking and analytical skills necessary for scientific inquiry and research. It prepares students for advanced studies in geology, materials science, and related fields. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding crystallography and mineralogy is crucial for various industries, including mining, materials science, and engineering. The course may explore innovations in materials derived from minerals and their applications in technology and infrastructure development. 3. SDG 12: Responsible Consumption and Production The course addresses sustainable practices in mineral extraction and utilization, emphasizing the importance of responsible resource management. Students learn about the environmental impacts of mining and processing minerals, promoting sustainable consumption and production. 4. SDG 13: Climate Action Crystallography can play a role in understanding materials used in renewable energy technologies, such as solar panels and batteries. The course may discuss the environmental implications of mineral extraction and strategies to mitigate climate impacts. 5. SDG 15: Life on Land The course relates to biodiversity and ecosystem health by examining the role of minerals in soil and water quality. Students learn about land management practices and the ecological impacts of mineral extraction on terrestrial ecosystems. 6. SDG 6: Clean Water and Sanitation Understanding mineral properties can contribute to studies on groundwater and soil quality, which are essential for clean water resources. The course may explore how minerals affect water quality and the importance of managing mineral resources to protect water supplies. 7. SDG 17: Partnerships for the Goals Collaborative research in crystallography and mineralogy can foster partnerships between academia, industry, and government agencies to address resource management challenges. Students may learn about international initiatives aimed at sustainable mineral development. Conclusion In summary, a course on Crystallography and Mineralogy supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, clean water and sanitation, and partnerships for the goals. By equipping students with knowledge about minerals and their applications, the course encourages responsible resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110402 | Perpetaan | Mapping | Mapping is a course that focuses on the techniques and principles used to create and interpret maps for various applications, including geography, geology, and environmental science. The course covers topics such as coordinate systems, topographic mapping, geographic information systems (GIS), and remote sensing. Students learn how to collect, analyze, and visualize spatial data, as well as the tools and technologies used in modern mapping practices. Emphasis is placed on practical applications, including fieldwork and map design, to help students develop skills in presenting geographic information effectively. By the end of the course, students will have a comprehensive understanding of mapping techniques and their relevance in various scientific and professional contexts. | 1. SDG 4: Quality Education The course promotes quality education by teaching students essential skills in mapping and spatial analysis, critical for various academic and professional fields. It enhances analytical and technical skills that are applicable in numerous contexts, from urban planning to environmental science. 2. SDG 11: Sustainable Cities and Communities Mapping is vital for urban planning and development, helping to create sustainable and resilient cities. The course may cover topics related to land use, infrastructure development, and community planning, contributing to more sustainable urban environments. 3. SDG 13: Climate Action Mapping can be used to analyze climate change impacts and inform decision-making related to climate adaptation and mitigation. Students can learn how to visualize climate data and create maps that highlight vulnerable areas, supporting climate action initiatives. 4. SDG 15: Life on Land The course can address land management practices and biodiversity conservation through the use of mapping technologies. Students may explore how mapping can assist in monitoring land use changes, deforestation, and habitat loss. 5. SDG 6: Clean Water and Sanitation Mapping is essential for understanding water resources, managing watershed areas, and planning sanitation infrastructure. The course may cover techniques for mapping water quality and availability, contributing to clean water initiatives. 6. SDG 10: Reduced Inequalities Mapping can help identify and analyze social inequalities, such as access to resources, services, and infrastructure. Students may learn how to use maps to advocate for social justice and equitable resource distribution. 7. SDG 17: Partnerships for the Goals The course may emphasize the importance of collaboration among various stakeholders, including governments, NGOs, and communities, in using mapping for sustainable development. Students can engage in projects that foster partnerships aimed at addressing global challenges through mapping. Conclusion In summary, a course on Mapping supports multiple SDGs related to quality education, sustainable cities and communities, climate action, life on land, clean water and sanitation, reduced inequalities, and partnerships for the goals. By equipping students with mapping skills, the course encourages informed decision-making and sustainable practices in various fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110502 | Menggambar Teknik | Engineering Drawing | Engineering Drawing is a course that introduces students to the principles and techniques of creating technical drawings used in engineering design and communication. The course covers key topics such as orthographic projections, isometric drawings, dimensioning, and section views. Students learn to use drafting tools, software (such as CAD), and standardized symbols to create precise and clear engineering drawings. Emphasis is placed on the importance of accuracy, clarity, and adherence to engineering standards in design documentation. By the end of the course, students will have the skills to produce and interpret engineering drawings effectively, facilitating communication and collaboration in engineering projects. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential skills in technical drawing, design principles, and visualization techniques. It supports critical thinking and problem-solving skills through hands-on practice and theoretical understanding. 2. SDG 9: Industry, Innovation, and Infrastructure Engineering drawing is fundamental for designing and developing infrastructure and industrial systems. The course encourages innovation in design processes and techniques, contributing to advancements in engineering practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production Understanding engineering drawing can lead to more efficient and sustainable designs, minimizing waste and resource consumption. The course may cover principles of sustainable design, promoting responsible practices in engineering and manufacturing. 4. SDG 11: Sustainable Cities and Communities Engineering drawings are crucial for urban planning and the development of sustainable communities and infrastructure. Students learn how to create designs that consider environmental impacts and community needs, contributing to sustainable urban development. 5. SDG 13: Climate Action The course may explore design practices that mitigate environmental impacts, emphasizing the role of engineering in climate action. Students can learn to integrate sustainable materials and energy-efficient designs in their projects. 6. SDG 10: Reduced Inequalities Engineering drawing can facilitate inclusive design practices that consider the needs of diverse populations. The course may address how to create accessible designs that promote equity in infrastructure and technology. 7. SDG 17: Partnerships for the Goals Collaboration among engineers, designers, and other stakeholders is vital for effective engineering drawing and project implementation. The course can foster teamwork and communication skills, essential for successful partnerships in engineering projects. Conclusion In summary, a course on Engineering Drawing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, sustainable cities and communities, climate action, reduced inequalities, and partnerships for the goals. By equipping students with technical drawing skills, the course encourages sustainable and responsible engineering practices that can positively impact society and the environment. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120102 | Petrologi Umum | General Petrology | General Petrology is a course that explores the origin, composition, and classification of rocks, focusing primarily on igneous, sedimentary, and metamorphic rock types. The course covers key topics such as the processes of rock formation, mineral composition, and the geological significance of different rock types. Students learn about the techniques used in petrological analysis, including thin section microscopy and geochemical methods. The course emphasizes the relationship between rock types and the Earth’s geological history, as well as their implications for natural resource exploration. By the end of the course, students will have a solid understanding of petrological concepts and the ability to identify and analyze various rock types in a geological context. | 1. SDG 4: Quality Education The course provides students with foundational knowledge in geology, mineralogy, and rock formation processes, contributing to quality education in the Earth sciences. It fosters critical thinking and scientific inquiry through hands-on laboratory work and field studies. 2. SDG 6: Clean Water and Sanitation Understanding the geological factors that affect groundwater quality and availability is essential for water resource management. The course may cover topics related to aquifers, mineral interactions with water, and their implications for clean water access. 3. SDG 12: Responsible Consumption and Production Knowledge of petrology is crucial for responsible resource management, particularly in understanding the extraction and use of mineral resources. The course can emphasize sustainable practices in mining and mineral processing, contributing to responsible consumption. 4. SDG 13: Climate Action Petrology can provide insights into carbon sequestration processes and the role of rocks in the carbon cycle, which is essential for climate change mitigation. The course may address how geological processes influence climate and how understanding these processes can inform climate action strategies. 5. SDG 15: Life on Land The study of rocks and minerals is integral to understanding land use, soil formation, and ecosystem development. The course can explore the relationship between geological processes and biodiversity, emphasizing the importance of sustainable land management practices. 6. SDG 9: Industry, Innovation, and Infrastructure Petrology plays a crucial role in various industries, including construction, mining, and environmental consulting. The course can encourage innovative approaches to resource extraction and the sustainable use of geological materials in infrastructure development. 7. SDG 17: Partnerships for the Goals The course may highlight the importance of interdisciplinary collaboration in addressing geological challenges, such as resource management and environmental protection. Students can engage in projects that require teamwork and partnerships with other fields, such as environmental science, engineering, and urban planning. Conclusion In summary, a course on General Petrology supports multiple SDGs related to quality education, clean water and sanitation, responsible consumption and production, climate action, life on land, industry and innovation, and partnerships for the goals. By providing students with a comprehensive understanding of rocks and their processes, the course equips them to contribute to sustainable practices and informed decision-making in various geological and environmental contexts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120202 | Geologi Struktur | Structural Geology | Structural Geology is a course that focuses on the study of rock deformations and the structures that result from geological processes. The course covers essential topics such as stress and strain, faulting, folding, and the formation of geological features like mountains and basins. Students learn to analyze geological maps and cross-sections, understand the mechanics of rock behavior, and apply principles of structural analysis to real-world scenarios. The course also emphasizes the relationship between structural geology and tectonics, as well as the implications for natural resource exploration and environmental assessment. By the end of the course, students will have a comprehensive understanding of geological structures and their significance in the Earth sciences. | 1. SDG 4: Quality Education The course enhances quality education by providing a comprehensive understanding of geological structures and processes. It promotes critical thinking and analytical skills through fieldwork, data analysis, and problem-solving. 2. SDG 9: Industry, Innovation, and Infrastructure Structural geology is essential for infrastructure development, including buildings, roads, and tunnels, as it informs engineers about ground stability and risks. The course encourages innovative approaches to construction and resource management by understanding geological structures. 3. SDG 11: Sustainable Cities and Communities Knowledge of structural geology is crucial for urban planning and development, helping to create resilient structures that can withstand geological hazards. The course can address issues related to land use and urbanization, contributing to sustainable community development. 4. SDG 12: Responsible Consumption and Production Understanding geological structures can guide responsible resource extraction practices, ensuring that minerals and materials are obtained sustainably. The course can emphasize the importance of environmental impact assessments in mining and construction activities. 5. SDG 13: Climate Action Structural geology can contribute to understanding geological processes that affect climate change, such as the stability of landforms and potential landslides. The course may include discussions on how geological hazards, like earthquakes and landslides, relate to climate change. 6. SDG 15: Life on Land The course examines how geological structures affect ecosystems and biodiversity, contributing to sustainable land management practices. It can cover the interactions between geological processes and land use, emphasizing conservation efforts. 7. SDG 16: Peace, Justice, and Strong Institutions Understanding geological hazards can inform disaster risk reduction strategies, promoting community safety and resilience. The course can emphasize the role of geological studies in creating policies for natural resource management and land use planning. Conclusion In summary, a course in Structural Geology supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and peace, justice, and strong institutions. By equipping students with knowledge of geological structures and processes, the course prepares them to contribute to sustainable practices in various geological and environmental contexts. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110102 | Gambar Teknik dan CAD | Engineering Drawing and CAD | Engineering Drawing and CAD (Computer-Aided Design) is a course that teaches students the principles of technical drawing and the use of CAD software. It covers topics such as geometric construction, projection methods, sectioning, and dimensioning. | 1. **SDG 4: Quality Education** – **Description**: Provides essential skills in engineering drawing and CAD, equipping students with the technical knowledge required for various engineering fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the role of engineering drawing and CAD in designing and developing innovative infrastructure and technology solutions. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages sustainable design practices and efficient resource use in engineering projects, promoting responsible production methods. 4. **SDG 8: Decent Work and Economic Growth** – **Description**: Prepares students for careers in engineering and design, contributing to economic growth and job creation in the engineering sector. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Involves the design of urban infrastructure and systems, focusing on sustainable development practices that enhance urban living. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educational institutions, industry professionals, and research organizations to advance engineering practices and innovations. By integrating these elements, a course in Engineering Drawing and CAD can significantly contribute to fostering innovation, promoting sustainable practices, and enhancing educational outcomes, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142805 | Skripsi | Thesis | The Thesis course is a critical component of many university programs, particularly at the graduate level. It involves conducting original research or an in-depth study on a specific topic within a student’s field of study. | 1. **SDG 4: Quality Education** – **Description**: Focuses on developing critical thinking, research skills, and academic writing, which are essential for higher education and lifelong learning. 2. **SDG 3: Good Health and Well-being** (if applicable) – **Description**: If the thesis is related to health topics, it contributes to research that can improve health outcomes and well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages research and innovation in various fields, fostering advancements that can lead to technological progress and improved infrastructure. 4. **SDG 10: Reduced Inequalities** – **Description**: If the thesis addresses issues of social justice or equity, it contributes to understanding and mitigating inequalities within societies. 5. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among students, faculty, and external organizations for research that can impact communities and contribute to broader goals. 6. **SDG 12: Responsible Consumption and Production** (if applicable) – **Description**: If the thesis involves sustainability studies, it can promote responsible practices in production and consumption. By focusing on these elements, a course in Thesis Writing can significantly contribute to enhancing academic research, promoting education, and addressing social and environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142102 | Sistem Transmisi Kelistrikan | Electrical Transmission System | The Electrical Transmission System course focuses on the principles and technologies involved in the transmission of electrical power from generation facilities to distribution networks. Topics typically include the design and operation of transmission lines, substations, and grid systems. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all. The course covers the principles of electrical transmission and distribution, emphasizing renewable energy integration. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization through advancements in electrical transmission technologies. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of efficient electrical transmission systems in urban planning and development, contributing to sustainable urban environments. 4. **SDG 13: Climate Action** – **Description**: Examines the impact of energy systems on climate change and the importance of transitioning to low-carbon energy sources, including the role of transmission systems in this transition. 5. **SDG 4: Quality Education** – **Description**: Provides education in engineering principles related to electrical systems, equipping students with the skills needed for careers in energy and infrastructure. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the need for efficient energy use and management in electrical systems, promoting sustainable consumption practices. By integrating these elements, a course in Electrical Transmission Systems can significantly contribute to promoting sustainable energy solutions, enhancing infrastructure, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142202 | Sistem Propulsi Udara | Air Propulsion System | The Air Propulsion System course explores the design, analysis, and operation of propulsion systems used in aviation and aerospace applications. Key topics include the principles of jet propulsion, thermodynamics, fluid mechanics, and the mechanics of aircraft engines, such as turbojets, turbofans, and rockets. Students learn about engine performance, efficiency, and environmental impacts, as well as testing and evaluation methods. The course often includes hands-on projects or simulations, allowing students to apply theoretical concepts to real-world propulsion challenges. Overall, it prepares students for careers in aerospace engineering, focusing on the technologies that drive aircraft and spacecraft. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on advancements in propulsion technologies that enhance energy efficiency and promote the use of sustainable energy sources in aviation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development of innovative air propulsion technologies that improve infrastructure and industrial processes within the aerospace sector. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of efficient air transportation systems in urban planning and development, contributing to sustainable urban mobility. 4. **SDG 13: Climate Action** – **Description**: Explores the environmental impact of air propulsion systems and the need for low-emission technologies to mitigate climate change. 5. **SDG 4: Quality Education** – **Description**: Provides education in the principles of aerospace engineering and propulsion, equipping students with the necessary skills for careers in the aerospace industry. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of air propulsion systems, promoting efficient resource use and reducing waste. By focusing on these aspects, a course in Air Propulsion Systems can significantly contribute to advancing sustainable aviation technologies, enhancing infrastructure, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142302 | Sistem Propulsi Elektrik | Electric Propulsion System | The Electric Propulsion System course covers the principles and technologies behind electric propulsion used in spacecraft and advanced aerospace applications. Students explore various electric propulsion methods, such as ion, Hall-effect, and plasma thrusters, focusing on their design, operation, and performance characteristics. Key topics include the physics of ionization, electromagnetic fields, and thrust generation, as well as efficiency and power management considerations. The course often includes practical simulations and experiments, providing hands-on experience with electric propulsion systems. Ultimately, it prepares students for careers in aerospace engineering, emphasizing the growing importance of electric propulsion in space exploration and satellite operations. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the development and application of electric propulsion technologies that enhance energy efficiency and promote the use of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in electric propulsion systems, fostering advancements in industrial processes and infrastructure for transportation. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of electric propulsion in urban transport systems, contributing to sustainable mobility solutions in cities. 4. **SDG 13: Climate Action** – **Description**: Explores the environmental benefits of electric propulsion systems in reducing greenhouse gas emissions and mitigating climate change. 5. **SDG 4: Quality Education** – **Description**: Provides education on electric propulsion technologies, equipping students with the skills needed for careers in engineering and renewable energy sectors. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and implementation of electric propulsion systems, promoting efficient use of resources and reducing environmental impact. By integrating these elements, a course on Electric Propulsion Systems can significantly contribute to advancing clean energy solutions, enhancing sustainable transportation, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142402 | Efisiensi Energi | Energy Efficiency | The Energy Efficiency course focuses on the principles and practices aimed at reducing energy consumption while maintaining performance and comfort in various systems and processes. Topics include energy audits, efficient technologies, renewable energy integration, and strategies for optimizing energy use in buildings, industrial processes, and transportation. Students learn to analyze energy systems, identify inefficiencies, and implement solutions that enhance sustainability. The course also addresses policy, economic considerations, and the environmental impact of energy use. Through case studies and practical applications, students gain the skills necessary to promote energy conservation and sustainability in diverse settings. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on promoting energy efficiency as a means to increase access to sustainable energy, reduce energy consumption, and enhance the use of renewable energy sources. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes the importance of efficient resource use and sustainable practices in consumption and production, encouraging a reduction in waste and energy use. 3. **SDG 13: Climate Action** – **Description**: Addresses the role of energy efficiency in reducing greenhouse gas emissions and combating climate change through improved energy practices. 4. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages innovation in technologies and practices that improve energy efficiency in industries and infrastructure, promoting sustainable industrial growth. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Examines energy-efficient solutions in urban planning and community development, contributing to more sustainable and livable cities. 6. **SDG 3: Good Health and Well-being** (indirectly) – **Description**: Can explore how energy efficiency measures improve indoor air quality and reduce health risks associated with energy production and consumption. By focusing on these aspects, a course on Energy Efficiency can significantly contribute to advancing sustainable energy practices, mitigating climate change, and promoting responsible consumption, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142502 | Teknologi Bawah Laut | Undersea Technology | The Undersea Technology course examines the design, development, and application of technologies used for exploration, research, and operations in underwater environments. Topics include underwater vehicles (such as submarines and remotely operated vehicles), diving systems, underwater sensors, and communication systems. Students learn about marine engineering principles, oceanography, and the challenges of operating in extreme conditions. The course often incorporates hands-on experiences, such as simulations or fieldwork, to apply theoretical knowledge to real-world scenarios. By the end of the course, students are equipped with the skills and understanding necessary for careers in marine technology, ocean engineering, and related fields. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use of oceans, seas, and marine resources. The course may cover technologies for marine conservation, exploration, and resource management. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in undersea technologies, including advancements in underwater robotics, sensors, and data collection, contributing to infrastructure development in marine environments. 3. **SDG 13: Climate Action** – **Description**: Explores the role of undersea technology in monitoring climate change effects on marine ecosystems, such as ocean temperature changes, sea-level rise, and biodiversity impacts. 4. **SDG 7: Affordable and Clean Energy** – **Description**: Investigates renewable energy sources from marine environments, such as tidal and wave energy, and the technologies involved in harnessing these resources. 5. **SDG 4: Quality Education** – **Description**: Provides education in marine science and technology, equipping students with the skills needed for careers in marine research, engineering, and environmental conservation. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the exploitation of marine resources, emphasizing the need for responsible consumption and protection of marine ecosystems. By integrating these elements, a course in Undersea Technology can significantly contribute to the sustainable management of marine resources, promote innovation, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142602 | Kecerdasan Buatan | Artificial intelligence | The Artificial Intelligence (AI) course introduces students to the fundamental concepts, techniques, and applications of AI. Topics typically include machine learning, natural language processing, computer vision, robotics, and knowledge representation. Students explore algorithms that enable machines to learn from data, make decisions, and perform tasks traditionally requiring human intelligence. The course emphasizes both theoretical foundations and practical applications, often involving hands-on projects using AI tools and frameworks. Ethical considerations and the societal impact of AI are also discussed. By the end of the course, students gain a comprehensive understanding of AI’s capabilities and challenges, preparing them for careers in technology, research, and innovation. | 1. **SDG 4: Quality Education** – **Description**: Explores how AI can enhance educational practices through personalized learning, adaptive technologies, and improved access to information. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on the role of AI in driving economic growth, improving productivity, and creating new job opportunities while addressing potential workforce displacement. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of AI in fostering innovation, improving industrial processes, and developing smart infrastructure. 4. **SDG 3: Good Health and Well-being** – **Description**: Examines the applications of AI in healthcare, including diagnostics, treatment planning, and health management systems, contributing to improved health outcomes. 5. **SDG 10: Reduced Inequalities** – **Description**: Addresses how AI can help identify and mitigate inequalities by analyzing data and providing insights to improve access to services for marginalized communities. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the ethical implications of AI in resource management and promoting sustainable practices, ensuring responsible use of technology. 7. **SDG 13: Climate Action** – **Description**: Investigates the role of AI in climate modeling, energy efficiency, and environmental monitoring, contributing to efforts to combat climate change. By integrating these elements, a course in Artificial Intelligence can significantly contribute to advancing technology for sustainable development, promoting innovation, and addressing societal challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142701 | Seminar | Seminar | The Seminar course is designed to facilitate in-depth discussions and presentations on specific topics within a student’s field of study. It typically involves a mix of student-led presentations, guest lectures, and group discussions, fostering critical thinking and collaborative learning. Participants are encouraged to explore current research, trends, and challenges relevant to their discipline. The course may also focus on developing skills in research methodology, academic writing, and public speaking. By the end of the seminar, students enhance their knowledge, communication abilities, and engagement with contemporary issues in their area of interest. | 1. **SDG 4: Quality Education** – **Description**: Enhances learning experiences by encouraging discussion, debate, and the exchange of ideas, promoting lifelong learning and educational excellence. 2. **SDG 3: Good Health and Well-being** (if relevant topics are discussed) – **Description**: May include discussions on health-related issues, mental health, or wellness, contributing to a better understanding of health and well-being. 3. **SDG 10: Reduced Inequalities** – **Description**: Can explore topics related to social justice, equity, and access to opportunities, fostering dialogue on reducing inequalities. 4. **SDG 9: Industry, Innovation, and Infrastructure** (if focused on relevant themes) – **Description**: May include discussions on technological advancements, innovation, and their impact on society and the economy. 5. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration and networking among students, faculty, and external experts, promoting partnerships that enhance learning and research. 6. **SDG 12: Responsible Consumption and Production** (if applicable) – **Description**: If discussions center around sustainability and ethical practices, it can contribute to understanding responsible consumption. By addressing these aspects, a Seminar course can foster a deeper understanding of various issues, promote critical thinking, and support the achievement of multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141402 | Pemodelan Distribusi Fluida | Fluid Distribution Modeling | The Fluid Distribution Modeling course focuses on the principles and techniques used to analyze and simulate the flow of fluids within distribution systems, such as water supply networks and HVAC systems. Students learn to model fluid behavior using mathematical and computational methods, covering topics such as fluid mechanics, hydraulic analysis, and network design. The course emphasizes the use of software tools for modeling and simulating fluid distribution, helping students understand system performance, pressure dynamics, and potential issues like leakage and contamination. Through practical applications and case studies, students gain the skills necessary for designing efficient and sustainable fluid distribution systems in engineering and environmental contexts. | 1. **SDG 6: Clean Water and Sanitation** – **Description**: Focuses on the importance of ensuring availability and sustainable management of water resources, emphasizing the modeling of fluid distribution systems to improve water quality and accessibility. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the role of fluid distribution modeling in developing and maintaining sustainable infrastructure, including water supply systems and industrial processes. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses urban planning and the design of efficient water distribution systems to enhance the livability and sustainability of urban areas. 4. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on water distribution systems and explores strategies for resilience and adaptation in fluid management. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the management of water resources, promoting efficient and responsible use of water in various sectors. 6. **SDG 3: Good Health and Well-being** (indirectly) – **Description**: Ensures access to safe drinking water and sanitation, contributing to public health outcomes and well-being. By focusing on these aspects, a course in Fluid Distribution Modeling can significantly contribute to enhancing water management practices, promoting sustainable infrastructure, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141502 | Sistem Instalasi Bangunan Laut | Marine Building Installation Systems | The Marine Building Installation Systems course focuses on the design, installation, and maintenance of essential systems in marine structures, such as ships, offshore platforms, and coastal facilities. Key topics include plumbing, electrical systems, HVAC (heating, ventilation, and air conditioning), and safety systems specific to marine environments. Students learn about the unique challenges posed by marine conditions, including corrosion, space constraints, and regulatory requirements. The course often includes hands-on projects and case studies to apply theoretical concepts to real-world scenarios. By the end of the course, students are equipped with the knowledge and skills needed to manage the installation and operation of complex systems in marine settings. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use and conservation of marine resources, emphasizing technologies and practices that minimize environmental impact. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development of resilient infrastructure and innovative solutions for marine installations, enhancing industrial practices in marine engineering. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of marine building systems in urban coastal development, promoting sustainable practices that contribute to community resilience. 4. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores the integration of renewable energy systems in marine installations, contributing to sustainable energy solutions. 5. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on marine environments and the importance of designing resilient installation systems to withstand climate-related challenges. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable materials and practices in the construction and operation of marine installations, promoting efficient resource use. By focusing on these aspects, a course in Marine Building Installation Systems can significantly contribute to the sustainable management of marine resources, enhancing infrastructure resilience, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141602 | Teknik Eksperimental Kelautan | Marine Experimental Engineering | The Marine Experimental Engineering course focuses on the principles and methodologies used in experimental research and testing within marine environments. Students learn about the design and execution of experiments related to marine engineering, such as hydrodynamics, marine structures, and underwater technologies. The course covers techniques for data collection and analysis, as well as the use of laboratory and field testing equipment. Emphasis is placed on understanding real-world challenges, including environmental factors and material performance in marine conditions. Through hands-on projects and experiments, students develop practical skills in marine research, preparing them for careers in marine engineering, research, and technology development. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use and conservation of marine ecosystems, including the development of technologies and practices that support marine research and resource management. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in marine technologies and engineering practices, contributing to advancements in marine research and infrastructure development. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the importance of marine engineering in coastal development, promoting sustainable practices that enhance community resilience and safety. 4. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on marine environments and explores engineering solutions to mitigate these impacts through experimental research. 5. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: May include research on marine renewable energy technologies, such as wave and tidal energy, contributing to sustainable energy solutions. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in marine engineering, including the responsible use of materials and the reduction of waste in marine experiments and applications. By integrating these elements, a course in Marine Experimental Engineering can significantly contribute to the sustainable management of marine resources, promote innovation, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141702 | Manajemen Energi | Energy Management | The Energy Management course focuses on strategies and practices aimed at optimizing energy use and reducing costs in various sectors, including industrial, commercial, and residential. Students learn about energy auditing, efficiency measures, renewable energy integration, and energy policy. Key topics include understanding energy systems, analyzing consumption patterns, and implementing management techniques that promote sustainability. The course emphasizes the economic, environmental, and regulatory aspects of energy management, often incorporating case studies and practical projects. By the end of the course, students are equipped with the skills needed to develop and implement effective energy management plans in diverse settings, enhancing both efficiency and sustainability. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all, promoting energy efficiency and the integration of renewable energy sources. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes sustainable practices in energy consumption, encouraging efficient resource use and minimizing waste. 3. **SDG 13: Climate Action** – **Description**: Explores strategies for reducing greenhouse gas emissions through improved energy management practices, contributing to climate change mitigation. 4. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Addresses the role of energy management in promoting innovation and developing resilient infrastructure, particularly in energy-intensive industries. 5. **SDG 8: Decent Work and Economic Growth** – **Description**: Examines how effective energy management can drive economic growth and create jobs in the renewable energy and energy efficiency sectors. 6. **SDG 11: Sustainable Cities and Communities** – **Description**: Investigates energy management strategies that contribute to sustainable urban development and enhance the livability of communities. By focusing on these aspects, a course in Energy Management can significantly contribute to advancing sustainable energy practices, promoting economic development, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141802 | Sistem Instrumentasi Kelautan | Marine Instrumentation Systems | The Marine Instrumentation Systems course focuses on the design, implementation, and maintenance of various instruments and sensors used in marine environments. Topics include the principles of measurement and control systems, data acquisition, and the integration of instrumentation in marine applications such as navigation, environmental monitoring, and offshore operations. Students learn about the selection and calibration of sensors, signal processing, and the use of software tools for data analysis. Practical hands-on projects and case studies provide experience in deploying instrumentation in real-world marine settings. By the end of the course, students gain the skills necessary to work with advanced marine instrumentation technologies, enhancing their preparedness for careers in marine engineering and environmental science. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable management and conservation of marine ecosystems, including the use of instrumentation to monitor and protect marine life and resources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in marine technology and instrumentation, contributing to advancements in research and infrastructure in marine environments. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of marine instrumentation in monitoring climate change impacts on ocean systems and supporting research on environmental changes. 4. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of marine systems in urban planning and development, promoting sustainable practices in coastal and marine areas. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the development and deployment of marine instrumentation, promoting efficient use of resources and reduction of waste. 6. **SDG 4: Quality Education** – **Description**: Provides education and training in marine instrumentation technologies, equipping students with skills necessary for careers in marine research and technology. By focusing on these elements, a course in Marine Instrumentation Systems can significantly contribute to the sustainable management of marine resources, enhance innovation in marine technologies, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141902 | Metode Optimasi | Optimization Methods | The Optimization Methods course explores mathematical and computational techniques used to find the best solutions to complex problems across various fields, including engineering, economics, and operations research. Key topics include linear programming, nonlinear optimization, integer programming, and heuristic methods. Students learn to formulate optimization problems, analyze constraints, and apply algorithms to solve them efficiently. The course emphasizes practical applications, often involving real-world case studies and software tools for optimization. By the end of the course, students develop critical skills in problem-solving and decision-making, preparing them for roles in research, engineering, and business analysis. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the application of optimization techniques to improve industrial processes, enhance infrastructure efficiency, and foster innovation. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes the importance of optimizing resource use and minimizing waste in production processes, promoting sustainable consumption practices. 3. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores optimization methods in energy systems, improving energy efficiency and integrating renewable energy sources. 4. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses urban planning and transportation optimization, contributing to more sustainable and efficient urban environments. 5. **SDG 13: Climate Action** – **Description**: Investigates how optimization can help reduce emissions and improve sustainability practices in various sectors, aiding in climate change mitigation. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential problem-solving skills and analytical thinking, contributing to their overall educational development. By focusing on these aspects, a course in Optimization Methods can significantly contribute to enhancing efficiency, promoting sustainable practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142002 | Metode dan Analisa Numerik | Numerical Methods and Analysis | The Numerical Methods and Analysis course focuses on computational techniques for solving mathematical problems that cannot be addressed analytically. Students learn about numerical algorithms for tasks such as solving equations, integrating functions, and performing differential equations. Key topics include error analysis, stability, convergence, and the application of numerical methods in various fields like engineering and physics. The course often includes programming assignments using software tools to implement these methods. By the end of the course, students gain a strong foundation in both the theory and practical application of numerical techniques, equipping them for roles in research, engineering, and data analysis. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential mathematical and computational skills, promoting critical thinking and problem-solving abilities necessary for various fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the application of numerical methods in engineering, technology, and industrial processes, fostering innovation and improving infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Addresses the use of numerical analysis in optimizing resource allocation and minimizing waste in production processes. 4. **SDG 13: Climate Action** (if applicable) – **Description**: Investigates the use of numerical methods in climate modeling and environmental simulations, contributing to understanding and mitigating climate change. 5. **SDG 3: Good Health and Well-being** (if applicable) – **Description**: Explores applications of numerical methods in healthcare, such as in medical imaging and data analysis, which can improve health outcomes. 6. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: May cover numerical methods for modeling and optimizing renewable energy systems, contributing to sustainable energy solutions. By focusing on these elements, a course in Numerical Methods and Analysis can significantly contribute to advancing knowledge, enhancing technological innovation, and addressing various challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140702 | Sistem Pembangkit Daya Listrik | Electric Power Generation System | The Electric Power Generation System course covers the principles, technologies, and processes involved in generating electrical power from various sources. Students explore conventional generation methods, such as fossil fuels and nuclear power, as well as renewable sources like wind, solar, and hydroelectric systems. Key topics include power plant design, energy conversion processes, grid integration, and the economic and environmental impacts of different generation technologies. The course emphasizes the importance of efficiency, reliability, and sustainability in power generation. Through case studies and practical applications, students develop the skills needed to analyze and design effective power generation systems for a changing energy landscape. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all, promoting the development and integration of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of developing resilient infrastructure for energy production and distribution, fostering innovation in power generation technologies. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of electric power generation in greenhouse gas emissions and explores strategies to transition to low-carbon energy systems. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in energy generation and consumption, encouraging efficiency and minimizing environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of electric power systems in urban planning and development, promoting sustainable energy solutions in cities. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in energy systems, equipping them for careers in engineering and energy management. By focusing on these aspects, a course in Electric Power Generation Systems can significantly contribute to advancing sustainable energy practices, promoting innovation, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140802 | Teknik Eksperimental Listrik dan Kendali | Experimental Electrical and Control Engineering | The Experimental Electrical and Control Engineering course focuses on practical applications of electrical engineering principles and control systems through hands-on experimentation. Students engage in laboratory work that includes the design, implementation, and testing of electrical circuits, control algorithms, and automation systems. Key topics cover signal processing, feedback control, system dynamics, and sensor integration. The course emphasizes critical thinking and problem-solving skills as students analyze system performance and troubleshoot issues. By the end of the course, students gain practical experience and a deeper understanding of how to apply theoretical concepts in real-world electrical and control engineering scenarios. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancing engineering practices and technologies, fostering innovation in electrical and control systems to improve industrial processes. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Emphasizes the development and optimization of energy systems, including renewable energy technologies and efficient electrical systems. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Addresses sustainable engineering practices, encouraging the efficient use of resources and minimizing waste in electrical and control engineering applications. 4. **SDG 13: Climate Action** – **Description**: Investigates how control engineering can be applied to mitigate climate change, such as optimizing energy consumption and improving system efficiencies. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Discusses the role of electrical and control systems in smart city technologies, enhancing urban sustainability and livability. 6. **SDG 4: Quality Education** – **Description**: Provides students with hands-on experience and knowledge in electrical and control engineering, preparing them for careers in this vital field. By focusing on these elements, a course in Experimental Electrical and Control Engineering can significantly contribute to promoting sustainable practices, enhancing technological innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140902 | Perancangan Sistem Kendali | Control System Design | The Control System Design course focuses on the principles and methodologies for designing effective control systems used in engineering applications. Students learn about system modeling, stability analysis, and the design of both continuous and discrete controllers, such as PID (Proportional-Integral-Derivative) controllers and state-space controllers. Key topics include feedback control, system response, frequency domain analysis, and performance criteria. The course often involves practical projects that require the use of simulation tools and software for testing and validating control strategies. By the end of the course, students acquire the skills necessary to design, implement, and analyze control systems in various industrial and technological contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development of advanced control systems that enhance industrial processes, improve efficiency, and foster innovation in various sectors. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the design of control systems for optimizing energy production and consumption, particularly in renewable energy applications. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the role of control systems in minimizing waste and improving resource efficiency in manufacturing and production processes. 4. **SDG 13: Climate Action** – **Description**: Investigates how control systems can be applied to mitigate climate change impacts, such as improving energy efficiency and reducing emissions. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of control systems in smart city technologies, enhancing urban infrastructure and sustainability. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in system design and analysis, preparing them for careers in engineering and technology. By focusing on these aspects, a course in Control System Design can significantly contribute to advancing technological innovation, promoting sustainable practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141002 | Hidrodinamika Propulsi | Propulsion Hydrodynamics | The Propulsion Hydrodynamics course explores the fluid dynamics principles related to propulsion systems in marine and aerospace applications. Students study the behavior of fluids in motion, focusing on topics such as drag, thrust generation, and the interactions between propulsion systems and their environments. Key areas include the analysis of propellers, jet engines, and underwater vehicles, as well as the effects of wave dynamics and cavitation. The course emphasizes both theoretical modeling and practical simulations, helping students understand how to optimize propulsion efficiency and performance. By the end of the course, students are equipped with the knowledge to analyze and design effective propulsion systems for various engineering applications. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on optimizing propulsion systems for efficiency, potentially incorporating renewable energy sources and reducing reliance on fossil fuels. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in marine and aerospace propulsion technologies, fostering innovation in engineering practices and infrastructure. 3. **SDG 14: Life Below Water** – **Description**: Investigates the impact of propulsion systems on marine ecosystems, promoting sustainable practices in the design and operation of marine vessels. 4. **SDG 13: Climate Action** – **Description**: Explores how improved propulsion efficiency can reduce greenhouse gas emissions and contribute to climate change mitigation efforts. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the manufacturing and operation of propulsion systems, encouraging resource efficiency and waste reduction. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Addresses the role of propulsion technologies in urban transportation systems, promoting sustainable urban development. By focusing on these aspects, a course in Propulsion Hydrodynamics can significantly contribute to advancing sustainable technologies, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141102 | Pemodelan Sistem Propulsi | Propulsion System Modeling | The Propulsion System Modeling course focuses on the development and analysis of mathematical models for various propulsion systems used in aerospace and marine engineering. Students learn to create models for engines, thrusters, and other propulsion mechanisms, incorporating factors such as aerodynamics, thermodynamics, and fluid dynamics. Key topics include simulation techniques, performance evaluation, and the integration of control systems. The course often involves hands-on projects using software tools to simulate and analyze the behavior of propulsion systems under different operating conditions. By the end of the course, students gain practical skills in modeling and optimizing propulsion systems, preparing them for careers in aerospace and marine industries. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on improving the efficiency and effectiveness of propulsion systems, including the integration of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development and optimization of advanced propulsion technologies, fostering innovation and improving industrial practices. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of propulsion systems in reducing greenhouse gas emissions and improving sustainability, contributing to climate change mitigation. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of propulsion systems, promoting resource efficiency and minimizing waste. 5. **SDG 14: Life Below Water** (if applicable) – **Description**: Addresses the impact of marine propulsion systems on marine ecosystems, promoting sustainable practices in marine transportation. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Explores the application of propulsion modeling in urban transportation systems, contributing to sustainable urban development. By focusing on these elements, a course in Propulsion System Modeling can significantly contribute to advancing sustainable technologies, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141202 | Propulsi Kapal Cepat | Fast Ship Propulsion | The Fast Ship Propulsion course focuses on the design and analysis of propulsion systems specifically for high-speed vessels, such as military ships, ferries, and racing boats. Students explore the unique challenges associated with achieving and maintaining high speeds on water, including hydrodynamics, resistance reduction, and propulsion efficiency. Key topics include the study of different propulsion technologies, such as water jets, surface drives, and advanced hull designs. The course often incorporates simulations and practical projects to analyze performance metrics and optimize propulsion systems for speed and fuel efficiency. By the end of the course, students are equipped with the knowledge and skills needed to design effective propulsion systems for fast maritime applications. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on enhancing the efficiency and sustainability of propulsion systems, potentially integrating renewable energy sources to reduce dependence on fossil fuels. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in propulsion technologies for fast ships, fostering innovation and improving marine engineering practices. 3. **SDG 13: Climate Action** – **Description**: Investigates ways to reduce greenhouse gas emissions associated with fast ship operations and improve fuel efficiency, contributing to climate change mitigation. 4. **SDG 14: Life Below Water** – **Description**: Addresses the environmental impact of fast ships on marine ecosystems, promoting sustainable practices to minimize disruption and protect marine life. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of fast ship propulsion systems, promoting resource efficiency and minimizing waste. 6. **SDG 11: Sustainable Cities and Communities** (if applicable) – **Description**: Explores the role of fast ships in urban transportation and logistics, contributing to more efficient and sustainable urban infrastructure. By focusing on these aspects, a course in Fast Ship Propulsion can significantly contribute to advancing sustainable marine technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141302 | Teknik Eksperimental Propulsi | Experimental Propulsion Techniques | The Experimental Propulsion Techniques course focuses on the hands-on methods used to investigate and test various propulsion systems in aerospace and marine applications. Students learn about designing and conducting experiments to measure performance parameters, such as thrust, efficiency, and fuel consumption. Key topics include test setup, instrumentation, data acquisition, and analysis techniques. The course emphasizes the importance of experimental validation in the development of propulsion technologies and may involve the use of wind tunnels, water tanks, and specialized testing facilities. By the end of the course, students gain practical experience and a deeper understanding of how to implement experimental techniques to enhance propulsion system design and performance. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on developing and optimizing propulsion systems, potentially incorporating renewable energy sources and improving energy efficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in propulsion technologies and experimental methods, fostering innovation in engineering practices and infrastructure. 3. **SDG 13: Climate Action** – **Description**: Investigates how experimental techniques can lead to more efficient propulsion systems, reducing greenhouse gas emissions and contributing to climate change mitigation. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the development and testing of propulsion systems, promoting resource efficiency and minimizing environmental impact. 5. **SDG 14: Life Below Water** (if applicable) – **Description**: Addresses the environmental effects of propulsion techniques on marine ecosystems, promoting sustainable practices in marine transportation. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Explores the application of experimental propulsion techniques in urban transportation systems, contributing to more efficient and sustainable urban mobility. By focusing on these elements, a course in Experimental Propulsion Techniques can significantly contribute to advancing sustainable technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130803 | Getaran Kapal | Ship Vibrations | The Ship Vibrations course examines the dynamics of vibrations in marine vessels and their impact on performance, safety, and comfort. Students learn about the sources of vibrations, including machinery, hydrodynamic forces, and structural responses. Key topics include vibration analysis, measurement techniques, and the design of vibration control systems. The course covers methods for modeling and predicting vibration behavior, as well as strategies for mitigating unwanted vibrations in ship design and operation. Through practical experiments and simulations, students gain hands-on experience in assessing and addressing vibration issues in marine environments. By the end of the course, students are equipped with the knowledge to enhance the reliability and performance of ships through effective vibration management. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the design and operation of ships to reduce vibrations, enhancing safety and efficiency in marine engineering. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in ship design and maintenance, promoting resource efficiency and minimizing waste through better vibration management. 3. **SDG 13: Climate Action** – **Description**: Investigates how minimizing vibrations can lead to more efficient fuel use and reduced emissions, contributing to climate change mitigation. 4. **SDG 14: Life Below Water** – **Description**: Addresses the impact of ship vibrations on marine ecosystems, promoting practices that minimize disturbance to marine life. 5. **SDG 11: Sustainable Cities and Communities** (if applicable) – **Description**: Explores the implications of ship vibrations on urban waterfronts and coastal communities, contributing to sustainable maritime development. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in vibration analysis and control, preparing them for careers in marine engineering and technology. By focusing on these aspects, a course in Ship Vibrations can significantly contribute to advancing sustainable marine practices, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140101 | Seminar Desain Kapal | Ship Design Seminar | The Ship Design Seminar course provides an in-depth exploration of the principles and practices involved in the design of marine vessels. Students engage in discussions and presentations on various aspects of ship design, including structural integrity, hydrodynamics, propulsion systems, and regulatory considerations. The seminar format encourages collaboration and critical thinking, as students analyze case studies and current trends in shipbuilding and design innovation. Guest speakers from the industry may share insights on real-world challenges and advancements. By the end of the course, students enhance their understanding of ship design processes and develop skills in presenting and defending their design ideas effectively. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancements in ship design and engineering practices, promoting innovation in the maritime industry and enhancing infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable ship design principles, encouraging resource efficiency, waste reduction, and environmentally friendly materials in shipbuilding. 3. **SDG 13: Climate Action** – **Description**: Explores design strategies that minimize the environmental impact of ships, such as reducing emissions and improving energy efficiency. 4. **SDG 14: Life Below Water** – **Description**: Addresses the ecological impacts of shipping and encourages designs that protect marine ecosystems and promote sustainable marine practices. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Examines the role of ships in urban transportation and logistics, contributing to sustainable maritime solutions for coastal communities. 6. **SDG 4: Quality Education** – **Description**: Provides students with critical knowledge and skills in ship design, preparing them for careers in marine engineering and technology. By focusing on these elements, a course in Ship Design Seminar can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140202 | Sistem Hidrolik dan Pneumatik | Hydraulic and Pneumatic Systems | The Hydraulic and Pneumatic Systems course focuses on the principles and applications of fluid power systems that use liquids and gases to transmit energy and control movement. Students learn about the components, design, and operation of hydraulic and pneumatic systems, including pumps, valves, actuators, and sensors. Key topics include fluid mechanics, system performance analysis, control strategies, and safety considerations. The course emphasizes practical applications in industries such as manufacturing, aerospace, and automotive. Hands-on projects and laboratory experiments provide students with experience in designing, troubleshooting, and optimizing fluid power systems. By the end of the course, students are equipped with the skills necessary to implement and maintain hydraulic and pneumatic technologies in various engineering contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and optimization of hydraulic and pneumatic systems, fostering innovation in engineering and improving industrial processes. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient design and operation of these systems, promoting resource efficiency, minimizing waste, and encouraging sustainable practices. 3. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores the integration of hydraulic and pneumatic systems in energy-efficient applications, potentially using renewable energy sources. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved system efficiency can reduce energy consumption and emissions, contributing to climate change mitigation. 5. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Examines the application of hydraulic and pneumatic systems in urban infrastructure, promoting efficient public transport and utility systems. 6. **SDG 4: Quality Education** – **Description**: Provides students with technical skills and knowledge in fluid power systems, preparing them for careers in engineering and technology. By addressing these aspects, a course in Hydraulic and Pneumatic Systems can significantly contribute to advancing sustainable technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140302 | Keselamatan Permesinan | Machinery Safety | The Machinery Safety course focuses on the principles and practices necessary to ensure the safe operation of machinery in various industrial settings. Students learn about risk assessment, safety regulations, and standards related to machinery design and operation. Key topics include hazard identification, safety controls, lockout/tagout procedures, and emergency response protocols. The course also covers the implementation of safety management systems and the role of human factors in machinery safety. Through case studies and practical applications, students gain insights into real-world safety challenges and develop strategies to enhance workplace safety. By the end of the course, students are prepared to promote safe practices and compliance within machinery operations. | 1. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on promoting safe and secure working environments for all workers, particularly in industries that use heavy machinery. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of health and safety measures in preventing workplace accidents and injuries, contributing to overall worker well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Addresses the need for safe machinery design and operation, fostering innovation in safety technologies and practices within industrial sectors. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages sustainable practices in the design and maintenance of machinery, promoting efficient use of resources and minimizing waste. 5. **SDG 4: Quality Education** – **Description**: Provides students with essential knowledge and skills related to machinery safety, preparing them for careers in engineering, manufacturing, and safety management. By focusing on these elements, a course in Machinery Safety can significantly contribute to advancing workplace safety standards, promoting health and well-being, and addressing industrial challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140402 | Teknik Eksperimental Permesinan | Experimental Machining Techniques | The Experimental Machining Techniques course focuses on advanced methods and practices for machining materials using various cutting and shaping processes. Students learn about the principles of machining, tool selection, and the effects of different parameters on machining performance. Key topics include experimental design, precision measurement, surface finish evaluation, and the optimization of machining processes. The course emphasizes hands-on experimentation, allowing students to apply theoretical knowledge to real-world scenarios in a lab setting. By the end of the course, students develop practical skills in assessing and improving machining techniques, preparing them for careers in manufacturing and engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancements in machining technologies and techniques, fostering innovation in manufacturing processes and improving industrial efficiency. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable machining practices that minimize waste, enhance resource efficiency, and promote the use of eco-friendly materials and methods. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of safe and efficient machining practices, contributing to economic growth and providing decent working conditions. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved machining techniques can lead to lower energy consumption and reduced emissions, contributing to climate change mitigation. 5. **SDG 4: Quality Education** – **Description**: Provides students with hands-on experience and technical skills in machining, preparing them for careers in engineering and manufacturing. By addressing these aspects, a course in Experimental Machining Techniques can significantly contribute to advancing sustainable manufacturing practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140502 | Survey dan Inspeksi Permesinan | Survey and Machinery Inspection | The Survey and Machinery Inspection course focuses on the techniques and methodologies used to assess the condition and performance of machinery and equipment in various industries. Students learn about inspection standards, surveying methods, and diagnostic techniques for evaluating mechanical systems. Key topics include non-destructive testing (NDT), vibration analysis, wear measurement, and regulatory compliance. The course emphasizes the importance of regular inspections for safety, reliability, and efficiency. Through practical applications and fieldwork, students gain hands-on experience in conducting surveys and inspections, preparing them for careers in maintenance, engineering, and quality assurance. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on ensuring the reliability and safety of machinery through thorough inspection and assessment, promoting resilient industrial practices. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of maintaining safe working environments and reducing machinery-related accidents, contributing to decent work conditions. 3. **SDG 3: Good Health and Well-being** – **Description**: Addresses health and safety issues by promoting regular machinery inspections to prevent accidents and injuries in the workplace. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages efficient use of resources and reduction of waste through proper machinery maintenance and inspections, promoting sustainability in manufacturing. 5. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and practical skills in surveying and inspecting machinery, preparing them for careers in engineering and safety management. 6. **SDG 13: Climate Action** (if applicable) – **Description**: Discusses how effective machinery maintenance can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. By focusing on these elements, a course in Survey and Machinery Inspection can significantly contribute to enhancing industrial safety, promoting responsible practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140602 | Sistem Monitoring Kapal | Ship Monitoring System | The Ship Monitoring System course focuses on the technologies and methodologies used to track and assess the performance and condition of marine vessels. Students learn about various monitoring systems, including navigation, engine performance, and environmental impact assessments. Key topics include data acquisition, sensor integration, and the use of software tools for real-time analysis and reporting. The course also covers regulatory requirements and best practices for monitoring ship operations to enhance safety and efficiency. Through practical projects and case studies, students gain hands-on experience in implementing and managing ship monitoring systems, preparing them for careers in marine engineering and operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and implementation of advanced monitoring technologies to enhance ship design, safety, and operational efficiency. 2. **SDG 14: Life Below Water** – **Description**: Addresses the ecological impact of shipping by promoting systems that monitor and mitigate environmental impacts, such as emissions and waste discharges. 3. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of safety systems in preventing accidents and ensuring the health and well-being of crew and passengers. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses how monitoring systems can improve resource efficiency on ships, reduce waste, and promote sustainable practices in maritime operations. 5. **SDG 13: Climate Action** – **Description**: Investigates the role of ship monitoring in reducing greenhouse gas emissions and improving energy efficiency, contributing to climate change mitigation. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in monitoring technologies and systems, preparing them for careers in marine engineering and technology. By focusing on these elements, a course in Ship Monitoring Systems can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130103 | Listrik Kapal | Ship Electricity | The Ship Electricity course focuses on the principles and applications of electrical systems in marine vessels. Students learn about the generation, distribution, and management of electrical power onboard ships, including both AC and DC systems. Key topics include electrical safety, wiring practices, power electronics, and the operation of onboard electrical equipment such as motors, generators, and control systems. The course emphasizes the importance of reliable electrical systems for navigation, communication, and auxiliary operations. Through hands-on projects and simulations, students gain practical experience in troubleshooting and maintaining ship electrical systems, preparing them for careers in marine engineering and ship operations. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the efficient use of electrical systems on ships, including the integration of renewable energy sources and improving energy efficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in electrical engineering and technology in the maritime industry, fostering innovation and enhancing infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of electrical systems on ships, promoting resource efficiency and minimizing waste. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved electrical systems can reduce greenhouse gas emissions and enhance the overall sustainability of maritime operations. 5. **SDG 14: Life Below Water** – **Description**: Addresses the impact of ship operations on marine ecosystems, promoting the development of electrical systems that minimize environmental disturbances. 6. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of electrical safety on ships, ensuring the health and safety of crew members and passengers. 7. **SDG 4: Quality Education** – **Description**: Provides students with essential knowledge and skills in ship electrical systems, preparing them for careers in marine engineering and technology. By addressing these aspects, a course in Ship Electricity can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130202 | Keandalan dan Manajemen Perawatan | Reliability and Maintenance Management | The Reliability and Maintenance Management course focuses on strategies and practices to enhance the reliability and lifespan of equipment and systems across various industries. Students learn about reliability engineering principles, maintenance techniques, and management strategies that ensure optimal performance and minimize downtime. Key topics include failure analysis, predictive maintenance, root cause analysis, and the development of maintenance schedules. The course also covers the use of data analytics and software tools for monitoring equipment health and performance. Through case studies and practical applications, students develop skills in implementing effective maintenance programs that improve operational efficiency and reduce costs, preparing them for roles in maintenance management and engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the reliability and efficiency of industrial processes through effective maintenance strategies, fostering innovation in engineering and technology. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of safe and efficient working environments, contributing to economic productivity and decent work conditions through reliable systems. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable maintenance practices that reduce waste and resource consumption, promoting efficiency in manufacturing and operations. 4. **SDG 13: Climate Action** – **Description**: Investigates how effective reliability and maintenance management can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the role of maintenance in ensuring the safety and well-being of workers by preventing equipment failures and accidents. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills and knowledge in reliability engineering and maintenance management, preparing them for careers in various industries. By focusing on these elements, a course in Reliability and Maintenance Management can significantly contribute to advancing sustainable practices, promoting safety and efficiency, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130303 | Permesinan Bantu | Auxiliary Machinery | The Auxiliary Machinery course focuses on the various support systems and equipment used in marine vessels that contribute to their overall functionality and safety. Students learn about the design, operation, and maintenance of auxiliary machinery, including pumps, compressors, boilers, generators, and HVAC systems. Key topics include system integration, troubleshooting, and performance optimization in the context of ship operations. The course emphasizes the importance of these systems for power generation, fluid management, and environmental control onboard vessels. Through practical training and case studies, students gain hands-on experience in managing auxiliary machinery, preparing them for careers in marine engineering and ship operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design, operation, and maintenance of auxiliary machinery in maritime and industrial applications, fostering innovation in engineering and technology. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient use of resources and sustainable practices in the operation and maintenance of auxiliary machinery, promoting waste reduction and resource efficiency. 3. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the role of auxiliary machinery in energy systems, emphasizing the integration of renewable energy sources and improving energy efficiency. 4. **SDG 13: Climate Action** – **Description**: Investigates how efficient auxiliary machinery can contribute to lower emissions and reduced environmental impact in maritime operations. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the safety and reliability of auxiliary machinery, ensuring the health and safety of crew members in maritime environments. 6. **SDG 4: Quality Education** – **Description**: Provides students with practical knowledge and skills related to auxiliary machinery, preparing them for careers in marine engineering and technology. By addressing these aspects, a course in Auxiliary Machinery can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130403 | Sistem Perpipaan Kapal | Ship Piping Systems | The Ship Piping Systems course focuses on the design, installation, and maintenance of piping systems used in marine vessels for transporting fluids, such as water, fuel, and lubricants. Students learn about piping materials, system layout, fluid dynamics, and the principles of pressure and flow control. Key topics include safety standards, environmental considerations, and the integration of piping systems with other ship systems, such as fuel and ballast. The course also emphasizes troubleshooting and maintenance practices to ensure the reliability and efficiency of piping operations. Through hands-on projects and simulations, students develop the skills necessary to manage ship piping systems effectively, preparing them for careers in marine engineering and ship operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design, operation, and maintenance of ship piping systems, fostering innovation in marine engineering and infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the design and maintenance of piping systems to minimize waste and environmental impact. 3. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the role of piping systems in energy management aboard ships, emphasizing the importance of efficiency in fuel and energy use. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved piping systems can contribute to reduced emissions and overall environmental impact in maritime operations. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of safe and reliable piping systems in preventing leaks and accidents that could impact crew safety and health. 6. **SDG 4: Quality Education** – **Description**: Provides students with the technical knowledge and skills necessary for designing and maintaining ship piping systems, preparing them for careers in marine engineering. By focusing on these elements, a course in Ship Piping Systems can significantly contribute to advancing sustainable maritime practices, enhancing safety, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130503 | Sistem Transmisi Permesinan | Machinery Transmission Systems | The Machinery Transmission Systems course focuses on the principles and technologies involved in transmitting power and motion within various types of machinery. Students learn about mechanical systems such as gears, belts, chains, and couplings, as well as hydraulic and pneumatic transmission methods. Key topics include system design, performance analysis, efficiency optimization, and maintenance practices. The course emphasizes the importance of selecting appropriate transmission systems for specific applications and understanding their operational dynamics. Through hands-on projects and simulations, students gain practical experience in analyzing and designing effective transmission systems, preparing them for careers in mechanical engineering, manufacturing, and industrial applications. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design and optimization of machinery transmission systems, fostering innovation in manufacturing processes and enhancing industrial infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the operation and maintenance of transmission systems, promoting waste reduction and resource efficiency. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of reliable machinery in promoting safe and productive working environments, contributing to economic growth. 4. **SDG 13: Climate Action** – **Description**: Investigates how improvements in transmission efficiency can lead to reduced energy consumption and lower greenhouse gas emissions. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of safe machinery operation and maintenance in preventing accidents and ensuring the health of workers. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills and knowledge related to machinery design and transmission systems, preparing them for careers in engineering and technology. By addressing these aspects, a course in Machinery Transmission Systems can significantly contribute to advancing sustainable practices, promoting safety and efficiency, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130602 | Metode Penelitian | Research methods | The Research Methods course provides students with the foundational knowledge and skills necessary to conduct effective research in their field of study. Key topics include research design, data collection techniques (qualitative and quantitative), data analysis, and ethical considerations in research. Students learn how to formulate research questions, develop hypotheses, and choose appropriate methodologies for their projects. The course also covers the importance of literature reviews, sampling methods, and statistical analysis. Through practical exercises and project work, students gain hands-on experience in designing and executing research studies, preparing them for academic, professional, or applied research roles. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in research design, data collection, and analysis, enhancing their ability to engage in critical thinking and academic inquiry. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages innovative research approaches and methodologies that can be applied in various fields, fostering technological advancements and infrastructure development. 3. **SDG 3: Good Health and Well-being** – **Description**: Promotes research methods that can be applied in health sciences, leading to improved health outcomes and evidence-based healthcare practices. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages research focused on sustainability, helping students develop methodologies that assess environmental impacts and promote responsible practices. 5. **SDG 10: Reduced Inequalities** – **Description**: Highlights the importance of research in understanding and addressing social inequalities, enabling students to conduct studies that contribute to equity and social justice. 6. **SDG 16: Peace, Justice, and Strong Institutions** – **Description**: Promotes research methods that support transparency, accountability, and informed decision-making within institutions and governance. By focusing on these aspects, a course in Research Methods can significantly contribute to advancing knowledge, fostering innovation, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130702 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course explores the principles and practices of starting and managing a new business venture. Students learn about the entrepreneurial process, from identifying opportunities and conducting market research to developing business plans and securing funding. Key topics include innovation, risk management, marketing strategies, and financial planning. The course emphasizes practical skills through case studies, guest lectures from entrepreneurs, and hands-on projects that encourage creative thinking and problem-solving. By the end of the course, students are equipped with the knowledge and tools necessary to launch their own businesses or contribute to entrepreneurial initiatives within existing organizations. | 1. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on promoting entrepreneurship as a means to create jobs, stimulate economic growth, and foster innovation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages the development of innovative business models and technologies, contributing to the resilience of industries and infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes sustainable business practices that minimize waste and environmental impact, encouraging responsible entrepreneurship. 4. **SDG 4: Quality Education** – **Description**: Provides students with the skills and knowledge necessary to start and manage businesses, enhancing their entrepreneurial capabilities. 5. **SDG 10: Reduced Inequalities** – **Description**: Highlights the role of entrepreneurship in empowering marginalized communities and reducing socio-economic inequalities through inclusive business practices. 6. **SDG 13: Climate Action** – **Description**: Encourages the development of sustainable and environmentally friendly business solutions that address climate change challenges. 7. **SDG 17: Partnerships for the Goals** – **Description**: Emphasizes collaboration and partnerships in entrepreneurship, fostering networks that support sustainable development. By focusing on these elements, a course in Entrepreneurship can significantly contribute to fostering innovation, promoting economic development, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121302 | Reparasi Permesinan Kapal | Ship Machinery Repair | The Ship Machinery Repair course focuses on the techniques and practices necessary for the maintenance and repair of machinery used in marine vessels. Students learn about the various types of machinery, including propulsion systems, generators, pumps, and auxiliary equipment. Key topics include troubleshooting, disassembly and reassembly procedures, welding and fabrication, and the use of specialized tools and diagnostic equipment. The course emphasizes hands-on training, allowing students to apply theoretical knowledge in practical settings, such as workshops or simulated environments. By the end of the course, students gain the skills needed to effectively diagnose and repair ship machinery, preparing them for careers in marine engineering and maintenance. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the reliability and efficiency of ship machinery through effective repair techniques, fostering innovation in maritime engineering. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable repair practices that minimize waste, promote resource efficiency, and extend the lifespan of machinery and equipment. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of maintaining safe working environments in repair facilities, contributing to decent work conditions and economic productivity. 4. **SDG 3: Good Health and Well-being** – **Description**: Addresses the health and safety aspects of machinery repair, ensuring that practices protect the well-being of workers. 5. **SDG 13: Climate Action** – **Description**: Investigates how efficient machinery repair can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. 6. **SDG 14: Life Below Water** – **Description**: Highlights the importance of maintaining ship machinery to prevent leaks and spills that could harm marine ecosystems. 7. **SDG 4: Quality Education** – **Description**: Provides students with practical skills and knowledge related to ship machinery repair, preparing them for careers in marine engineering and maintenance. By focusing on these aspects, a course in Ship Machinery Repair can significantly contribute to advancing sustainable maritime practices, promoting safety, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121402 | Boiler, Turbin Uap dan Turbin Gas | Boilers, Steam Turbines and Gas Turbines | The Boilers, Steam Turbines, and Gas Turbines course covers the principles of operation, design, and maintenance of these key components in power generation and propulsion systems. Students learn about the thermodynamics, fluid mechanics, and materials science involved in the functioning of boilers, steam turbines, and gas turbines. Key topics include energy conversion processes, efficiency optimization, safety standards, and troubleshooting techniques. The course emphasizes both theoretical concepts and practical applications, often involving hands-on labs or simulations. By the end of the course, students are equipped with the knowledge and skills necessary to work with these systems in various industrial and marine contexts, preparing them for careers in power engineering and mechanical systems. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the development and optimization of efficient energy systems, including boilers and turbines, to promote sustainable energy solutions. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages technological advancements in energy conversion and generation, fostering innovation in industrial processes and infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the operation and maintenance of boilers and turbines, promoting waste reduction and resource efficiency. 4. **SDG 13: Climate Action** – **Description**: Investigates how improving the efficiency of steam and gas turbines can lead to reduced greenhouse gas emissions and support climate change mitigation efforts. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses safety and environmental health concerns related to the operation of boilers and turbines, ensuring safe working conditions and minimizing health risks. 6. **SDG 4: Quality Education** – **Description**: Provides students with technical knowledge and skills related to energy systems, preparing them for careers in engineering and energy management. 7. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of efficient energy systems in promoting economic productivity and creating decent jobs in the energy sector. By focusing on these elements, a course in Boilers, Steam Turbines, and Gas Turbines can significantly contribute to advancing sustainable energy practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121502 | Matematika Teknik II | Engineering Mathematics IIv | The Engineering Mathematics II course builds on foundational mathematical concepts to cover more advanced topics relevant to engineering applications. Students explore subjects such as differential equations, linear algebra, vector calculus, and complex variables. Key areas include solving ordinary and partial differential equations, understanding matrix operations, and applying mathematical methods to engineering problems. The course emphasizes problem-solving techniques and the use of mathematical software for simulations and analysis. By the end of the course, students develop the mathematical skills necessary for advanced engineering studies and practical applications in various engineering fields. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential mathematical skills and knowledge necessary for engineering disciplines, enhancing critical thinking and problem-solving abilities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the application of mathematical concepts in engineering design and analysis, fostering innovation and improving infrastructure development. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Supports the development of a skilled workforce equipped with the mathematical tools needed for careers in engineering, contributing to economic growth. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses optimization techniques that can be applied in engineering to improve resource efficiency and promote sustainable practices. 5. **SDG 13: Climate Action** (if applicable) – **Description**: Explores mathematical modeling techniques used in environmental engineering and climate studies, aiding in climate change mitigation efforts. By focusing on these elements, a course in Engineering Mathematics II can significantly contribute to advancing educational quality, fostering innovation, and addressing sustainability challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121602 | Komputasi dan Pemrograman | Computing and Programming | The Computing and Programming course introduces students to the fundamentals of computer science and programming concepts. Students learn about programming languages, algorithms, data structures, and software development principles. Key topics include problem-solving techniques, coding practices, debugging, and the use of integrated development environments (IDEs). The course emphasizes hands-on experience through practical programming assignments and projects, allowing students to develop their coding skills in languages such as Python, Java, or C++. By the end of the course, students gain a solid understanding of computational thinking and the ability to design and implement software solutions for various applications. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential computing and programming skills, enhancing critical thinking, problem-solving abilities, and digital literacy. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages the development of innovative software solutions and technologies, contributing to the advancement of industries and infrastructure. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Supports the development of a skilled workforce in the tech sector, promoting job creation and economic growth through technology. 4. **SDG 10: Reduced Inequalities** – **Description**: Emphasizes the importance of technology in bridging the digital divide and providing access to information and resources for marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable programming practices, including efficient code development and resource management in software applications. 6. **SDG 13: Climate Action** (if applicable) – **Description**: Explores the use of computing and programming in environmental modeling and data analysis, aiding efforts to address climate change. By focusing on these aspects, a course in Computing and Programming can significantly contribute to advancing educational quality, fostering innovation, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121703 | Pengkondisian Udara dan Sistem Pendingin | Air Conditioning and Cooling Systems | The Air Conditioning and Cooling Systems course focuses on the design, operation, and maintenance of HVAC (Heating, Ventilation, and Air Conditioning) systems used for temperature control and air quality management. Students learn about the principles of thermodynamics, fluid mechanics, and heat transfer as they apply to air conditioning technologies. Key topics include system components (such as compressors, condensers, evaporators, and fans), refrigerants, system sizing, and energy efficiency considerations. The course emphasizes practical applications through hands-on projects and simulations, allowing students to analyze and troubleshoot cooling systems. By the end of the course, students are equipped with the skills necessary to design and maintain effective air conditioning solutions in residential, commercial, and industrial settings. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on energy-efficient air conditioning and cooling technologies, promoting the use of sustainable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages advancements in HVAC (Heating, Ventilation, and Air Conditioning) technologies, contributing to innovative infrastructure development. 3. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of maintaining indoor air quality and thermal comfort, which are crucial for health and well-being. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and maintenance of cooling systems to minimize resource use and waste. 5. **SDG 13: Climate Action** – **Description**: Investigates the environmental impacts of cooling systems and strategies to reduce greenhouse gas emissions associated with refrigeration and air conditioning. 6. **SDG 11: Sustainable Cities and Communities** – **Description**: Explores how efficient cooling systems contribute to the sustainability of urban environments, enhancing livability and reducing energy demand. By focusing on these elements, a course in Air Conditioning and Cooling Systems can significantly contribute to advancing sustainable practices, promoting health, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121803 | Sistem Pengendalian | Control System | The Control System course introduces students to the fundamental concepts and techniques used in the analysis and design of control systems in engineering applications. Topics include feedback control, system modeling, stability analysis, and control strategy implementation. Students learn to apply various methods, such as root locus, Bode plots, and state-space representation, to analyze system performance. The course also covers the design of controllers, including PID (Proportional-Integral-Derivative) controllers, and explores the use of software tools for simulation and control system design. By the end of the course, students gain a solid understanding of control theory and its practical applications in fields such as robotics, aerospace, and industrial automation. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and optimization of control systems in various industries, fostering innovation and improving infrastructure efficiency. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the application of control systems in energy management, promoting the efficient use of energy resources. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses how control systems can enhance efficiency in production processes, minimizing waste and promoting sustainable resource use. 4. **SDG 3: Good Health and Well-being** – **Description**: Addresses the role of control systems in healthcare technologies, improving patient safety and the quality of medical devices. 5. **SDG 13: Climate Action** – **Description**: Investigates the use of control systems in environmental monitoring and management, contributing to climate change mitigation efforts. 6. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of automation and control technologies in enhancing productivity and creating jobs in various sectors. By focusing on these aspects, a course in Control Systems can significantly contribute to advancing technological innovation, promoting sustainability, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121902 | Perancangan Berbasis Komputer | Computer Based Design | The Computer Based Design course focuses on the use of computer-aided design (CAD) software and tools to create, analyze, and optimize design solutions across various engineering fields. Students learn about 2D and 3D modeling, drafting techniques, and the principles of design visualization. Key topics include geometric modeling, simulation, and the integration of design with engineering analysis. The course emphasizes hands-on experience with industry-standard CAD software, allowing students to develop practical skills in creating detailed design documents and prototypes. By the end of the course, students are equipped with the tools and knowledge necessary to apply computer-based design techniques effectively in real-world projects. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in digital design and technology, enhancing their creativity and problem-solving abilities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the use of computer-aided design (CAD) tools to foster innovation in product development and improve industrial processes. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable design practices, including the optimization of materials and processes to minimize waste and promote efficient resource use. 4. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of design in enhancing productivity and creating job opportunities in creative and technological sectors. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Explores how computer-based design can contribute to urban planning and sustainable architecture, promoting livable and resilient communities. 6. **SDG 13: Climate Action** – **Description**: Investigates the application of design tools in developing sustainable solutions that address climate change challenges. By focusing on these aspects, a course in Computer-Based Design can significantly contribute to advancing educational quality, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120602 | Sistem Komunikasi dan Navigasic | Communication and Navigation Systems | The Communication and Navigation Systems course focuses on the principles and technologies used in maritime and aerospace communication and navigation. Students learn about various systems, including satellite communication, radar, GPS, and inertial navigation systems. Key topics include signal processing, data transmission methods, and the integration of communication and navigation technologies in modern vehicles. The course emphasizes the importance of reliable communication for safety and efficiency in operations. Through practical applications and case studies, students gain hands-on experience in using and analyzing these systems. By the end of the course, students are prepared to work with advanced communication and navigation technologies in various engineering contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal is directly related to the development of resilient infrastructure and promoting sustainable industrialization, which is fundamental in communication and navigation technologies. 2. **SDG 11: Sustainable Cities and Communities** – Effective communication and navigation systems are crucial for smart urban planning, improving public transport, and enhancing accessibility in cities. 3. **SDG 4: Quality Education** – If the course covers education about emerging technologies and their applications, it contributes to quality education and skill development. 4. **SDG 13: Climate Action** – Communication systems can play a role in monitoring environmental changes and facilitating responses to climate change, contributing to climate action efforts. 5. **SDG 17: Partnerships for the Goals** – Communication and navigation systems can enhance global partnerships and collaboration, especially in areas like disaster response and humanitarian aid. Incorporating these SDGs into the curriculum can help students understand the broader impacts of technology on society and the environment. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120703 | Perpindahan Panas | Heat Transfer | The Heat Transfer course explores the principles and mechanisms of heat transfer, including conduction, convection, and radiation. Students learn about the laws governing heat transfer processes and the mathematical models used to analyze thermal systems. Key topics include steady-state and transient heat conduction, heat exchangers, thermal radiation, and the role of insulation. The course emphasizes practical applications in engineering, such as HVAC systems, thermal management in electronics, and energy efficiency. Through problem-solving exercises and laboratory experiments, students develop the skills necessary to analyze and design systems that effectively manage heat transfer in various industrial and engineering contexts. | 1. **SDG 7: Affordable and Clean Energy** – Heat transfer principles are crucial in designing efficient energy systems, including renewable energy technologies and energy-efficient buildings. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may focus on innovative heat transfer technologies that enhance industrial processes and infrastructure efficiency. 3. **SDG 11: Sustainable Cities and Communities** – Understanding heat transfer is important for creating sustainable urban environments, including climate-responsive architecture and efficient heating/cooling systems. 4. **SDG 12: Responsible Consumption and Production** – Heat transfer concepts can help optimize resource use and reduce waste in industrial processes, contributing to sustainable production practices. 5. **SDG 13: Climate Action** – Heat transfer plays a significant role in climate control systems and technologies that mitigate climate change effects, like improving energy efficiency. Integrating these SDGs into the course can help students appreciate the relevance of heat transfer in addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120803 | Manajemen Keselamatan Laut | Marine Safety Management | The Marine Safety Management course focuses on the principles and practices necessary to ensure safety in marine operations. Students learn about risk assessment, safety regulations, and best practices for managing safety in maritime environments. Key topics include emergency response planning, safety culture, incident investigation, and compliance with international maritime safety standards. The course emphasizes the importance of proactive safety management in preventing accidents and protecting personnel, equipment, and the environment. Through case studies and practical exercises, students develop the skills needed to implement effective safety management systems in various marine settings, preparing them for careers in marine safety and operations. | 1. **SDG 14: Life Below Water** – This goal focuses on conserving and sustainably using the oceans, seas, and marine resources. Marine safety management directly contributes to protecting marine ecosystems and ensuring sustainable maritime practices. 2. **SDG 3: Good Health and Well-Being** – Ensuring safety in marine environments can prevent accidents and promote the health and well-being of workers and communities involved in maritime activities. 3. **SDG 9: Industry, Innovation, and Infrastructure** – This goal relates to building resilient infrastructure and promoting sustainable industrialization, particularly in the maritime industry. 4. **SDG 13: Climate Action** – The course may address the impacts of climate change on marine safety and the need for adaptive measures to protect marine environments and industries. 5. **SDG 11: Sustainable Cities and Communities** – Effective marine safety management contributes to the sustainability of coastal and marine communities, ensuring safe navigation and transportation. Incorporating these SDGs into the curriculum can help students understand the broader implications of marine safety in the context of sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120902 | Matematika Teknik I | Engineering Mathematics I | The Engineering Mathematics I course introduces foundational mathematical concepts essential for engineering applications. Students learn about topics such as calculus, linear algebra, and differential equations. Key areas include functions, limits, derivatives, integrals, and basic matrix operations. The course emphasizes problem-solving techniques and their application to real-world engineering scenarios. Through practical exercises and theoretical discussions, students develop a solid mathematical foundation that supports further study in engineering disciplines. By the end of the course, students are equipped with the essential mathematical skills needed to tackle complex engineering problems. | 1. **SDG 4: Quality Education** – This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. Engineering Mathematics is fundamental for students in technical fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Mathematical techniques are essential for engineering innovations and developing resilient infrastructure, contributing to sustainable industrialization. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in engineering mathematics supports students in acquiring the skills needed for decent work in various engineering sectors, promoting economic growth. 4. **SDG 12: Responsible Consumption and Production** – Understanding mathematical modeling can help optimize processes and resource use in engineering applications, leading to more sustainable production practices. 5. **SDG 13: Climate Action** – Engineering mathematics can be applied in modeling climate-related phenomena, helping in the development of solutions to mitigate climate change impacts. Incorporating these goals into the curriculum can help students see the relevance of mathematics in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121003 | Propulsi Kapal | Ship Propulsion | The Ship Propulsion course focuses on the principles and technologies involved in the propulsion systems of marine vessels. Students learn about various types of propulsion methods, including conventional engines (diesel and steam), gas turbines, and alternative propulsion systems such as electric and hybrid drives. Key topics include hydrodynamics, propulsion efficiency, performance analysis, and the integration of propulsion systems with ship design. The course also covers fuel consumption, emissions, and environmental regulations affecting propulsion technologies. Through case studies and practical applications, students gain insights into the design and optimization of ship propulsion systems, preparing them for careers in marine engineering and naval architecture. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans and marine resources. Understanding ship propulsion systems is crucial for minimizing environmental impacts on marine ecosystems. 2. **SDG 7: Affordable and Clean Energy** – The course may cover advancements in energy-efficient propulsion technologies and the use of alternative fuels, promoting cleaner energy solutions in maritime transportation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Innovations in ship propulsion contribute to sustainable industrial practices and infrastructure development in the shipping industry. 4. **SDG 13: Climate Action** – The course can address the role of ship propulsion in greenhouse gas emissions and the development of strategies to reduce the maritime industry’s carbon footprint. 5. **SDG 11: Sustainable Cities and Communities** – Efficient ship propulsion contributes to sustainable urban development, particularly in port cities, by improving transportation and logistics systems. Integrating these SDGs into the curriculum can help students appreciate the broader implications of ship propulsion technologies in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121102 | Sistem Bangunan Laut | Marine Building Systems | The Marine Building Systems course focuses on the design, installation, and maintenance of essential systems within marine structures, such as ships, offshore platforms, and coastal facilities. Students learn about various building systems, including electrical, plumbing, HVAC (heating, ventilation, and air conditioning), and safety systems specific to marine environments. Key topics include system integration, performance standards, environmental considerations, and regulatory compliance. The course emphasizes the importance of these systems for operational efficiency, safety, and environmental sustainability. Through practical projects and case studies, students gain hands-on experience in the application of building systems in marine contexts, preparing them for careers in marine engineering and construction. | 1. **SDG 14: Life Below Water** – This goal focuses on conserving and sustainably using oceans and marine resources. Marine building systems must be designed to minimize environmental impact and protect marine ecosystems. 2. **SDG 11: Sustainable Cities and Communities** – Marine structures and systems contribute to the development of sustainable coastal and maritime communities, enhancing urban planning and infrastructure resilience. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course likely covers innovative designs and technologies for marine structures, promoting sustainable industrial practices and infrastructure development. 4. **SDG 7: Affordable and Clean Energy** – Marine building systems can incorporate renewable energy technologies, such as offshore wind or wave energy, contributing to sustainable energy solutions. 5. **SDG 13: Climate Action** – Understanding the resilience of marine building systems to climate change impacts, such as rising sea levels and extreme weather events, is crucial for sustainable development. Incorporating these SDGs into the curriculum can help students recognize the importance of sustainable practices in marine architecture and engineering. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121203 | Rencana Umum dan Sistem Keselamatan | General Plan and Safety System | The General Plan and Safety System course focuses on the principles and practices of planning and implementing safety systems in various engineering and industrial contexts. Students learn about risk assessment, safety regulations, and the development of safety management plans that comply with industry standards. Key topics include hazard identification, emergency response planning, safety training programs, and the integration of safety systems into operational procedures. The course emphasizes the importance of creating a culture of safety within organizations and includes practical case studies and exercises to reinforce learning. By the end of the course, students are equipped with the skills to design and manage effective safety systems that protect personnel, equipment, and the environment. | 1. **SDG 11: Sustainable Cities and Communities** – This goal emphasizes making cities inclusive, safe, resilient, and sustainable. The course may cover urban planning principles that contribute to sustainable community development. 2. **SDG 3: Good Health and Well-Being** – Safety systems are essential for protecting public health and ensuring safe living and working environments, directly impacting community well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course likely addresses infrastructure planning and safety management, promoting resilient industrial practices and innovative solutions in urban settings. 4. **SDG 13: Climate Action** – Understanding safety systems in the context of climate resilience can help communities prepare for and respond to climate-related challenges. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Safety systems often include aspects of governance, security, and emergency preparedness, contributing to strong institutions and peaceful communities. Incorporating these SDGs into the curriculum can help students appreciate the role of planning and safety systems in fostering sustainable and resilient societies. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110903 | Teori dan Disain Kapal | Ship Theory and Design | The Ship Theory and Design course explores the fundamental principles of naval architecture and marine engineering, focusing on the design, construction, and performance of ships. Students learn about key concepts such as hydrostatics, hydrodynamics, stability, and resistance. The course covers the design process from initial concept through to detailed design, including the selection of materials, structural integrity, and regulatory compliance. Practical applications include the use of computer-aided design (CAD) tools and simulations to analyze ship performance. By the end of the course, students develop the skills necessary to engage in the design and evaluation of marine vessels, preparing them for careers in shipbuilding and marine engineering. | 1. **SDG 14: Life Below Water** – This goal emphasizes the need to conserve and sustainably use the oceans and marine resources. Ship design must consider environmental impacts and sustainability in marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course focuses on innovative ship design and engineering, promoting sustainable industrial practices and the development of resilient maritime infrastructure. 3. **SDG 7: Affordable and Clean Energy** – Ship design increasingly incorporates energy-efficient technologies and alternative fuels, contributing to cleaner energy solutions in maritime transportation. 4. **SDG 13: Climate Action** – Understanding the impact of ship emissions and designing vessels with reduced carbon footprints is essential for addressing climate change. 5. **SDG 11: Sustainable Cities and Communities** – Efficient ship design contributes to sustainable transport systems, especially for coastal and port cities, enhancing urban development and connectivity. Integrating these SDGs into the curriculum can help students understand the broader implications of ship design in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09111002 | Ekonomi Maritim | Maritime Economics | The Maritime Economics course examines the economic principles and practices that govern the maritime industry. Students learn about the global shipping market, supply chain management, and the economic factors influencing shipping operations, including freight rates, port economics, and trade policies. Key topics include the analysis of shipping costs, competition, regulatory frameworks, and the impact of environmental considerations on maritime operations. The course emphasizes the importance of strategic decision-making and the role of economics in shaping maritime policies and practices. Through case studies and real-world applications, students develop a comprehensive understanding of the economic dynamics within the maritime sector, preparing them for careers in shipping, logistics, and maritime management. | 1. **SDG 8: Decent Work and Economic Growth** – Maritime economics focuses on the shipping industry’s role in global trade and economic development, promoting sustained, inclusive economic growth and decent work opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – This goal is relevant as maritime economics examines the infrastructure of shipping and logistics, encouraging innovation in maritime transport and related industries. 3. **SDG 14: Life Below Water** – Understanding the economic aspects of maritime activities helps in promoting the sustainable use of ocean resources and addressing the impacts of shipping on marine ecosystems. 4. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in shipping and logistics, encouraging responsible consumption and minimizing waste in maritime operations. 5. **SDG 11: Sustainable Cities and Communities** – Maritime economics can contribute to the development of sustainable coastal and port cities by examining the economic and logistical aspects of maritime transport. Incorporating these SDGs into the curriculum can help students understand the broader economic impacts of maritime activities and their relevance to sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120103 | Tahanan Kapal | Ship Prisoner | The Ship Prisoner course focuses on the legal, ethical, and operational aspects of managing individuals in custody aboard ships, particularly in maritime law enforcement and correctional contexts. Students learn about the regulations governing the treatment of prisoners at sea, including international maritime law and human rights considerations. Key topics include security protocols, risk assessment, rehabilitation programs, and the logistical challenges of handling detainees on vessels. The course emphasizes the importance of maintaining safety and order while ensuring humane treatment. Through case studies and practical exercises, students gain insights into the complexities of ship-based incarceration, preparing them for roles in maritime security, law enforcement, or correctional administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice for all, and building effective, accountable institutions. Courses addressing maritime law or the legal aspects of maritime operations would directly relate to this goal. 2. **SDG 14: Life Below Water** – If the course addresses issues like piracy, illegal fishing, or environmental crimes at sea, it would connect to the sustainable use of oceans and marine resources. 3. **SDG 3: Good Health and Well-Being** – If the course includes discussions on the safety and health conditions aboard ships, it would relate to ensuring good health for those involved in maritime activities. 4. **SDG 8: Decent Work and Economic Growth** – Understanding maritime operations, including legal and safety frameworks, contributes to decent work conditions in the shipping industry. If you meant something different by “Ship Prisoner,” please clarify, and I can provide a more tailored response! |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120203 | Marine Diesel | Marine Diesel | The Marine Diesel course focuses on the principles, operation, and maintenance of diesel engines used in marine applications. Students learn about the design and functionality of marine diesel engines, including fuel systems, lubrication, cooling, and exhaust systems. Key topics include engine performance analysis, troubleshooting, and fuel efficiency optimization. The course emphasizes hands-on training, allowing students to engage in practical exercises and simulations related to diesel engine operation and maintenance. By the end of the course, students develop the skills necessary to manage and repair marine diesel engines, preparing them for careers in marine engineering and vessel operations. | 1. **SDG 7: Affordable and Clean Energy** – The course may cover advancements in marine diesel engines, including efficiency improvements and the use of alternative fuels, contributing to cleaner energy solutions in maritime transportation. 2. **SDG 13: Climate Action** – Understanding emissions from marine diesel engines and strategies for reducing greenhouse gas emissions is crucial for addressing climate change. 3. **SDG 14: Life Below Water** – The course can focus on minimizing the environmental impact of marine diesel operations, protecting marine ecosystems from pollution and ensuring sustainable practices. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Marine diesel technology is essential for the shipping industry, promoting innovation and resilient infrastructure in maritime transport. 5. **SDG 8: Decent Work and Economic Growth** – Proficiency in marine diesel engineering supports skills development in the maritime industry, promoting economic growth and decent work opportunities. Integrating these SDGs into the curriculum can help students understand the broader implications of marine diesel technology in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120303 | Konstruksi Kapal | Ship Construction | The Ship Construction course focuses on the processes, techniques, and materials involved in the design and building of ships and marine structures. Students learn about shipbuilding methods, including steel fabrication, welding, and assembly techniques. Key topics include the structural design of hulls, the integration of systems (such as propulsion and electrical systems), and compliance with regulatory standards. The course also covers project management principles in ship construction, including scheduling, cost estimation, and quality control. Through practical experiences and case studies, students gain insights into the entire shipbuilding process, preparing them for careers in naval architecture and marine engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Ship construction involves innovative engineering practices and the development of resilient infrastructure, promoting sustainable industrialization. 2. **SDG 14: Life Below Water** – This goal emphasizes the sustainable use of oceans and marine resources. Ship construction practices can include measures to minimize environmental impact and promote sustainable maritime operations. 3. **SDG 7: Affordable and Clean Energy** – The course may explore energy-efficient designs and the integration of alternative energy sources in ship construction, contributing to cleaner energy solutions. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable materials and construction practices can promote responsible consumption in the maritime industry. 5. **SDG 13: Climate Action** – Ship design and construction can focus on reducing emissions and improving energy efficiency, addressing climate change impacts in the shipping sector. 6. **SDG 8: Decent Work and Economic Growth** – Skills developed in ship construction contribute to decent work opportunities in the maritime industry and support economic growth. Incorporating these SDGs into the curriculum can help students understand the broader implications of ship construction practices in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120403 | Mesin-Mesin Fluida | Fluid Machines | The Fluid Machines course focuses on the principles and applications of machines that transfer energy through fluids. Students learn about various types of fluid machines, including pumps, turbines, compressors, and fans. Key topics include the design, operation, and performance analysis of these machines, as well as the underlying fluid dynamics principles. The course emphasizes efficiency, selection criteria, and the impact of fluid machines on industrial processes. Through hands-on projects and simulations, students gain practical experience in analyzing and optimizing fluid machine systems, preparing them for careers in mechanical engineering, energy systems, and fluid mechanics. | 1. **SDG 7: Affordable and Clean Energy** – Fluid machines, such as pumps and turbines, are essential for energy generation and distribution, including renewable energy technologies, which contribute to clean energy solutions. 2. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on promoting sustainable industrialization and fostering innovation. Fluid machines play a crucial role in various industrial processes and infrastructure development. 3. **SDG 13: Climate Action** – Understanding the efficiency of fluid machines can help reduce energy consumption and emissions, supporting efforts to mitigate climate change. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize the design and operation of fluid machines to optimize resource use and minimize waste, contributing to sustainable production practices. 5. **SDG 11: Sustainable Cities and Communities** – Fluid machines are integral to urban infrastructure, such as water supply and waste management systems, promoting sustainable and resilient communities. Integrating these SDGs into the curriculum can help students recognize the importance of fluid machines in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120502 | Energi Laut Terbarukan | Renewable Ocean Energy | The Renewable Ocean Energy course explores the technologies and methods for harnessing energy from ocean resources, including wave, tidal, and thermal energy. Students learn about the principles of ocean energy conversion, the environmental impact of these technologies, and the engineering challenges involved in design and implementation. Key topics include the analysis of ocean energy potential, system design, energy storage, and integration with existing energy grids. The course emphasizes sustainability and innovation, providing students with insights into the future of renewable energy in marine environments. Through case studies and practical projects, students develop skills necessary for careers in renewable energy engineering and marine technology. | 1. **SDG 7: Affordable and Clean Energy** – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. The course emphasizes harnessing ocean energy sources, such as tidal and wave energy. 2. **SDG 13: Climate Action** – Renewable ocean energy contributes to climate change mitigation by providing cleaner alternatives to fossil fuels, helping to reduce greenhouse gas emissions. 3. **SDG 14: Life Below Water** – This goal emphasizes the sustainable use of oceans and marine resources. The course can cover environmental impacts and sustainable practices related to ocean energy development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring innovative technologies for capturing and converting ocean energy promotes sustainable industrial practices and infrastructure development. 5. **SDG 11: Sustainable Cities and Communities** – Renewable ocean energy can contribute to the energy needs of coastal cities, promoting sustainable urban development and resilience. Incorporating these SDGs into the curriculum can help students understand the significance of renewable ocean energy in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110202 | Pengantar Teknologi Kelautan | Introduction to Marine Technology | The Introduction to Marine Technology course provides a foundational understanding of the principles and technologies used in marine engineering and ocean-related industries. Students learn about key concepts in naval architecture, marine systems, and underwater technologies. Key topics include ship design, propulsion systems, marine renewable energy, and environmental considerations in marine operations. The course emphasizes the interdisciplinary nature of marine technology, covering aspects of mechanical, electrical, and civil engineering as they apply to marine environments. Through practical applications and case studies, students gain insights into the current challenges and innovations in the marine sector, preparing them for further studies or careers in marine technology and engineering. | 1. **SDG 14: Life Below Water** – This goal focuses on the sustainable use of oceans, seas, and marine resources. The course may cover technologies that help protect marine ecosystems and promote sustainable maritime practices. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Marine technology involves innovative engineering and design, contributing to the development of resilient infrastructure and promoting sustainable industrial practices in the maritime sector. 3. **SDG 7: Affordable and Clean Energy** – If the course includes renewable energy technologies applicable to marine environments, it supports the transition to sustainable energy sources. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in marine technology, encouraging efficient resource use and waste reduction. 5. **SDG 13: Climate Action** – Understanding the impact of marine technology on climate change mitigation and adaptation is crucial, especially in developing solutions for resilient coastal communities. 6. **SDG 11: Sustainable Cities and Communities** – Marine technology can enhance urban planning and development in coastal areas, contributing to the sustainability and resilience of these communities. Integrating these SDGs into the curriculum can help students appreciate the broader implications of marine technology in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110302 | Ilmu Bahan dan Pengerjaan Logam | Materials Science and Metalworking | The Materials Science and Metalworking course focuses on the properties, behavior, and processing of materials, with a particular emphasis on metals. Students learn about the principles of materials science, including atomic structure, phase diagrams, mechanical properties, and the relationship between microstructure and material performance. Key topics include metalworking techniques such as casting, forging, welding, and machining. The course also covers material selection and testing, as well as the impact of manufacturing processes on material characteristics. Through hands-on projects and laboratory experiments, students gain practical experience in working with metals, preparing them for careers in manufacturing, engineering, and materials development. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure and promoting sustainable industrialization. Materials science is fundamental in developing new materials and processes for various industries. 2. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in materials selection and metalworking processes, promoting efficient resource use and waste reduction. 3. **SDG 7: Affordable and Clean Energy** – Advances in materials science can contribute to the development of energy-efficient technologies and renewable energy systems, supporting clean energy transitions. 4. **SDG 13: Climate Action** – Understanding materials’ properties and their environmental impacts can aid in developing solutions that reduce emissions and promote sustainability in manufacturing. 5. **SDG 11: Sustainable Cities and Communities** – The materials used in construction and urban infrastructure play a significant role in sustainability, impacting the resilience and environmental footprint of cities. 6. **SDG 8: Decent Work and Economic Growth** – The course can prepare students for careers in manufacturing and engineering, promoting decent work opportunities in the materials sector. Integrating these SDGs into the curriculum can help students understand the broader implications of materials science and metalworking in fostering sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110402 | Termodinamika | Thermodynamics | The Thermodynamics course explores the principles governing energy transfer and transformation in physical systems. Students learn about the fundamental laws of thermodynamics, including concepts such as heat, work, energy, and entropy. Key topics include the behavior of gases, phase changes, thermodynamic cycles, and the application of thermodynamic principles to engines and refrigeration systems. The course emphasizes problem-solving techniques and real-world applications in engineering and physical sciences. Through theoretical discussions and practical exercises, students develop a solid understanding of thermodynamic principles, preparing them for advanced studies and careers in fields such as mechanical engineering, chemical engineering, and energy systems. | 1. **SDG 7: Affordable and Clean Energy** – Thermodynamics is fundamental to understanding energy systems, including the design of energy-efficient technologies and renewable energy sources. 2. **SDG 13: Climate Action** – The principles of thermodynamics are crucial for analyzing and improving energy efficiency in various systems, contributing to efforts to mitigate climate change. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Thermodynamics plays a key role in the development of industrial processes and innovations, promoting sustainable industrial practices and infrastructure. 4. **SDG 12: Responsible Consumption and Production** – Understanding thermodynamic principles helps optimize processes to reduce waste and improve resource efficiency, supporting responsible production. 5. **SDG 11: Sustainable Cities and Communities** – The application of thermodynamics in heating, cooling, and energy management contributes to the sustainability and resilience of urban environments. 6. **SDG 3: Good Health and Well-Being** – In certain contexts, thermodynamics can be applied to healthcare technologies, impacting medical devices and systems that support health and well-being. Integrating these SDGs into the curriculum can help students recognize the significance of thermodynamics in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110502 | Fisika Teknik | Engineering Physics | The Engineering Physics course combines the principles of physics with engineering applications to solve real-world problems. Students learn about key concepts in mechanics, electromagnetism, thermodynamics, and modern physics, with a focus on how these principles apply to engineering challenges. Key topics include wave phenomena, optics, materials science, and the fundamentals of quantum mechanics as they relate to technology. The course emphasizes problem-solving and analytical skills through experiments, simulations, and practical applications. By the end of the course, students develop a strong foundation in physics that supports their studies in various engineering disciplines, preparing them for careers in technology and research. | 1. SDG 9: Industry, Innovation, and Infrastructure – Engineering Physics focuses on applying physical principles to develop innovative technologies and infrastructure, promoting sustainable industrial practices. 2. SDG 7: Affordable and Clean Energy – This goal is relevant as the course may cover renewable energy technologies, energy efficiency, and advanced materials, contributing to sustainable energy solutions. 3. SDG 12: Responsible Consumption and Production – Understanding the principles of physics can help optimize processes and materials, supporting efficient and sustainable production methods. 4. SDG 13: Climate Action – Engineering Physics can address climate-related challenges through the development of technologies for carbon capture, energy-efficient systems, and climate modeling. 5. SDG 11: Sustainable Cities and Communities – The application of physics principles can enhance urban planning and design, contributing to the sustainability and resilience of cities. 6. SDG 4: Quality Education – The course promotes technical education and skill development in engineering and physics, contributing to inclusive and equitable quality education. Integrating these SDGs into the curriculum can help students appreciate the broader implications of Engineering Physics in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110602 | Statistik Teknik | Engineering Statistics | The Engineering Statistics course focuses on the application of statistical methods and techniques in engineering problems. Students learn about data collection, descriptive statistics, probability theory, hypothesis testing, and regression analysis. Key topics include quality control, design of experiments, and statistical process control, emphasizing their importance in optimizing engineering processes and decision-making. The course also covers the use of statistical software for data analysis and interpretation. Through practical applications and case studies, students develop skills in analyzing data, making informed decisions, and improving systems in various engineering contexts, preparing them for roles in quality assurance, operations research, and data analysis. | 1. **SDG 9: Industry, Innovation, and Infrastructure** Engineering statistics is crucial for quality control and reliability in engineering processes. By applying statistical methods, students learn to analyze data, optimize processes, and improve product quality, which supports sustainable industrial practices and innovation. 2. **SDG 12: Responsible Consumption and Production** Statistical techniques can help monitor and evaluate the efficiency of production processes, leading to reduced waste and more sustainable resource use. This goal emphasizes the importance of responsible production methods, which can be enhanced through data-driven decision-making. 3. **SDG 3: Good Health and Well-Being** Engineering statistics plays a significant role in healthcare technology, including the analysis of medical data and the evaluation of health interventions. Understanding statistical methods is essential for conducting clinical trials and ensuring the efficacy and safety of medical devices and treatments. 4. **SDG 11: Sustainable Cities and Communities** Statistical analysis is vital for urban planning and infrastructure development. Students can learn to use statistical models to assess transportation systems, waste management, and other community services, contributing to the creation of sustainable and resilient urban environments. 5. **SDG 8: Decent Work and Economic Growth** The application of statistical methods in workforce analysis, productivity studies, and economic forecasting supports the development of decent work opportunities and promotes sustained economic growth. Understanding labor statistics can also inform policies that enhance job quality. 6. **SDG 13: Climate Action** Statistical models are essential for analyzing climate data, predicting environmental changes, and evaluating the effectiveness of climate action strategies. Engineering statistics can contribute to informed decision-making regarding climate resilience and sustainability efforts. By integrating these SDGs into the Engineering Statistics curriculum, students can appreciate the broader implications of statistical analysis in addressing global challenges and promoting sustainable development across various sectors. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110703 | Mekanika Teknik | Engineering Mechanics | The Engineering Mechanics course introduces students to the principles of mechanics as they apply to engineering problems. It covers both statics and dynamics, focusing on the analysis of forces, moments, and the behavior of structures and systems under various conditions. Key topics include equilibrium of forces, material properties, kinematics, and kinetics of particles and rigid bodies. Students learn to apply fundamental principles to solve real-world engineering problems, using free-body diagrams and mathematical modeling. The course emphasizes critical thinking and problem-solving skills through practical examples and laboratory experiments. By the end, students develop a solid foundation in mechanics that supports further studies in engineering disciplines. | 1. **SDG 9: Industry, Innovation, and Infrastructure** Engineering Mechanics is fundamental for designing and analyzing structures and systems in various industries. The principles learned in this course support sustainable industrial practices and the development of resilient infrastructure. 2. **SDG 11: Sustainable Cities and Communities** Understanding mechanics is essential for civil and structural engineering, which directly impacts urban planning and the construction of sustainable buildings and transportation systems. This goal emphasizes creating safe and resilient urban environments. 3. **SDG 7: Affordable and Clean Energy** Engineering Mechanics principles are applied in the design of energy systems, including wind turbines and hydroelectric power plants. Students learn how to optimize these systems for efficiency, contributing to sustainable energy solutions. 4. **SDG 12: Responsible Consumption and Production** Mechanics plays a role in improving material efficiency and reducing waste in manufacturing processes. By understanding load analysis and material properties, engineers can design more sustainable products and processes. 5. **SDG 13: Climate Action** The course can address the mechanics of structures and systems in relation to climate resilience, including the design of buildings and infrastructure that can withstand extreme weather events and other climate-related challenges. 6. **SDG 8: Decent Work and Economic Growth** The skills developed in Engineering Mechanics prepare students for careers in various engineering fields, supporting decent work opportunities and economic growth in the engineering sector. Integrating these SDGs into the Engineering Mechanics curriculum can help students understand the broader implications of mechanics in fostering sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110802 | Mekanika Fluida | Fluid Mechanics | The Fluid Mechanics course focuses on the behavior and properties of fluids, both liquids and gases, and their interactions with solid boundaries. Students learn about fundamental concepts such as fluid statics, fluid dynamics, viscosity, and flow characteristics. Key topics include the continuity equation, Bernoulli’s principle, Navier-Stokes equations, and boundary layer theory. The course emphasizes both theoretical principles and practical applications, including fluid flow in pipes, pumps, and various engineering systems. Through problem-solving exercises and laboratory experiments, students develop the skills necessary to analyze and design fluid systems in fields such as mechanical, civil, and aerospace engineering. | 1. **SDG 7: Affordable and Clean Energy** Fluid mechanics is critical in the design and optimization of energy systems, including wind turbines, hydropower, and other renewable energy technologies. Understanding fluid behavior can lead to more efficient energy production and consumption. 2. **SDG 9: Industry, Innovation, and Infrastructure** This goal focuses on promoting sustainable industrialization and innovation. Fluid mechanics is essential in various industries, including manufacturing, aerospace, and civil engineering, supporting the development of resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** Fluid mechanics is crucial for urban planning and the design of water supply systems, drainage, and wastewater management. Effective management of fluid systems contributes to sustainable and resilient urban environments. 4. **SDG 12: Responsible Consumption and Production** The principles of fluid mechanics can help optimize processes in manufacturing and production, leading to reduced waste and more sustainable resource use. This goal emphasizes the importance of responsible production practices. 5. **SDG 13: Climate Action** Understanding fluid dynamics is vital for modeling and predicting climate-related phenomena, such as flooding and storm surges. This knowledge can inform climate adaptation strategies and improve resilience in vulnerable areas. 6. **SDG 3: Good Health and Well-Being** Fluid mechanics is also relevant in healthcare applications, such as the design of medical devices (e.g., blood flow monitoring) and systems for drug delivery. This contributes to improving health outcomes and well-being. By integrating these SDGs into the Fluid Mechanics curriculum, students can gain insights into the broader implications of fluid dynamics in promoting sustainability and addressing global challenges. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110302 | Dasar-Dasar Teknologi Hasil Hutan | Basics of Forest Product Technology | The “Basics of Forest Product Technology” course typically introduces students to the principles and practices related to the utilization and management of forest resources. | 1. **SDG 1: No Poverty** – The course explores how sustainable management and utilization of forest products can contribute to livelihoods and poverty alleviation in forest-dependent communities. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes the role of the forest products industry in creating jobs and promoting economic growth, particularly in rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in the production and consumption of forest products, focusing on minimizing waste and encouraging responsible resource management. 4. **SDG 13: Climate Action** – It addresses the role of forests in carbon sequestration and climate change mitigation, promoting technologies that enhance the sustainability of forest products. 5. **SDG 15: Life on Land** – A central theme of the course is the sustainable management of forest ecosystems, biodiversity conservation, and the protection of forest resources. 6. **SDG 4: Quality Education** – The course provides knowledge and skills related to forest product technology, contributing to education and capacity building in forestry and related fields. 7. **SDG 17: Partnerships for the Goals** – It may highlight the importance of collaboration among stakeholders in the forest products sector, including government, industry, and communities, to promote sustainable practices and innovation. These SDGs reflect the course’s focus on integrating technology and sustainable practices in the management and utilization of forest resources, promoting economic development and environmental sustainability. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132902 | Mesin-mesin Pemanenan Hutan | Forest Harvesting Machines | The “Forest Harvesting Machines” course focuses on the technology and equipment used in the harvesting of forest resources. | 1. **SDG 1: No Poverty** – The course may address how efficient forest harvesting can contribute to the economic well-being of communities dependent on forestry for their livelihoods, ultimately helping to alleviate poverty. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes the role of forest harvesting technologies in improving productivity and creating job opportunities within the forestry sector. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course focuses on the technological aspects of forest harvesting, promoting innovation and sustainable infrastructure development in the forestry industry. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest harvesting, emphasizing efficient resource use, waste reduction, and responsible management of forest products. 5. **SDG 13: Climate Action** – The course may cover the impact of forest harvesting on carbon emissions and the importance of using sustainable machinery and practices to mitigate climate change. 6. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity and maintain ecosystem health during the harvesting process. 7. **SDG 4: Quality Education** – The course provides technical knowledge and skills related to forest harvesting machines, contributing to education and capacity building in forestry and engineering fields. 8. **SDG 17: Partnerships for the Goals** – It may highlight the importance of collaboration among stakeholders, including manufacturers, forestry professionals, and policymakers, to promote sustainable forest harvesting practices and technological advancements. These SDGs reflect the course’s focus on integrating technology with sustainable practices in forest harvesting, promoting economic development while ensuring environmental sustainability and responsible resource management. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01133002 | Pemanenan Hutan Berdampak Rendah | Low Impact Forest Harvesting | The “Forest Harvesting Machines” course provides an in-depth look at the equipment and technologies used in the forestry sector for harvesting timber. | 1. **SDG 1: No Poverty** – The course addresses how low-impact harvesting practices can support the livelihoods of communities that depend on forests, helping to alleviate poverty while maintaining resource availability. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes creating job opportunities within sustainable forestry practices, promoting economic growth while ensuring decent working conditions. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable harvesting methods that minimize waste and encourage responsible use of forest resources, aligning with principles of sustainable consumption. 4. **SDG 13: Climate Action** – It highlights the role of low-impact harvesting techniques in reducing carbon emissions and enhancing forest resilience to climate change. 5. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity, soil health, and overall ecosystem integrity during the harvesting process. 6. **SDG 4: Quality Education** – The course provides knowledge and skills related to sustainable forestry practices, contributing to education and capacity building in the field of forestry. 7. **SDG 10: Reduced Inequalities** – It may address equitable access to forest resources and the importance of involving local communities in decision-making processes related to forest management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including forest managers, local communities, and policymakers, to promote low-impact harvesting practices and sustainable forest management. These SDGs reflect the course’s focus on integrating sustainable practices into forest harvesting, promoting economic development while ensuring environmental sustainability and social equity in forestry. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01133102 | Pengelolaan Pemanenan Hutan Rakyat | Management of Community Forest Harvesting | The “Management of Community Forest Harvesting” course focuses on the principles and practices involved in managing forest resources at the community level. | 1. **SDG 1: No Poverty** – The course examines how community forest management can improve livelihoods for local populations, helping to alleviate poverty by providing economic opportunities through sustainable harvesting practices. 2. **SDG 2: Zero Hunger** – It may address the role of forests in food security and nutrition, highlighting how sustainable forest management contributes to the availability of forest products that can support local diets. 3. **SDG 4: Quality Education** – The course emphasizes the importance of education and capacity building within communities to manage forest resources effectively, promoting sustainable practices and resource stewardship. 4. **SDG 8: Decent Work and Economic Growth** – It focuses on creating job opportunities through sustainable forest harvesting, supporting economic growth while ensuring fair labor practices within communities. 5. **SDG 10: Reduced Inequalities** – The course addresses equitable access to forest resources, ensuring that all community members, especially marginalized groups, have a voice in forest management decisions. 6. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest harvesting, emphasizing the responsible use of resources and minimizing waste. 7. **SDG 13: Climate Action** – The course highlights the importance of community forest management in enhancing forest resilience to climate change and promoting practices that mitigate environmental impacts. 8. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity, maintain ecosystem health, and ensure the long-term sustainability of forest resources. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to promote sustainable community forest management practices. These SDGs reflect the course’s focus on integrating community involvement with sustainable forest management practices, promoting economic development, environmental sustainability, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110502 | Ekologi Umum Kehutanan | General Ecology of Forestry | The “General Ecology of Forestry” course explores the ecological principles and processes that underpin forest ecosystems. | 1. **SDG 4: Quality Education** – The course provides knowledge about ecological principles and forestry, contributing to education and capacity building in environmental science and forestry management. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation and how forestry practices can mitigate climate change through carbon sequestration and ecosystem resilience. 3. **SDG 15: Life on Land** – A central theme of the course is the conservation and sustainable management of terrestrial ecosystems, focusing on the importance of biodiversity and forest health. 4. **SDG 1: No Poverty** – The course may explore how healthy forest ecosystems can support the livelihoods of communities that depend on forestry, contributing to poverty alleviation. 5. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable forestry practices that promote responsible use of forest resources, reducing waste and environmental impact. 6. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of involving diverse stakeholders in forestry management decisions. 7. **SDG 17: Partnerships for the Goals** – It highlights the significance of collaboration among various stakeholders, including scientists, policymakers, and local communities, in promoting sustainable forestry practices and ecological research. 8. **SDG 2: Zero Hunger** – While indirectly related, the course may touch on the role of forests in food security, particularly regarding non-timber forest products that contribute to nutrition and livelihoods. These SDGs reflect the course’s focus on understanding the ecological principles that underpin forest ecosystems and their management, promoting sustainability, biodiversity conservation, and community resilience in forestry practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 499U004 | Kuliah Kerja Nyata | Community Service Program | The “Community Service Program” course typically focuses on engaging students in meaningful service activities that benefit local communities. | 1. **SDG 1: No Poverty** – The course often focuses on community engagement initiatives aimed at poverty alleviation and improving the living conditions of disadvantaged populations. 2. **SDG 3: Good Health and Well-being** – Many community service programs address health issues, promoting wellness, access to healthcare, and health education in communities. 3. **SDG 4: Quality Education** – The course may include educational outreach programs, promoting literacy, skill development, and educational opportunities for underserved populations. 4. **SDG 5: Gender Equality** – Community service initiatives often focus on empowering women and girls, addressing gender disparities, and promoting equal opportunities. 5. **SDG 10: Reduced Inequalities** – The course emphasizes community engagement to reduce inequalities within societies, ensuring marginalized groups have access to resources and opportunities. 6. **SDG 11: Sustainable Cities and Communities** – It may involve projects aimed at improving community infrastructure, promoting sustainable practices, and enhancing the overall quality of life in urban and rural areas. 7. **SDG 12: Responsible Consumption and Production** – Community service programs often promote sustainable practices, encouraging responsible resource use and waste management within communities. 8. **SDG 16: Peace, Justice, and Strong Institutions** – The course may address the importance of civic engagement, community governance, and the rule of law, fostering strong institutions and social cohesion. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration with various stakeholders, including local governments, NGOs, and community members, to achieve common goals and enhance community development. These SDGs reflect the course’s focus on community engagement and service, promoting social responsibility, sustainability, and positive change within local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132202 | Pengelolaan Lebah Madu | Honey Bee Management | The “Honey Bee Management” course focuses on the principles and practices of beekeeping and honey production. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of honey bees in pollination, which is crucial for the production of many crops and contributes to food security and nutrition. 2. **SDG 3: Good Health and Well-being** – It may explore the health benefits of honey and other bee products, promoting natural remedies and nutrition. 3. **SDG 4: Quality Education** – The course provides knowledge about beekeeping practices, promoting education and awareness of sustainable agricultural practices and biodiversity. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable beekeeping practices, encouraging responsible management of resources and minimizing environmental impact. 5. **SDG 13: Climate Action** – The course may address the impact of climate change on bee populations and the importance of maintaining healthy ecosystems for pollinators. 6. **SDG 15: Life on Land** – A central theme is the conservation of biodiversity, particularly the importance of honey bees in maintaining healthy ecosystems and supporting plant diversity. 7. **SDG 8: Decent Work and Economic Growth** – The course may highlight the economic opportunities associated with beekeeping, including honey production and the creation of jobs in rural areas. 8. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among beekeepers, researchers, and policymakers to promote sustainable practices and enhance the role of bees in agriculture and ecosystems. These SDGs reflect the course’s focus on integrating beekeeping practices with sustainable agriculture, environmental conservation, and community development, promoting the vital role of honey bees in ecosystems and food systems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132302 | Hama dan Penyakit Hutan | Forest Pests and Diseases | The “Forest Pests and Diseases” course examines the various pests and diseases that affect forest ecosystems, focusing on their biology, ecology, and management. | 1. **SDG 15: Life on Land** – A central theme of the course is the sustainable management of forest ecosystems, focusing on the impact of pests and diseases on biodiversity, forest health, and ecosystem stability. 2. **SDG 2: Zero Hunger** – While indirectly related, the course may address how healthy forest ecosystems contribute to food security, particularly through the provision of non-timber forest products and ecosystem services. 3. **SDG 13: Climate Action** – The course may cover the role of healthy forests in carbon sequestration and how pest and disease outbreaks can affect forest resilience to climate change. 4. **SDG 4: Quality Education** – The course provides knowledge about forest health, pest management, and disease control, contributing to education and capacity building in forestry and environmental science. 5. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, encouraging responsible approaches to pest and disease control that minimize environmental impacts. 6. **SDG 8: Decent Work and Economic Growth** – The course may examine the economic implications of forest pests and diseases on forestry-related industries and the importance of sustainable practices in protecting jobs and livelihoods. 7. **SDG 17: Partnerships for the Goals** – It highlights the significance of collaboration among various stakeholders, including researchers, forest managers, and policymakers, to develop effective strategies for managing forest pests and diseases. 8. **SDG 10: Reduced Inequalities** – The course may address how the impacts of pests and diseases can disproportionately affect marginalized communities that rely on forests for their livelihoods, emphasizing the need for equitable management practices. These SDGs reflect the course’s focus on understanding and managing forest pests and diseases to promote healthy forest ecosystems, enhance biodiversity, and support sustainable forest management practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132402 | Silvikultur Hutan Tanaman | Plantation Forest Silviculture | The “Plantation Forest Silviculture” course focuses on the science and practices involved in establishing and managing plantation forests for timber production and other ecological benefits. | 1. **SDG 15: Life on Land** – A central focus of the course is the sustainable management of forest ecosystems, promoting practices that enhance biodiversity, soil health, and ecosystem resilience in plantation forests. 2. **SDG 2: Zero Hunger** – While primarily related to food security through agriculture, plantation forestry can contribute to the availability of wood products and other non-timber forest products that support local economies and livelihoods. 3. **SDG 4: Quality Education** – The course provides knowledge about silvicultural practices, forest management, and sustainability, contributing to education and capacity building in forestry. 4. **SDG 13: Climate Action** – It addresses the role of plantation forests in carbon sequestration, helping to mitigate climate change impacts through sustainable forestry practices. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable silvicultural practices that ensure the responsible use of forest resources, reducing waste and environmental impacts. 6. **SDG 8: Decent Work and Economic Growth** – Plantation forestry can create job opportunities and contribute to economic growth, especially in rural areas, through sustainable management and harvesting practices. 7. **SDG 10: Reduced Inequalities** – The course may explore how plantation forestry can provide equitable access to resources and economic opportunities for local communities, particularly in developing regions. 8. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among stakeholders, including government agencies, local communities, and the private sector, to promote sustainable plantation forestry practices. These SDGs reflect the course’s focus on integrating sustainable practices in plantation forest management, promoting environmental sustainability, economic development, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132502 | Perhutanan Kota | Urban Forestry | The “Urban Forestry” course explores the management and care of trees and green spaces within urban environments. | 1. **SDG 11: Sustainable Cities and Communities** – A primary focus of urban forestry is enhancing the livability and sustainability of urban areas by integrating trees and green spaces into city planning, improving air quality, and promoting biodiversity. 2. **SDG 3: Good Health and Well-being** – Urban forests contribute to public health by providing recreational spaces, reducing urban heat, and improving air quality, all of which promote physical and mental well-being. 3. **SDG 4: Quality Education** – The course may include educational components about the ecological and social benefits of urban forestry, raising awareness and knowledge about sustainable urban practices. 4. **SDG 12: Responsible Consumption and Production** – Urban forestry promotes sustainable practices in land use and resource management, encouraging responsible consumption and stewardship of urban green spaces. 5. **SDG 13: Climate Action** – Urban forests play a critical role in climate change mitigation by sequestering carbon, reducing the urban heat island effect, and managing stormwater runoff. 6. **SDG 15: Life on Land** – The course addresses the importance of maintaining and enhancing urban biodiversity through the management of trees and green spaces within urban environments. 7. **SDG 10: Reduced Inequalities** – Urban forestry initiatives can promote equitable access to green spaces, ensuring that all community members benefit from urban greenery, regardless of socioeconomic status. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among local governments, communities, non-profits, and other stakeholders to effectively implement urban forestry programs and policies. These SDGs reflect the course’s focus on integrating urban forestry into sustainable urban planning, enhancing environmental quality, promoting community well-being, and addressing social equity in urban settings. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132602 | Manajemen Api dan Kebakaran Hutan | Fire and Forest Fire Management | The “Fire and Forest Fire Management” course focuses on the principles and practices related to wildfire behavior, prevention, and management in forested areas. | 1. **SDG 15: Life on Land** – A central focus of the course is the sustainable management of forest ecosystems, including understanding the role of fire in forest health and biodiversity, as well as strategies for controlling and mitigating forest fires. 2. **SDG 13: Climate Action** – The course addresses the impact of forest fires on climate change, including carbon emissions from wildfires and the importance of forest management practices that enhance resilience to climate change. 3. **SDG 11: Sustainable Cities and Communities** – It may cover urban wildfire risks and strategies to protect communities from fire hazards, emphasizing the importance of integrated land-use planning and fire management in urban areas. 4. **SDG 3: Good Health and Well-being** – The course may examine the health impacts of smoke and air pollution from forest fires on local communities, promoting strategies for reducing these risks. 5. **SDG 4: Quality Education** – It provides education on fire ecology, prevention strategies, and management practices, contributing to capacity building and knowledge dissemination in forestry and environmental science. 6. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable land management practices that reduce the risk of forest fires, encouraging responsible resource use and conservation. 7. **SDG 1: No Poverty** – Effective fire management can protect livelihoods and resources in forest-dependent communities, contributing to poverty alleviation by minimizing the economic impacts of wildfires. 8. **SDG 10: Reduced Inequalities** – The course may address how marginalized communities often face greater risks from wildfires and emphasize the need for equitable fire management practices. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among various stakeholders, including government agencies, local communities, and NGOs, to develop and implement effective fire management strategies. These SDGs reflect the course’s focus on understanding and managing fire dynamics in forest ecosystems to promote environmental sustainability, community resilience, and effective risk management strategies. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132702 | Pengusahaan Hutan | Forest Management | The “Forest Management” course focuses on the sustainable management and conservation of forest resources. | 1. **SDG 15: Life on Land** – A primary focus of the course is the sustainable management of forest ecosystems, emphasizing the importance of biodiversity conservation, ecosystem services, and forest health. 2. **SDG 13: Climate Action** – The course addresses the role of forests in climate change mitigation and adaptation, including carbon sequestration practices and strategies to enhance forest resilience to climate change. 3. **SDG 8: Decent Work and Economic Growth** – Effective forest management can create job opportunities in forestry, timber production, and non-timber forest products, contributing to economic development in rural areas. 4. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable forestry practices that ensure responsible resource use and minimize waste, encouraging sustainable supply chains in the forestry sector. 5. **SDG 2: Zero Hunger** – While primarily focused on forestry, the course may also address the role of forests in providing food security through non-timber forest products and sustainable land use practices. 6. **SDG 4: Quality Education** – The course contributes to education and capacity building in sustainable forestry practices, enhancing knowledge about forest ecosystems and management techniques. 7. **SDG 10: Reduced Inequalities** – Effective forest management can promote equitable access to forest resources, ensuring that marginalized communities benefit from forest products and ecosystem services. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including government agencies, local communities, and the private sector, to achieve sustainable forest management goals. 9. **SDG 1: No Poverty** – By providing sustainable livelihoods through forestry practices, the course can contribute to poverty alleviation in communities that depend on forest resources. These SDGs reflect the course’s focus on integrating sustainable practices in forest management to promote environmental health, economic development, and social equity within forest-dependent communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132802 | Analisis Biaya Pemanenan | Harvesting Cost Analysis | The “Harvesting Cost Analysis” course focuses on the economic aspects of timber harvesting operations. | 1. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of efficient and sustainable harvesting practices, promoting responsible resource management and minimizing waste in forestry and agriculture. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic growth by analyzing the costs associated with harvesting practices, helping to improve profitability and economic viability in the forestry and agricultural sectors. 3. **SDG 1: No Poverty** – By focusing on cost analysis and efficiency in harvesting operations, the course can support sustainable livelihoods and poverty reduction in communities dependent on forestry and agricultural resources. 4. **SDG 4: Quality Education** – The course provides education on cost analysis methodologies, enhancing knowledge and skills related to financial planning and decision-making in resource management. 5. **SDG 10: Reduced Inequalities** – Effective cost analysis can lead to improved financial outcomes for small-scale producers, helping to reduce economic disparities within the industry. 6. **SDG 15: Life on Land** – The course may explore sustainable harvesting techniques that protect ecosystem health, contributing to the sustainable management of terrestrial ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between stakeholders, including producers, researchers, and policymakers, to improve harvesting efficiency and sustainability. These SDGs reflect the course’s focus on promoting efficient and sustainable harvesting practices that enhance economic viability, support community livelihoods, and contribute to responsible resource management. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131502 | Manajemen Pemasaran | Marketing Management | The “Marketing Management” course focuses on the strategies and practices involved in effectively promoting and selling products or services. | 1. **SDG 8: Decent Work and Economic Growth** – The course focuses on strategies that drive economic growth and create job opportunities through effective marketing practices, supporting business sustainability and profitability. 2. **SDG 12: Responsible Consumption and Production** – Marketing management can promote sustainable products and services, encouraging responsible consumer behavior and reducing waste in production and consumption processes. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover innovative marketing strategies that enhance industry competitiveness and support the development of sustainable infrastructure. 4. **SDG 4: Quality Education** – Marketing management involves educating students about market dynamics, consumer behavior, and strategic decision-making, contributing to knowledge development in business practices. 5. **SDG 10: Reduced Inequalities** – The course can address how marketing strategies can be inclusive and equitable, ensuring that marginalized groups have access to products and services and are represented in marketing efforts. 6. **SDG 17: Partnerships for the Goals** – Marketing management often emphasizes the importance of collaboration between businesses, consumers, and stakeholders to achieve sustainable business goals and enhance community engagement. 7. **SDG 3: Good Health and Well-being** – If focused on health products or services, the course may address marketing strategies that promote health and wellness, encouraging positive lifestyle choices among consumers. 8. **SDG 5: Gender Equality** – The course may explore how marketing can support gender equality initiatives and promote products that empower women and girls, emphasizing the importance of inclusive marketing practices. These SDGs reflect the course’s focus on integrating sustainable marketing strategies that promote economic growth, social responsibility, and environmentally conscious practices in business. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131602 | Ekonomi Agregatif Kehutanan | Aggregative Forestry Economics | The “Aggregative Forestry Economics” course focuses on the economic principles and analytical methods applied to forestry and forest resource management. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forest resources, promoting practices that enhance biodiversity, ecosystem health, and sustainable forestry practices. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic development by analyzing forestry-related economic activities, helping to improve profitability and support job creation in the forestry sector. 3. **SDG 12: Responsible Consumption and Production** – The course may address the efficient use of forest resources, encouraging sustainable consumption patterns and reducing waste in forestry operations. 4. **SDG 1: No Poverty** – By providing insights into the economic contributions of forestry to local and national economies, the course can help support sustainable livelihoods and poverty reduction efforts in forest-dependent communities. 5. **SDG 4: Quality Education** – The course offers education on economic principles related to forestry, enhancing knowledge and skills in economic analysis, decision-making, and resource management. 6. **SDG 10: Reduced Inequalities** – Understanding forestry economics can help promote equitable access to forest resources and benefits, contributing to reduced inequalities within communities. 7. **SDG 13: Climate Action** – The course may examine the economic implications of forestry practices on climate change mitigation, including carbon sequestration and the economic value of ecosystem services provided by forests. 8. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among stakeholders in the forestry sector, including policymakers, researchers, and local communities, to achieve sustainable forestry economic goals. These SDGs reflect the course’s focus on integrating economic analysis with sustainable forestry practices, promoting responsible resource management, and supporting economic development in forested areas. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131702 | Analisa Proyek Kehutanan | Forestry Project Analysis | The “Forestry Project Analysis” course focuses on the evaluation and management of forestry-related projects, emphasizing financial, environmental, and social considerations. | 1. **SDG 15: Life on Land** – The course focuses on sustainable forestry practices, assessing the ecological impacts of forestry projects, and promoting biodiversity conservation. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic development by evaluating the viability of forestry projects, which can create jobs and support economic growth in rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of sustainable project management, encouraging responsible use of forest resources and minimizing waste. 4. **SDG 1: No Poverty** – By analyzing the economic benefits of forestry projects, the course can support sustainable livelihoods and poverty alleviation in communities dependent on forest resources. 5. **SDG 4: Quality Education** – It provides education on project analysis methodologies, enhancing skills in planning, implementation, and evaluation of forestry projects. 6. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to the benefits of forestry projects, promoting inclusivity for marginalized communities. 7. **SDG 13: Climate Action** – It addresses the role of forestry projects in climate change mitigation, including carbon sequestration and the assessment of environmental impacts related to climate resilience. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including government agencies, NGOs, and local communities, in successfully implementing forestry projects. These SDGs reflect the course’s focus on integrating economic, social, and environmental considerations in forestry project analysis, promoting sustainable practices that benefit communities and ecosystems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131802 | Sosiologi dan Antropologi Kehutanan | Sociology and Anthropology of Forestry | The “Sociology and Anthropology of Forestry” course examines the social and cultural dimensions of forestry practices and forest resource management. | 1. **SDG 15: Life on Land** – The course examines the relationship between human societies and forest ecosystems, emphasizing the importance of sustainable forest management and conservation practices that respect local cultures and knowledge. 2. **SDG 10: Reduced Inequalities** – It addresses social inequalities related to forest resources, including access to land and forest benefits for marginalized communities, promoting inclusive decision-making and resource management. 3. **SDG 1: No Poverty** – By exploring the socio-economic aspects of forestry, the course can highlight how forest resources contribute to livelihoods and poverty alleviation in forest-dependent communities. 4. **SDG 4: Quality Education** – The course provides education on the social dynamics and cultural practices related to forestry, enhancing understanding and awareness of these issues in forestry management. 5. **SDG 16: Peace, Justice, and Strong Institutions** – It may address the role of governance and institutions in managing forest resources, advocating for the rights of local communities and promoting equitable resource distribution. 6. **SDG 11: Sustainable Cities and Communities** – The course can explore urban forestry and the role of trees in enhancing urban environments, promoting community well-being and sustainability. 7. **SDG 13: Climate Action** – Understanding the social dimensions of forestry can help in developing culturally appropriate strategies for climate change adaptation and mitigation within forest communities. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among various stakeholders, including local communities, government, and NGOs, to achieve sustainable forestry practices. These SDGs reflect the course’s focus on the interplay between social dynamics, cultural practices, and forestry, promoting sustainable management that is sensitive to the needs and rights of local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131902 | Akuntansi Kehutanan | Forestry Accounting | The “Forestry Accounting” course focuses on the financial aspects of managing forest resources, specifically tailored to the forestry sector. | 1. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable accounting practices that encourage responsible management of forest resources and promote efficient use of materials in forestry operations. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic growth by providing knowledge on financial practices specific to the forestry sector, helping organizations improve profitability and sustainability. 3. **SDG 1: No Poverty** – By enhancing the financial viability of forestry operations, the course can support livelihoods and poverty alleviation efforts in communities dependent on forest resources. 4. **SDG 4: Quality Education** – The course provides education on accounting principles and practices tailored to forestry, enhancing skills and knowledge necessary for effective financial management in the sector. 5. **SDG 10: Reduced Inequalities** – Proper accounting practices can help ensure equitable distribution of resources and benefits derived from forestry, supporting marginalized communities engaged in forestry activities. 6. **SDG 15: Life on Land** – It may address the financial implications of sustainable forestry practices, promoting the conservation and sustainable management of terrestrial ecosystems. 7. **SDG 13: Climate Action** – The course could include the economic aspects of climate change impacts on forestry, helping students understand the financial benefits of sustainable practices that mitigate climate risks. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders in the forestry sector, including government, private sector, and local communities, to achieve sustainable financial practices. These SDGs reflect the course’s focus on integrating financial management with sustainable forestry practices, promoting responsible resource use, and supporting economic development within the forestry sector. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132002 | Pengelolaan Serangga berguna | Useful Insect Management | The “Useful Insect Management” course focuses on the beneficial roles that insects play in agriculture, forestry, and ecosystems, as well as strategies for their effective management. | 1. **SDG 15: Life on Land** – The course emphasizes the role of beneficial insects in ecosystems, including pollinators and natural pest predators, promoting biodiversity and the sustainable management of terrestrial ecosystems. 2. **SDG 2: Zero Hunger** – By focusing on insect management practices that enhance crop production and sustainability, the course contributes to food security and the development of resilient agricultural systems. 3. **SDG 12: Responsible Consumption and Production** – The course may promote sustainable agricultural practices that reduce reliance on chemical pesticides, encouraging responsible use of resources and minimizing environmental impact. 4. **SDG 13: Climate Action** – It may address how beneficial insects can enhance ecosystem resilience and contribute to climate change mitigation efforts, such as promoting healthy soils and biodiversity. 5. **SDG 8: Decent Work and Economic Growth** – Sustainable insect management practices can lead to increased agricultural productivity, supporting economic growth and job creation in rural areas. 6. **SDG 4: Quality Education** – The course provides education on integrated pest management techniques and the ecological roles of beneficial insects, enhancing knowledge in sustainable agricultural practices. 7. **SDG 10: Reduced Inequalities** – By promoting sustainable practices that benefit smallholder farmers, the course can help reduce inequalities in agricultural productivity and income. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among farmers, researchers, and extension services to implement effective insect management strategies, fostering partnerships for sustainable agriculture. These SDGs reflect the course’s focus on promoting the ecological and economic benefits of useful insects, enhancing sustainable agricultural practices that support food security and environmental health. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132102 | Pengelolaan Sutera Alam | Natural Silk Management | The “Natural Silk Management” course focuses on the production and management of silk derived from silkworms, emphasizing sustainable practices in sericulture. | 1. **SDG 8: Decent Work and Economic Growth** – The course contributes to economic development by promoting silk production, which can create job opportunities and enhance livelihoods in rural areas. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable practices in silk production, encouraging responsible resource use, waste reduction, and environmentally friendly production methods. 3. **SDG 1: No Poverty** – By supporting the silk industry, the course can help improve the economic conditions of communities engaged in silk production, contributing to poverty alleviation. 4. **SDG 2: Zero Hunger** – The course may explore the interconnections between silk production and agriculture, particularly in promoting agroecological practices that support food security. 5. **SDG 13: Climate Action** – Sustainable silk management practices can include strategies to mitigate climate change impacts, such as promoting biodiversity and sustainable land use in sericulture. 6. **SDG 4: Quality Education** – The course provides education on best practices in silk management, including breeding, disease control, and sustainable production techniques, enhancing knowledge in the field. 7. **SDG 10: Reduced Inequalities** – Promoting the silk industry can help provide equitable opportunities for marginalized communities, especially women, who are often involved in sericulture. 8. **SDG 15: Life on Land** – The course may address the importance of maintaining biodiversity and healthy ecosystems in sericulture, promoting practices that protect land and improve ecosystem health. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including farmers, researchers, and industry players, to develop sustainable silk management practices. These SDGs reflect the course’s focus on integrating economic, social, and environmental aspects of silk production, promoting sustainable practices that benefit communities and ecosystems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130802 | Aplikasi Inderaja untuk Analisis Sumber Daya Hutan dan Lahan | Inderaja Application for Forest and Land Resource Analysis | The “Inderaja Application for Forest and Land Resource Analysis” course focuses on the use of Inderaja, a geographic information system (GIS) and remote sensing tool, for analyzing forest and land resources. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forests and land resources, promoting practices that enhance biodiversity and ecosystem health. 2. **SDG 13: Climate Action** – By analyzing land and forest resources, the course can support strategies for climate change mitigation and adaptation, such as improving carbon sequestration and promoting sustainable land use. 3. **SDG 11: Sustainable Cities and Communities** – The course may address the integration of land resource analysis in urban planning and development, promoting sustainable urban environments and land use planning. 4. **SDG 12: Responsible Consumption and Production** – It encourages the responsible management of land and forest resources, promoting sustainable practices that reduce waste and ensure efficient resource use. 5. **SDG 4: Quality Education** – The course provides education on the tools and methodologies for forest and land resource analysis, enhancing knowledge and skills in sustainable resource management. 6. **SDG 1: No Poverty** – Effective land and forest management can contribute to sustainable livelihoods and poverty reduction for communities that rely on these resources. 7. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to land resources and the benefits derived from them, helping to address inequalities in resource management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including government, NGOs, and local communities, to achieve sustainable land and forest resource management. These SDGs reflect the course’s focus on integrating technical analysis with sustainable practices in forest and land resource management, promoting environmental sustainability and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130902 | Inventarisasi dan Monitoring SDH dan Lingkungan | Inventory and Monitoring of SDH and the Environment | The “Inventory and Monitoring of SDH (Sustainable Development and Health) and the Environment” course focuses on the methodologies and practices for assessing and monitoring environmental conditions and their impacts on sustainable development and public health. | 1. **SDG 13: Climate Action** – The course emphasizes the importance of monitoring environmental indicators related to climate change, aiding in the assessment of climate impacts and the effectiveness of mitigation and adaptation strategies. 2. **SDG 15: Life on Land** – It focuses on the inventory and monitoring of terrestrial ecosystems, promoting biodiversity conservation and sustainable land management practices. 3. **SDG 6: Clean Water and Sanitation** – The course may include monitoring water quality and availability, essential for ensuring access to clean water and managing water resources sustainably. 4. **SDG 11: Sustainable Cities and Communities** – It addresses the need for environmental monitoring in urban areas to promote sustainable urban development and improve the quality of life for residents. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the monitoring of resource use and waste management, promoting sustainable consumption and production patterns. 6. **SDG 4: Quality Education** – It provides education on data collection and monitoring methodologies, enhancing skills in environmental assessment and sustainable development planning. 7. **SDG 1: No Poverty** – Monitoring environmental resources can support efforts to alleviate poverty by ensuring sustainable livelihoods and equitable access to natural resources. 8. **SDG 10: Reduced Inequalities** – The course may emphasize monitoring environmental impacts on marginalized communities, ensuring their voices are included in sustainability efforts. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among governments, NGOs, and communities in collecting and analyzing data for effective environmental management and policy-making. These SDGs reflect the course’s focus on the critical role of inventory and monitoring in achieving sustainable development and environmental protection, providing the data needed to inform policies and practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131002 | Penilaian Kualitas DAS | Watershed Quality Assessment | The “Watershed Quality Assessment” course focuses on evaluating the health and quality of watersheds, emphasizing their ecological, hydrological, and social dimensions. Key topics typically include: | 1. **SDG 6: Clean Water and Sanitation** – The course emphasizes the assessment of water quality and watershed health, which is essential for ensuring access to safe and clean water for communities. 2. **SDG 15: Life on Land** – It focuses on the sustainable management of terrestrial ecosystems within watersheds, promoting biodiversity and the conservation of natural habitats. 3. **SDG 13: Climate Action** – The course may address the impacts of climate change on watershed quality and the importance of assessing watershed resilience to climate-related events. 4. **SDG 11: Sustainable Cities and Communities** – It examines the role of healthy watersheds in supporting sustainable urban development and improving community well-being. 5. **SDG 12: Responsible Consumption and Production** – The course encourages practices that promote sustainable land and water use, aiming to minimize pollution and degradation of watershed resources. 6. **SDG 4: Quality Education** – It provides education on watershed assessment methodologies, enhancing knowledge and skills related to environmental monitoring and management. 7. **SDG 1: No Poverty** – By assessing watershed quality, the course can contribute to sustainable livelihoods and poverty alleviation for communities that rely on healthy watersheds for their resources. 8. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to clean water and resources derived from watersheds, addressing inequalities faced by marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to implement effective watershed management strategies. These SDGs reflect the course’s focus on the critical importance of watershed quality assessment in promoting sustainable water management, environmental health, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131102 | Hidrologi Hutan | Forest Hydrology | The “Forest Hydrology” course examines the interactions between forest ecosystems and hydrological processes. | 1. **SDG 6: Clean Water and Sanitation** – The course emphasizes the study of water cycles in forest ecosystems and their role in maintaining water quality and availability, essential for ensuring access to clean water. 2. **SDG 15: Life on Land** – It focuses on the interactions between forest ecosystems and water resources, promoting the sustainable management of forests to enhance biodiversity and ecosystem health. 3. **SDG 13: Climate Action** – The course may address the impacts of climate change on hydrological processes in forested areas, including changes in precipitation patterns and water availability. 4. **SDG 11: Sustainable Cities and Communities** – Understanding forest hydrology contributes to sustainable urban planning, as forests play a critical role in managing urban water runoff and reducing flood risks. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable land use practices that protect water resources and minimize negative impacts on hydrological cycles. 6. **SDG 4: Quality Education** – It provides education on hydrological principles and methods, enhancing knowledge and skills related to water management in forest ecosystems. 7. **SDG 1: No Poverty** – Healthy forests and watersheds contribute to sustainable livelihoods for communities that rely on forest resources and clean water. 8. **SDG 10: Reduced Inequalities** – The course may highlight the importance of equitable access to water resources and the benefits derived from forest ecosystems for marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the need for collaboration among stakeholders, including researchers, forest managers, and local communities, to implement effective forest and water management strategies. These SDGs reflect the course’s focus on understanding the hydrological processes in forest ecosystems and their importance for sustainable water management, environmental health, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131202 | Pengaruh Hutan | Forest Influence | The “Forest Influence” course explores the various ways forests impact their surrounding environments, ecosystems, and human activities. | 1. **SDG 15: Life on Land** – The course examines how forests influence terrestrial ecosystems, promoting biodiversity conservation and sustainable land management practices. 2. **SDG 13: Climate Action** – It may address the role of forests in mitigating climate change through carbon sequestration and their influence on local and regional climates. 3. **SDG 6: Clean Water and Sanitation** – The course explores how forests impact watershed health and water quality, which is essential for ensuring access to clean water. 4. **SDG 11: Sustainable Cities and Communities** – Understanding forest influence can help in urban planning and development, as forests provide critical ecosystem services that enhance urban environments. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable forest management practices that ensure responsible resource use and minimize environmental degradation. 6. **SDG 4: Quality Education** – It provides education on the ecological and social roles of forests, enhancing knowledge of their benefits and the need for sustainable management. 7. **SDG 1: No Poverty** – Healthy forests contribute to sustainable livelihoods for communities that rely on forest resources for their economic well-being. 8. **SDG 10: Reduced Inequalities** – The course may emphasize equitable access to the benefits derived from forest ecosystems, helping to address inequalities faced by marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It encourages collaboration among various stakeholders, including researchers, policymakers, and local communities, to promote sustainable forest management and conservation. These SDGs reflect the course’s focus on the multifaceted influence of forests on ecosystems, climate, and communities, highlighting the importance of sustainable forest management in achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131302 | Hukum Kehutanan dan Lingkungan | Forestry and Environmental Law | The “Forestry and Environmental Law” course examines the legal frameworks and regulations that govern forestry practices and environmental protection. | 1. **SDG 15: Life on Land** – The course addresses legal frameworks that protect forests and biodiversity, promoting sustainable land management and conservation of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It examines laws and policies related to climate change mitigation and adaptation, including the role of forests in carbon sequestration and climate resilience. 3. **SDG 6: Clean Water and Sanitation** – The course may include regulations governing water quality and watershed protection in forestry practices, essential for ensuring access to clean water. 4. **SDG 12: Responsible Consumption and Production** – It focuses on laws that promote sustainable forest management and responsible resource use, encouraging practices that reduce waste and environmental impact. 5. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the importance of legal frameworks, governance, and enforcement mechanisms for effective environmental protection and sustainable resource management. 6. **SDG 1: No Poverty** – Effective forestry laws can support sustainable livelihoods and economic opportunities for communities that depend on forest resources. 7. **SDG 10: Reduced Inequalities** – The course may address legal issues related to equitable access to forest resources and the benefits derived from them, helping to mitigate inequalities. 8. **SDG 17: Partnerships for the Goals** – It encourages collaboration among governments, NGOs, local communities, and other stakeholders to develop and implement effective forestry and environmental laws. 9. **SDG 4: Quality Education** – The course provides education on the legal principles and frameworks related to forestry and the environment, enhancing understanding of the role of law in sustainable development. These SDGs reflect the course’s focus on the intersection of law, forestry, and environmental management, emphasizing the importance of legal frameworks in achieving sustainable development and environmental protection goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131402 | Metode Penelitian Sosial | Social Research Methods | The “Social Research Methods” course provides an overview of the methodologies used in social science research. | 1. **SDG 4: Quality Education** – The course emphasizes the development of research skills and critical thinking, enhancing educational quality and promoting lifelong learning opportunities. 2. **SDG 10: Reduced Inequalities** – By focusing on social issues, the course encourages research that identifies and addresses inequalities in society, promoting social justice and equity. 3. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of robust research methods in generating credible data to inform policies, support governance, and promote accountability in institutions. 4. **SDG 1: No Poverty** – Research methods can be applied to study poverty-related issues, helping to design effective interventions and policies aimed at poverty reduction. 5. **SDG 5: Gender Equality** – The course may focus on gender-related research, exploring issues of empowerment, inequality, and the impact of social policies on different genders. 6. **SDG 17: Partnerships for the Goals** – It promotes collaboration between researchers, communities, and policymakers to ensure that research findings contribute to sustainable development goals. 7. **SDG 3: Good Health and Well-being** – Social research methods can be applied to public health issues, helping to understand health disparities and develop effective health interventions. 8. **SDG 12: Responsible Consumption and Production** – The course may include research on consumer behavior and sustainable practices, encouraging responsible production and consumption patterns. These SDGs reflect the course’s focus on equipping students with the skills to conduct research that addresses social issues and contributes to sustainable development goals through evidence-based practices and policies. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120103 | Sistem Informasi Spasial Kehutanan | Forestry Spatial Information System | The “Forestry Spatial Information System” course focuses on the application of Geographic Information Systems (GIS) and spatial analysis in forestry management and research. | 1. **SDG 15: Life on Land** – The course emphasizes the use of spatial information for sustainable forest management, promoting biodiversity conservation and the health of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It may address the role of spatial data in assessing forest carbon stocks and monitoring changes in forest cover, contributing to climate change mitigation efforts. 3. **SDG 6: Clean Water and Sanitation** – The course can explore how spatial information systems can help in watershed management, ensuring the protection of water resources in forested areas. 4. **SDG 11: Sustainable Cities and Communities** – Understanding spatial information in forestry can contribute to urban planning and development, promoting green spaces and sustainable land use. 5. **SDG 12: Responsible Consumption and Production** – The course encourages practices that utilize spatial data for sustainable resource management and responsible forestry practices, minimizing environmental impacts. 6. **SDG 4: Quality Education** – It provides education on the use of spatial technologies and information systems, enhancing knowledge and skills related to forestry management and data analysis. 7. **SDG 1: No Poverty** – By promoting sustainable forestry practices through spatial analysis, the course can contribute to economic opportunities and livelihoods for communities dependent on forest resources. 8. **SDG 10: Reduced Inequalities** – The course may emphasize the equitable access to forest resources and benefits derived from spatial information for marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among various stakeholders, including researchers, policymakers, and local communities, to utilize spatial information for effective forest management. These SDGs reflect the course’s focus on the application of spatial information systems in forestry, highlighting their importance in promoting sustainable land management, environmental protection, and informed decision-making. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120203 | Silvika | Silvika | The “Silvika” course focuses on advanced silvicultural practices and principles, emphasizing sustainable forest management. | 1. **SDG 15: Life on Land** – The course emphasizes the importance of conserving and managing forests, promoting biodiversity, and ensuring sustainable land management practices. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation and carbon sequestration, which are essential for mitigating climate change impacts. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how healthy forest ecosystems contribute to water quality and watershed management, essential for clean water access. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest management that promote responsible use of forest resources and minimize waste. 5. **SDG 11: Sustainable Cities and Communities** – Understanding silvics can support urban forestry initiatives, enhancing green spaces and improving urban environments. 6. **SDG 4: Quality Education** – The course provides education on the ecological principles of forest management, enhancing knowledge and skills related to sustainable forestry. 7. **SDG 1: No Poverty** – Healthy forests contribute to the livelihoods of communities that depend on forest resources for economic opportunities. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and benefits, helping to mitigate social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among stakeholders, including researchers, forest managers, and local communities, in implementing effective forest management strategies. These SDGs reflect the course’s focus on the biological and ecological principles of forest management, highlighting their significance in achieving sustainable development and environmental protection goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120302 | Ekonomi Sumberdaya Hutan dan Lingkungan | Economics of Forest Resources and the Environment | The “Economics of Forest Resources and the Environment” course examines the economic principles and tools used to analyze the management and conservation of forest resources in relation to environmental sustainability. | 1. **SDG 15: Life on Land** – The course addresses the sustainable management and conservation of forest resources, promoting biodiversity and ecosystem health. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes the economic principles behind sustainable resource use, encouraging practices that minimize waste and promote efficient consumption of forest products. 3. **SDG 13: Climate Action** – The course may cover the economic implications of forest management strategies for climate change mitigation, including carbon pricing and forest carbon credits. 4. **SDG 6: Clean Water and Sanitation** – It may explore the economic value of forest ecosystems in providing clean water and the importance of protecting watershed areas. 5. **SDG 8: Decent Work and Economic Growth** – The course examines the economic contributions of forestry to local and national economies, promoting sustainable economic growth through forest resource management. 6. **SDG 1: No Poverty** – Sustainable management of forest resources can provide livelihoods for communities, helping to reduce poverty and enhance economic opportunities. 7. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the economic benefits derived from sustainable forestry practices, addressing inequalities. 8. **SDG 4: Quality Education** – It provides education on the intersection of economics and environmental science, enhancing knowledge related to sustainable resource management. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including governments, communities, and private sectors, to develop effective policies for forest resource management. These SDGs reflect the course’s focus on the economic aspects of forestry and environmental management, highlighting the importance of sustainable practices in achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120502 | Pengelolaan Lingkungan Hidup | Environmental Management | The “Environmental Management” course focuses on the principles and practices involved in managing environmental resources and addressing environmental challenges. | 1. **SDG 13: Climate Action** – The course addresses strategies for mitigating climate change impacts and adapting to changing environmental conditions. 2. **SDG 15: Life on Land** – It emphasizes the sustainable management of terrestrial ecosystems, conservation of biodiversity, and prevention of land degradation. 3. **SDG 6: Clean Water and Sanitation** – The course may cover water resource management practices, ensuring access to clean water and maintaining healthy aquatic ecosystems. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource use and waste management, encouraging responsible consumption patterns. 5. **SDG 11: Sustainable Cities and Communities** – The course may address urban planning and development, focusing on creating sustainable and resilient communities. 6. **SDG 4: Quality Education** – It provides education on environmental principles, management practices, and policies, enhancing knowledge and awareness of sustainability issues. 7. **SDG 1: No Poverty** – Effective environmental management can contribute to poverty alleviation by ensuring sustainable livelihoods and access to natural resources. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to environmental resources and addressing social inequalities in resource management. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among governments, NGOs, businesses, and local communities to implement effective environmental management strategies. These SDGs reflect the course’s focus on promoting sustainable practices and policies that protect the environment, support social equity, and contribute to the overall goal of sustainable development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120803 | Silvikultur | Silviculture | The “Silviculture” course focuses on the science and practice of managing forest growth, health, and productivity. | 1. **SDG 15: Life on Land** – The course emphasizes sustainable management of forest ecosystems, promoting biodiversity conservation and ensuring the health of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It addresses the role of silviculture in climate change mitigation, including practices for carbon sequestration and enhancing forest resilience to climate impacts. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how healthy forest ecosystems contribute to water quality and watershed management, which is crucial for ensuring clean water access. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest management that promote responsible use of forest resources while minimizing waste and environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – Understanding silviculture can support urban forestry initiatives, enhancing green spaces and promoting sustainable urban development. 6. **SDG 4: Quality Education** – The course provides education on the principles and practices of silviculture, enhancing knowledge and skills related to sustainable forestry management. 7. **SDG 1: No Poverty** – Sustainable forest management practices can contribute to livelihoods for communities that depend on forest resources for their economic well-being. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the benefits derived from sustainable forestry practices, helping to mitigate social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including researchers, forest managers, and local communities, to implement effective silvicultural practices. These SDGs reflect the course’s focus on sustainable forestry practices and their importance in promoting ecological health, economic viability, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130103 | Perlindungan dan Pengamanan Hutan | Forest Protection and Security | The “Forest Protection and Security” course focuses on strategies and practices aimed at safeguarding forest resources from threats such as pests, diseases, illegal logging, and environmental degradation. | 1. **SDG 15: Life on Land** – The course emphasizes the protection of forest ecosystems, conservation of biodiversity, and prevention of deforestation and land degradation. 2. **SDG 13: Climate Action** – It addresses the importance of forests in climate regulation, focusing on strategies to protect forests from threats like climate change, pests, and diseases. 3. **SDG 6: Clean Water and Sanitation** – The course may explore the role of forests in watershed management and how protecting these ecosystems ensures clean water supply and quality. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, emphasizing the need to protect forest resources while ensuring responsible use. 5. **SDG 11: Sustainable Cities and Communities** – The course may address the role of forests in urban settings, focusing on urban forestry and green space protection to enhance community resilience. 6. **SDG 4: Quality Education** – It provides education on forest protection measures, enhancing awareness and knowledge about sustainable forest management practices. 7. **SDG 1: No Poverty** – Healthy forests contribute to the livelihoods of communities that depend on forest resources, supporting economic opportunities and poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the benefits derived from forest protection efforts, addressing social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including governments, NGOs, and local communities, to develop and implement effective forest protection strategies. These SDGs reflect the course’s focus on the critical importance of protecting forest ecosystems for sustainable development, biodiversity conservation, and climate resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130702 | Perencanaan Kehutanan untuk Pengembangan Wilayah | Forestry Planning for Regional Development | The “Forestry Planning for Regional Development” course focuses on integrating forestry management with regional development goals to promote sustainable economic growth and environmental conservation. Key topics typically include: | 1. **SDG 15: Life on Land** – The course emphasizes sustainable forest management practices, biodiversity conservation, and the importance of forests in regional development. 2. **SDG 11: Sustainable Cities and Communities** – It addresses the integration of forestry planning within urban and regional development strategies, promoting green spaces and sustainable land use. 3. **SDG 13: Climate Action** – The course may focus on how forestry planning can contribute to climate change mitigation and adaptation strategies in regional contexts. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource management and land-use planning, encouraging responsible consumption of forest resources. 5. **SDG 6: Clean Water and Sanitation** – The course may explore the role of forests in watershed management and how forestry planning contributes to water quality and availability. 6. **SDG 4: Quality Education** – It provides education on the principles of forestry planning and management, enhancing knowledge and skills related to sustainable development. 7. **SDG 1: No Poverty** – Effective forestry planning can create economic opportunities and livelihoods for communities, contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and benefits derived from sustainable forestry practices, addressing social inequalities in resource distribution. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including governments, communities, and the private sector, to implement effective forestry planning strategies. These SDGs reflect the course’s focus on integrating forestry into regional development initiatives, highlighting the importance of sustainable resource management and environmental protection in achieving broader sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140102 | Seminar Hasil Penelitian | Research Results Seminar | The “Research Results Seminar” course provides a platform for students to present and discuss their research findings in a collaborative setting. Key topics typically include: | 1. **SDG 4: Quality Education** – The seminar promotes education and learning through research presentations, encouraging knowledge sharing and critical thinking. 2. **SDG 9: Industry, Innovation, and Infrastructure** – By discussing research results, the seminar can foster innovation and advancements in various fields, including sustainable practices and technologies. 3. **SDG 15: Life on Land** – If research focuses on forestry, biodiversity, or land management, it directly contributes to the conservation and sustainable use of terrestrial ecosystems. 4. **SDG 13: Climate Action** – Research results related to climate change, mitigation strategies, or adaptation measures contribute to the understanding and action needed to combat climate change. 5. **SDG 12: Responsible Consumption and Production** – The seminar may cover research on sustainable resource use, waste management, and responsible production practices. 6. **SDG 6: Clean Water and Sanitation** – Research findings related to water quality, resource management, or sanitation can help improve access to clean water and promote sustainable practices. 7. **SDG 10: Reduced Inequalities** – If research includes social issues, the seminar can address inequalities and promote inclusive practices within communities. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among students and researchers, fostering partnerships that can lead to shared goals and cooperative initiatives. The specific SDGs addressed will depend on the topics covered in the research presentations, but the *Research Results Seminar* generally supports the overarching goals of education, innovation, and sustainable development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140202 | Ujian Komprehensif | Comprehensive Exam | A Comprehensive Exam, often part of graduate programs, is an evaluative assessment designed to test a student’s knowledge across their field of study. It typically covers core concepts, theories, and methodologies, requiring students to demonstrate their understanding and ability to integrate information from various courses. The exam may be written, oral, or both, and is usually taken after completing coursework but before beginning a thesis or dissertation. Success in this exam is crucial for advancing in the program. | 1. **SDG 4: Quality Education** – The comprehensive exam assesses students’ learning and knowledge acquisition, reflecting the goal of providing quality education and promoting lifelong learning opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Depending on the program, students may be tested on their understanding of innovative practices and technologies relevant to their field, fostering a culture of innovation. 3. **SDG 12: Responsible Consumption and Production** – If the exam covers topics related to sustainability, resource management, or environmental impact, it supports responsible consumption and production practices. 4. **SDG 13: Climate Action** – If relevant topics include climate change and sustainability, the exam can contribute to students’ understanding of climate action and environmental responsibility. 5. **SDG 15: Life on Land** – For programs focused on environmental sciences, forestry, or natural resource management, the exam may cover concepts related to biodiversity and sustainable land use. 6. **SDG 10: Reduced Inequalities** – If the curriculum addresses social issues, equity, or justice, the exam can reinforce knowledge about reducing inequalities within communities. 7. **SDG 17: Partnerships for the Goals** – The comprehensive exam can emphasize the importance of interdisciplinary approaches and collaboration among different fields to address complex global challenges. While the comprehensive exam may not directly target specific SDGs, it is an opportunity for students to integrate and apply their knowledge across various topics that align with the goals of sustainable development, environmental stewardship, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140306 | Tugas Akhir | Thesis | A Thesis course is a research-based program typically required for graduate students. It involves the independent investigation of a specific topic, culminating in a written document that presents original findings or insights. Students work closely with a faculty advisor to develop their research question, methodology, and analysis. | 1. **SDG 4: Quality Education** – The thesis process promotes advanced learning, critical thinking, and research skills, contributing to higher education quality. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research that addresses innovation, technology, and sustainable practices contributes to advancements in various fields. 3. **SDG 13: Climate Action** – Theses focusing on climate change research, mitigation strategies, or adaptation measures contribute to understanding and addressing climate challenges. 4. **SDG 15: Life on Land** – Theses related to forestry, biodiversity, or land management directly contribute to the conservation and sustainable use of terrestrial ecosystems. 5. **SDG 12: Responsible Consumption and Production** – Research on sustainable resource use, waste management, or production practices supports responsible consumption. 6. **SDG 6: Clean Water and Sanitation** – Theses addressing water quality, resource management, or sanitation contribute to improving access to clean water and sustainable practices. 7. **SDG 10: Reduced Inequalities** – If the research addresses social issues, the thesis can promote understanding and solutions to reduce inequalities in communities. 8. **SDG 17: Partnerships for the Goals** – Research may emphasize collaboration among stakeholders, fostering partnerships that address complex global challenges. 9. **SDG 1: No Poverty** – Research that explores economic opportunities or livelihoods can contribute to poverty alleviation efforts. While the specific SDGs addressed will vary based on the individual research topics, the thesis process generally supports a broad range of sustainable development goals through its emphasis on research, knowledge generation, and the application of findings to real-world challenges. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110102 | Pengantar Ilmu Kehutanan | Introduction to Forestry Science | “Introduction to Forestry Science” is a foundational course that explores the principles and practices of forestry and forest management. It covers topics such as forest ecology, tree biology, silviculture, conservation, and the role of forests in environmental sustainability. Students learn about the importance of forests in ecosystems, their economic and social values, and contemporary challenges like climate change and deforestation. The course typically includes lectures, field studies, and practical applications, providing students with a comprehensive understanding of the field and its relevance to global issues. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forests, conservation of biodiversity, and the importance of healthy terrestrial ecosystems. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation, including carbon sequestration and climate change mitigation strategies. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how forests contribute to watershed management and the importance of maintaining forest ecosystems for clean water supply. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, encouraging responsible use of forest resources and minimizing waste. 5. **SDG 11: Sustainable Cities and Communities** – The course may cover urban forestry concepts, promoting the integration of green spaces in urban planning and development. 6. **SDG 4: Quality Education** – The course provides foundational knowledge in forestry science, contributing to quality education in environmental and resource management. 7. **SDG 1: No Poverty** – Sustainable forest management can support livelihoods for communities that depend on forest resources, helping to alleviate poverty. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the benefits derived from sustainable forestry practices. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among various stakeholders, including governments, NGOs, and local communities, to implement effective forestry practices. These SDGs reflect the course’s focus on understanding forestry science and its implications for sustainable development, environmental conservation, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110202 | Klimatologi Hutan | Forest Climatology | “Forest Climatology” is a specialized course that examines the interactions between forest ecosystems and climate. It focuses on how forests influence and are affected by climate variables, such as temperature, precipitation, and atmospheric conditions. Topics may include microclimates within forested areas, the impact of forests on carbon cycling, and the role of forests in mitigating climate change. Students learn about climate modeling, forest response to climatic changes, and the implications for forest management and conservation. The course often combines theoretical knowledge with practical applications, including field studies and data analysis. | 1. **SDG 13: Climate Action** – The course directly addresses climate change, exploring its impacts on forest ecosystems and the role of forests in mitigating climate change through carbon sequestration. 2. **SDG 15: Life on Land** – It emphasizes the importance of forest ecosystems in maintaining biodiversity, promoting sustainable land management, and conserving terrestrial habitats. 3. **SDG 6: Clean Water and Sanitation** – The course may examine how forests influence hydrological cycles and water quality, contributing to clean water resources. 4. **SDG 12: Responsible Consumption and Production** – It promotes understanding sustainable forest management practices that minimize environmental impact and support responsible resource use. 5. **SDG 11: Sustainable Cities and Communities** – The course may address the role of urban forests in climate regulation and enhancing urban resilience to climate change impacts. 6. **SDG 4: Quality Education** – It provides education on forest climatology, contributing to a better understanding of climate-forest interactions and the science behind climate change. 7. **SDG 1: No Poverty** – Understanding climate impacts on forests can help develop strategies that support the livelihoods of communities dependent on forest resources, contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of including marginalized communities in climate adaptation strategies. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration between scientists, policymakers, and local communities to implement effective climate and forest management strategies. These SDGs reflect the course’s focus on the critical interactions between forests and climate, highlighting the importance of sustainable forest management and climate action in achieving broader sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110803 | Geologi dan Ilmu Tanah Hutan | Geology and Forest Soil Science | “Geology and Forest Soil Science” is a course that explores the interrelationships between geological processes, soil formation, and forest ecosystems. It covers topics such as soil composition, properties, and classifications, as well as the influence of geological features on soil development. Students study the role of soil in supporting forest health, nutrient cycling, and water management. The course typically includes fieldwork, where students examine soil profiles and collect data, as well as laboratory analysis to understand soil chemistry and biology. This course is essential for those interested in forestry, land management, and environmental science. | 1. **SDG 15: Life on Land** – The course focuses on soil health and its importance for sustaining forest ecosystems, biodiversity, and terrestrial habitats. 2. **SDG 13: Climate Action** – Understanding soil carbon storage and its role in climate regulation contributes to strategies for mitigating climate change. 3. **SDG 6: Clean Water and Sanitation** – Healthy soils are essential for water retention and quality; the course may address how soil management practices affect water resources. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in soil and land management, emphasizing responsible use of land resources and minimizing degradation. 5. **SDG 11: Sustainable Cities and Communities** – The course may discuss the role of soils in urban forestry and land-use planning, contributing to sustainable urban development. 6. **SDG 4: Quality Education** – The course provides education on the principles of geology and soil science, enhancing knowledge related to environmental science and management. 7. **SDG 1: No Poverty** – Healthy soils support agricultural productivity and forest resources, which can help alleviate poverty in communities dependent on these resources. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to land and soil resources, promoting inclusive practices that benefit marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of interdisciplinary collaboration between geologists, soil scientists, and forestry experts for effective resource management. These SDGs reflect the course’s focus on understanding the fundamental interactions between geology, soil, and forest ecosystems, highlighting the significance of sustainable land and resource management in achieving broader sustainable development objectives. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110902 | Statistika | Statistics | A Statistics course introduces students to the principles and techniques of collecting, analyzing, interpreting, and presenting quantitative data. It covers foundational concepts such as descriptive statistics, probability theory, inferential statistics, hypothesis testing, regression analysis, and data visualization. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and statistical literacy, contributing to quality education and empowering students with essential skills. 2. **SDG 1: No Poverty** – Statistics are crucial for analyzing poverty levels, assessing socioeconomic conditions, and developing policies aimed at poverty alleviation. 3. **SDG 10: Reduced Inequalities** – Statistical methods are used to measure inequalities within and between countries, informing policies that promote equity and social justice. 4. **SDG 3: Good Health and Well-Being** – Statistics play a vital role in public health research, including the analysis of health data, disease prevalence, and health outcomes, which can improve health services and policies. 5. **SDG 11: Sustainable Cities and Communities** – Statistical analysis can inform urban planning and development, helping to create sustainable and resilient communities. 6. **SDG 12: Responsible Consumption and Production** – Statistics are used to analyze resource consumption patterns, waste generation, and sustainable practices, supporting responsible production and consumption. 7. **SDG 13: Climate Action** – Statistical techniques are important for analyzing climate data, understanding trends, and assessing the impacts of climate change, thereby supporting climate action initiatives. 8. **SDG 17: Partnerships for the Goals** – Statistics are essential for monitoring progress towards the SDGs and facilitating data sharing and collaboration among stakeholders. 9. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical analysis supports research and development in various industries, fostering innovation and evidence-based decision-making. These SDGs reflect the importance of statistical education in promoting informed decision-making and effective policies across various sectors, ultimately contributing to sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121303 | Pengelolaan Kehutanan Masyarakat | Community Forestry Management | “Community Forestry Management” is a course that explores the principles and practices of managing forest resources in collaboration with local communities. It focuses on the social, economic, and environmental aspects of community-based forestry, emphasizing sustainable practices and participatory approaches. Topics may include community engagement, resource governance, forest conservation, and the impact of forestry on local livelihoods. Students learn about strategies for balancing ecological health with community needs, as well as the role of policies and regulations in community forestry. | 1. **SDG 15: Life on Land** – The course directly addresses the sustainable management of forests, promoting biodiversity conservation and the restoration of degraded land. 2. **SDG 1: No Poverty** – Community forestry can support livelihoods and economic opportunities for local communities, helping to alleviate poverty through sustainable resource use. 3. **SDG 10: Reduced Inequalities** – By involving local communities in forest management, the course promotes equitable access to resources and benefits, helping to reduce social and economic inequalities. 4. **SDG 4: Quality Education** – The course may include education and capacity-building components, empowering communities with knowledge about sustainable forestry practices. 5. **SDG 11: Sustainable Cities and Communities** – Community forestry contributes to the sustainability of local communities, fostering resilience and sustainable land use practices. 6. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in forest resource management, encouraging responsible consumption of forest products. 7. **SDG 13: Climate Action** – Community forestry practices can enhance carbon sequestration and contribute to climate change mitigation efforts by promoting healthy forest ecosystems. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between communities, governments, NGOs, and other stakeholders in managing forest resources effectively. 9. **SDG 6: Clean Water and Sanitation** – Healthy forests play a crucial role in watershed management, which is essential for maintaining clean water resources for communities. These SDGs reflect the course’s focus on integrating community needs with sustainable forest management, highlighting the importance of local involvement in achieving broader environmental and social objectives. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121403 | Pengelolaan Daerah Aliran Sungai | Watershed Management | “Watershed Management” is a course that examines the principles and practices involved in managing the land and water resources within a watershed. It covers topics such as hydrology, soil and water conservation, land use planning, and the impacts of human activities on water quality and ecosystem health. Students learn about integrated approaches to managing watersheds for multiple uses, including agriculture, forestry, and recreation, while addressing issues like flooding, erosion, and water scarcity. | 1. **SDG 6: Clean Water and Sanitation** – The course is directly related to ensuring the availability and sustainable management of water resources, including water quality and access to clean water. 2. **SDG 15: Life on Land** – It addresses the management of terrestrial ecosystems within watersheds, promoting biodiversity conservation and sustainable land use practices. 3. **SDG 13: Climate Action** – The course may cover the impacts of climate change on water resources and watershed health, as well as strategies for climate adaptation and resilience. 4. **SDG 11: Sustainable Cities and Communities** – Effective watershed management contributes to the sustainability of urban and rural communities by ensuring reliable water supply and reducing flood risks. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in land and water use, encouraging responsible management of natural resources. 6. **SDG 1: No Poverty** – Sustainable watershed management can enhance livelihoods by improving agricultural productivity and providing access to clean water, contributing to poverty alleviation. 7. **SDG 10: Reduced Inequalities** – The course may emphasize equitable access to water resources, addressing disparities among different communities and ensuring that marginalized groups benefit from watershed management. 8. **SDG 17: Partnerships for the Goals** – Watershed management often requires collaboration among various stakeholders, including government agencies, local communities, and NGOs, to implement effective strategies. 9. **SDG 4: Quality Education** – The course provides education on watershed management principles, enhancing knowledge and skills related to environmental stewardship. These SDGs reflect the course’s focus on promoting sustainable water management practices and the importance of integrated approaches to watershed management for achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130203 | Perencanaan Hutan | Forest Planning | “Forest Planning” is a course focused on the strategies and methodologies used to manage forest resources effectively and sustainably. It covers key concepts such as forest inventory, resource assessment, land-use planning, and the development of management plans. Students learn about the integration of ecological, economic, and social factors in decision-making processes, as well as techniques for monitoring and evaluating forest health. The course often involves case studies and practical applications, equipping students with the skills needed to create plans that balance conservation, recreation, and timber production while addressing challenges like climate change and biodiversity loss. | 1. **SDG 15: Life on Land** – The course emphasizes sustainable forest management practices that promote biodiversity, ecosystem health, and the conservation of terrestrial habitats. 2. **SDG 13: Climate Action** – Forest planning plays a crucial role in mitigating climate change by promoting carbon sequestration and enhancing forest resilience to climate impacts. 3. **SDG 6: Clean Water and Sanitation** – Sustainable forest management contributes to watershed protection, ensuring clean water resources and maintaining water quality. 4. **SDG 12: Responsible Consumption and Production** – The course encourages responsible use of forest resources and sustainable practices in timber and non-timber forest product harvesting. 5. **SDG 11: Sustainable Cities and Communities** – Effective forest planning can enhance urban green spaces, contributing to sustainable urban development and improving the quality of life in communities. 6. **SDG 4: Quality Education** – The course provides education on forest planning techniques, principles, and practices, enhancing knowledge related to environmental management. 7. **SDG 1: No Poverty** – Sustainable forest management can support livelihoods and economic opportunities for communities that rely on forest resources, helping to alleviate poverty. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of including marginalized communities in forest planning processes. 9. **SDG 17: Partnerships for the Goals** – Forest planning often involves collaboration among various stakeholders, including governments, local communities, and conservation organizations, to achieve effective management outcomes. These SDGs reflect the course’s focus on promoting sustainable forest practices and the importance of strategic planning in achieving environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130303 | Agroforestri | Agroforestry | “Agroforestry” is a course that explores the integration of trees and shrubs into agricultural landscapes to enhance productivity, sustainability, and ecosystem health. It covers various agroforestry practices, such as alley cropping, silvopasture, and forest farming, highlighting their benefits for soil health, biodiversity, and resource management. Students learn about the economic and social aspects of agroforestry, including community involvement and policy implications. The course often includes field studies, case analyses, and discussions on how agroforestry can contribute to food security, climate resilience, and land restoration, preparing students for careers in sustainable agriculture and land management. | 1. **SDG 15: Life on Land** – Agroforestry supports biodiversity conservation and sustainable land management by integrating trees with crops and livestock, enhancing ecosystem health. 2. **SDG 13: Climate Action** – The course addresses the role of agroforestry in mitigating climate change through carbon sequestration, enhancing soil health, and increasing resilience to climate impacts. 3. **SDG 2: Zero Hunger** – Agroforestry systems can improve food security by increasing agricultural productivity, enhancing nutrient availability, and diversifying food sources. 4. **SDG 6: Clean Water and Sanitation** – Agroforestry practices can improve water quality and soil health, promoting better water management and reducing erosion. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in resource management and promotes responsible consumption of agricultural and forest products. 6. **SDG 1: No Poverty** – Agroforestry can provide additional income sources and livelihoods for rural communities, contributing to poverty alleviation through diversified agricultural practices. 7. **SDG 10: Reduced Inequalities** – The course may address equitable access to agroforestry resources and the importance of including marginalized communities in decision-making processes. 8. **SDG 11: Sustainable Cities and Communities** – Agroforestry can contribute to sustainable land use in urban areas by providing green spaces, improving air quality, and enhancing urban resilience. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between farmers, researchers, and policymakers to promote agroforestry practices and share knowledge effectively. These SDGs reflect the course’s focus on integrating forestry and agriculture for sustainable development, highlighting the multiple benefits of agroforestry systems for the environment and local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130403 | Pemanenan Hutan | Forest Harvesting | “Forest Harvesting” is a course that focuses on the principles and practices of sustainably extracting timber and other forest products. It covers various harvesting techniques, equipment, and safety measures, as well as the ecological impacts of logging operations. Students learn about planning and implementing harvesting strategies that minimize environmental damage while maximizing economic returns. | 1. **SDG 15: Life on Land** – The course promotes sustainable forest management practices that protect biodiversity, ensure the regeneration of forest ecosystems, and prevent deforestation. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable harvesting methods to ensure that forest products are obtained in a way that minimizes waste and environmental impact. 3. **SDG 13: Climate Action** – Sustainable forest harvesting practices can enhance carbon sequestration and improve the resilience of forest ecosystems to climate change. 4. **SDG 6: Clean Water and Sanitation** – Proper forest harvesting techniques can help protect watersheds and maintain water quality, preventing erosion and sedimentation in water bodies. 5. **SDG 11: Sustainable Cities and Communities** – Forest harvesting contributes to the supply of wood and non-timber forest products that are essential for sustainable urban development and community livelihoods. 6. **SDG 1: No Poverty** – The course addresses how sustainable forest harvesting can provide economic opportunities and livelihoods for local communities dependent on forest resources. 7. **SDG 10: Reduced Inequalities** – It may cover equitable access to forest resources, ensuring that marginalized communities benefit from forest management practices. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among stakeholders, including government agencies, local communities, and the private sector, to promote sustainable harvesting practices. 9. **SDG 4: Quality Education** – The course enhances knowledge and skills related to sustainable forest management and harvesting techniques, contributing to education in environmental stewardship. These SDGs reflect the course’s focus on ensuring that forest harvesting practices are sustainable and responsible, highlighting the importance of balancing economic needs with environmental protection and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130503 | Pemberdayaan Desa Hutan | Forest Village Empowerment | “Forest Village Empowerment” is a course that focuses on enhancing the livelihoods and well-being of communities living in or around forested areas. It explores strategies for empowering these communities through sustainable resource management, capacity building, and participatory governance. | 1. **SDG 1: No Poverty** – The course aims to alleviate poverty by providing communities with the skills and knowledge needed to sustainably manage forest resources and generate income. 2. **SDG 10: Reduced Inequalities** – It promotes equitable access to forest resources, ensuring that marginalized and vulnerable groups in forest villages benefit from sustainable management practices. 3. **SDG 4: Quality Education** – The course focuses on education and capacity building, equipping community members with the knowledge and skills necessary for effective forest management. 4. **SDG 11: Sustainable Cities and Communities** – Empowering forest villages contributes to sustainable community development, fostering resilience and sustainable practices in local governance. 5. **SDG 15: Life on Land** – The course emphasizes the importance of sustainable management of forest ecosystems, promoting biodiversity conservation and restoration efforts. 6. **SDG 6: Clean Water and Sanitation** – Sustainable forest management practices taught in the course can help protect watersheds and improve water quality for local communities. 7. **SDG 13: Climate Action** – Empowering communities to manage their forests sustainably can enhance resilience to climate change and contribute to mitigation efforts through carbon sequestration. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration between communities, governments, NGOs, and other stakeholders to implement effective forest management strategies. 9. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource utilization, ensuring that forest products are harvested responsibly. These SDGs reflect the course’s emphasis on community empowerment and sustainable resource management, highlighting the crucial role that local communities play in achieving broader environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130603 | Kewirausahaan Kehutanan | Forestry Entrepreneurship | “Forestry Entrepreneurship” is a course that explores the intersection of forestry and business, focusing on the development of innovative ventures within the forestry sector. It covers topics such as market analysis, business planning, sustainable resource management, and the financial aspects of starting and running a forestry-related business. Students learn about emerging opportunities in areas like timber production, non-timber forest products, eco-tourism, and forest-based services. | 1. **SDG 8: Decent Work and Economic Growth** – The course encourages the creation of sustainable businesses in the forestry sector, promoting job creation and economic development. 2. **SDG 9: Industry, Innovation, and Infrastructure** – It fosters innovation in forestry practices and the development of sustainable infrastructure related to forest management and products. 3. **SDG 15: Life on Land** – The course emphasizes sustainable management of forest resources, ensuring that entrepreneurship in forestry contributes to biodiversity conservation and ecosystem health. 4. **SDG 1: No Poverty** – By promoting entrepreneurship, the course aims to provide economic opportunities for communities, helping to alleviate poverty through sustainable forestry practices. 5. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in the production and consumption of forest products, focusing on responsible resource management. 6. **SDG 10: Reduced Inequalities** – The course may address equitable access to forestry resources and opportunities for marginalized communities in the forestry sector. 7. **SDG 4: Quality Education** – The course provides education on entrepreneurship principles, business management, and sustainable practices within the forestry industry. 8. **SDG 13: Climate Action** – Forestry entrepreneurship can contribute to climate change mitigation by promoting sustainable forestry practices that enhance carbon sequestration. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among entrepreneurs, local communities, and various stakeholders to promote sustainable forestry initiatives. These SDGs reflect the course’s focus on integrating entrepreneurship with sustainable forestry practices, highlighting the potential for economic growth while ensuring environmental sustainability and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120403 | Inventarisasi Hutan | Forest Inventory | “Forest Inventory” is a course that focuses on the methods and techniques used to assess and quantify forest resources. It covers key topics such as sampling design, data collection, measurement of tree dimensions, and the analysis of forest composition and structure. Students learn how to conduct field surveys, utilize statistical methods for data interpretation, and apply technology such as remote sensing and GIS in forest inventory processes. | 1. **SDG 15: Life on Land** – The course directly contributes to the sustainable management of forests, promoting biodiversity conservation and the health of terrestrial ecosystems through accurate data collection and analysis. 2. **SDG 13: Climate Action** – Forest inventories play a critical role in understanding carbon stocks and fluxes, which are essential for climate change mitigation and adaptation efforts. 3. **SDG 6: Clean Water and Sanitation** – Proper forest management, informed by inventory data, can enhance watershed protection and improve water quality for surrounding communities. 4. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable resource management practices, ensuring that forest products are harvested in a way that minimizes environmental impact. 5. **SDG 4: Quality Education** – The course provides education on methodologies and techniques for forest inventory, enhancing knowledge and skills in forest management. 6. **SDG 1: No Poverty** – By supporting sustainable forest management practices, the course indirectly contributes to poverty alleviation through the sustainable use of forest resources. 7. **SDG 10: Reduced Inequalities** – It may address equitable access to forest resources and the importance of including marginalized communities in forest management practices based on inventory data. 8. **SDG 11: Sustainable Cities and Communities** – Effective forest inventories support urban planning and green space management, contributing to the sustainability of urban and rural communities. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among researchers, practitioners, and policymakers to improve forest inventory practices and data sharing. These SDGs reflect the course’s focus on using inventory techniques to inform sustainable forest management practices, thereby supporting broader environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120603 | Konservasi Tanah dan Air | Soil and Water Conservation | “Soil and Water Conservation” is a course that examines the principles and practices aimed at protecting and managing soil and water resources to enhance sustainability and prevent degradation. It covers topics such as erosion control, watershed management, soil health, and water quality improvement. Students learn about various conservation techniques, including contour farming, terracing, and vegetation buffers, as well as the role of policy and community engagement in effective conservation strategies. | 1. **SDG 15: Life on Land** – The course promotes sustainable land management practices that conserve soil health and biodiversity, helping to protect terrestrial ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Soil and water conservation practices directly contribute to improving water quality and ensuring the availability of clean water resources for communities and ecosystems. 3. **SDG 2: Zero Hunger** – By enhancing soil health and water management, the course supports agricultural productivity and food security, contributing to the goal of zero hunger. 4. **SDG 13: Climate Action** – Sustainable soil and water conservation practices can help mitigate climate change impacts by improving carbon sequestration and enhancing ecosystem resilience. 5. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in land and water use, promoting responsible management of natural resources. 6. **SDG 11: Sustainable Cities and Communities** – Effective soil and water conservation contributes to the sustainability of urban and rural areas, enhancing resilience to environmental challenges. 7. **SDG 1: No Poverty** – By improving agricultural productivity and resource management, the course can contribute to poverty alleviation in rural communities dependent on agriculture. 8. **SDG 4: Quality Education** – The course provides education on soil and water conservation techniques, fostering knowledge and skills essential for sustainable resource management. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among stakeholders, including governments, NGOs, and local communities, to implement effective soil and water conservation strategies. These SDGs reflect the course’s focus on promoting sustainable practices that enhance soil and water conservation, ultimately supporting broader goals of environmental sustainability, food security, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120703 | Metodologi Penelitian | Research methodology | “Research Methodology” is a course that introduces students to the systematic approaches and techniques used in conducting research across various disciplines. It covers key concepts such as research design, data collection methods (qualitative and quantitative), sampling techniques, and data analysis. Students learn about formulating research questions, ethical considerations, and the importance of literature reviews. | 1. **SDG 4: Quality Education** – The course enhances students’ research skills and understanding of methodological approaches, contributing to quality education and lifelong learning opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – By fostering research skills, the course encourages innovation and the development of new solutions to industry challenges, supporting sustainable economic growth. 3. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes ethical research practices and the importance of evidence-based decision-making, contributing to transparency, accountability, and effective governance. 4. **SDG 17: Partnerships for the Goals** – It promotes collaboration among researchers, institutions, and communities, fostering partnerships that can enhance research impact and application. 5. **SDG 10: Reduced Inequalities** – The course can address issues of equity in research design and methodology, ensuring that marginalized communities are included and represented in research processes. 6. **SDG 3: Good Health and Well-being** – Research methodology is essential in public health studies, enabling evidence-based practices that improve health outcomes and well-being. 7. **SDG 12: Responsible Consumption and Production** – The course can encourage research into sustainable practices and resource management, contributing to responsible production and consumption patterns. 8. **SDG 1: No Poverty** – By equipping students with research skills, the course supports efforts to understand and address poverty-related issues through informed policy and practice. These SDGs reflect the course’s emphasis on the importance of research skills and methodologies in contributing to sustainable development and addressing global challenges through informed decision-making and collaboration. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120903 | Keteknikan dan Pembukaan Wilayah Hutan | Engineering and Forest Area Clearing | “Engineering and Forest Area Clearing” is a course that focuses on the technical and environmental aspects of clearing forested areas for various uses, such as construction, agriculture, or infrastructure development. It covers engineering principles related to land preparation, site design, and the management of ecological impacts during the clearing process. Students learn about best practices for minimizing soil erosion, preserving biodiversity, and ensuring compliance with environmental regulations. | 1. **SDG 15: Life on Land** – The course addresses the sustainable management of forest resources, emphasizing the need to minimize biodiversity loss and protect terrestrial ecosystems during clearing activities. 2. **SDG 13: Climate Action** – Understanding the impacts of forest area clearing on carbon emissions and climate change is crucial, and the course can promote practices that mitigate these effects. 3. **SDG 11: Sustainable Cities and Communities** – The course may focus on how to balance development needs with environmental sustainability, promoting responsible land use planning in urban and rural settings. 4. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable practices in land clearing and resource management, ensuring that engineering projects are conducted responsibly. 5. **SDG 6: Clean Water and Sanitation** – Forest clearing can impact water quality and availability; the course addresses the importance of protecting watersheds during engineering activities. 6. **SDG 1: No Poverty** – Engineering projects can create economic opportunities, but the course also emphasizes the need to consider social impacts on local communities dependent on forest resources. 7. **SDG 3: Good Health and Well-being** – Proper management of forest clearing can reduce environmental hazards, promoting better health outcomes for communities affected by such activities. 8. **SDG 10: Reduced Inequalities** – The course may cover the importance of involving local communities in decision-making processes related to land use and ensuring equitable access to resources. 9. **SDG 17: Partnerships for the Goals** – Collaboration among engineers, environmentalists, policymakers, and communities is crucial for successful and sustainable forest clearing practices. These SDGs reflect the course’s focus on ensuring that engineering practices related to forest area clearing are conducted sustainably and responsibly, balancing development needs with environmental conservation and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121003 | Sistem Informasi Geografis | Geographic Information Systems | The course Geographic Information Systems (GIS) introduces students to the principles and technologies used to collect, analyze, and interpret spatial data. Students learn about the fundamental concepts of geographic information, including cartography, spatial analysis, and data management. The curriculum covers the various applications of GIS in fields such as urban planning, environmental science, transportation, and public health. | 1. **SDG 11: Sustainable Cities and Communities** – GIS is essential for urban planning, helping to create sustainable and resilient urban environments by analyzing spatial data for infrastructure development, land use, and resource management. 2. **SDG 15: Life on Land** – The course supports the sustainable management of terrestrial ecosystems through mapping and analyzing land use, biodiversity, and habitat conservation efforts. 3. **SDG 6: Clean Water and Sanitation** – GIS can be used to manage water resources, assess watershed health, and plan for sanitation infrastructure, contributing to improved water quality and access. 4. **SDG 13: Climate Action** – The course enables the analysis of climate data and the impacts of climate change on various geographic areas, supporting adaptation and mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – GIS fosters innovation in infrastructure development and resource management, enhancing the effectiveness of projects through data-driven approaches. 6. **SDG 4: Quality Education** – The course provides educational opportunities in spatial analysis and technology, equipping students with valuable skills for various fields. 7. **SDG 3: Good Health and Well-being** – GIS can be used in public health to analyze health data geographically, identify health disparities, and plan health services based on community needs. 8. **SDG 1: No Poverty** – The analysis of spatial data can help identify areas of need and inform policies and programs aimed at poverty alleviation and community development. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration between various sectors, including government, academia, and NGOs, to share data and resources for sustainable development initiatives. 10. **SDG 10: Reduced Inequalities** – GIS can be utilized to analyze social and economic disparities, ensuring that marginalized communities are considered in planning and decision-making processes. These SDGs reflect the course’s emphasis on utilizing GIS technology for informed decision-making and sustainable management of resources, ultimately supporting broader goals of environmental sustainability, social equity, and community development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121103 | Teknologi Benih dan Persemaian | Seed and Nursery Technology | “Seed and Nursery Technology” is a course that focuses on the principles and practices involved in seed production, handling, and nursery management for various plant species, particularly trees and crops. It covers topics such as seed biology, germination processes, propagation techniques, and the establishment and maintenance of nurseries. Students learn about best practices for seed collection, storage, and treatment, as well as strategies for ensuring healthy seedling development. The course often includes hands-on experience in nursery operations and may address topics like sustainability, pest management, and the role of nurseries in reforestation and habitat restoration efforts. | 1. **SDG 2: Zero Hunger** – The course supports food security by promoting the production of high-quality seeds and seedlings, essential for improving agricultural productivity and ensuring a stable food supply. 2. **SDG 15: Life on Land** – This goal is addressed through the conservation of plant genetic resources, promoting biodiversity, and the sustainable management of terrestrial ecosystems. 3. **SDG 13: Climate Action** – The course may focus on developing climate-resilient plant varieties and sustainable nursery practices that contribute to adapting to and mitigating climate change impacts. 4. **SDG 12: Responsible Consumption and Production** – By promoting sustainable seed and nursery practices, the course encourages responsible management of agricultural inputs and resources. 5. **SDG 4: Quality Education** – The course provides education on seed technology and nursery management, equipping students with essential skills and knowledge for sustainable agricultural practices. 6. **SDG 1: No Poverty** – Improved seed quality and nursery practices can enhance agricultural yields, contributing to income generation and poverty alleviation for farmers. 7. **SDG 10: Reduced Inequalities** – The course can address issues of equitable access to quality seeds and resources, ensuring that marginalized communities benefit from improved agricultural practices. 8. **SDG 11: Sustainable Cities and Communities** – The promotion of urban greening initiatives through nursery management contributes to sustainable urban development and community well-being. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among farmers, researchers, and policymakers to enhance seed production and nursery management practices. These SDGs reflect the course’s focus on the importance of seed and nursery technology in promoting sustainable agriculture, enhancing food security, and conserving biodiversity, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121203 | Manajemen Hutan | Forest Management | “Forest Management” is a course that explores the principles and practices involved in the sustainable management of forest resources. It covers topics such as forest ecology, silviculture, inventory and monitoring techniques, and land-use planning. Students learn how to balance ecological health, economic viability, and social values in forest management decisions. The course emphasizes strategies for conserving biodiversity, mitigating climate change impacts, and ensuring the long-term sustainability of forest ecosystems. | 1. **SDG 15: Life on Land** – The course directly supports the sustainable management of forests, promoting biodiversity conservation, restoration of degraded forests, and combating desertification. 2. **SDG 13: Climate Action** – Sustainable forest management plays a crucial role in mitigating climate change by enhancing carbon sequestration and resilience to climate impacts. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes responsible forest resource management and practices that promote sustainable consumption of forest products. 4. **SDG 11: Sustainable Cities and Communities** – Effective forest management contributes to sustainable urban and rural development by providing ecosystem services such as recreation, air quality improvement, and climate regulation. 5. **SDG 3: Good Health and Well-being** – Forests provide recreational spaces and contribute to mental well-being, while sustainable management practices ensure these spaces remain healthy and accessible. 6. **SDG 6: Clean Water and Sanitation** – Forest ecosystems play a vital role in watershed management and water quality, and the course addresses how sustainable management practices can protect these vital resources. 7. **SDG 1: No Poverty** – Sustainable forest management can provide economic opportunities for communities dependent on forest resources, contributing to poverty alleviation and livelihoods. 8. **SDG 8: Decent Work and Economic Growth** – The course supports the development of sustainable forestry practices that create jobs and promote economic growth in rural areas. 9. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the involvement of marginalized communities in forest management decisions. 10. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, communities, and NGOs, is crucial for effective forest management and achieving sustainability goals. These SDGs reflect the course’s emphasis on the importance of sustainable forest management in promoting ecological health, social equity, and economic viability, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110402 | Hasil Hutan Bukan Kayu dan Jasa Lingkungan | Non-Timber Forest Products and Environmental Services | “Non-Timber Forest Products and Environmental Services” is a course that focuses on the diverse benefits provided by forests beyond timber, including non-timber forest products (NTFPs) like fruits, nuts, resins, medicinal plants, and ecological services such as carbon sequestration, water regulation, and biodiversity conservation. | 1. **SDG 15: Life on Land** – The course directly supports the conservation and sustainable use of terrestrial ecosystems, promoting biodiversity through the sustainable management of NTFPs. 2. **SDG 2: Zero Hunger** – NTFPs contribute to food security and nutrition, providing alternative sources of food and income for communities, thus supporting sustainable agricultural practices. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable harvesting and utilization of NTFPs, promoting practices that reduce waste and ensure responsible consumption of natural resources. 4. **SDG 13: Climate Action** – Sustainable management of NTFPs and the conservation of forest ecosystems play a crucial role in climate change mitigation and adaptation strategies. 5. **SDG 3: Good Health and Well-being** – Many NTFPs have medicinal properties, contributing to community health and well-being, and the course may explore the traditional uses of these products. 6. **SDG 6: Clean Water and Sanitation** – Forests provide vital ecosystem services, including water filtration and regulation, and the course addresses how the management of NTFPs can contribute to maintaining these services. 7. **SDG 1: No Poverty** – NTFPs provide economic opportunities for forest-dependent communities, supporting livelihoods and contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the inclusion of marginalized communities in the management and benefits derived from NTFPs. 9. **SDG 11: Sustainable Cities and Communities** – The promotion of sustainable NTFP practices contributes to urban greening initiatives and enhances community resilience. 10. **SDG 17: Partnerships for the Goals** – Collaboration between local communities, government, and NGOs is essential for sustainable management practices and ensuring the benefits of NTFPs are shared equitably. These SDGs reflect the course’s emphasis on the significance of NTFPs and environmental services in promoting sustainable resource management, enhancing community livelihoods, and contributing to broader goals of environmental conservation and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110602 | Ilmu Kerja Hutan | Forest Work Science | “Forest Work Science” is a course that focuses on the application of scientific principles and methodologies to forestry operations and practices. It covers topics such as forest engineering, work safety, ergonomics, and the efficiency of various forestry tasks, including harvesting, planting, and maintenance. Students learn about the design and operation of machinery, tools, and systems used in forestry, as well as the environmental impacts of these activities. | 1. **SDG 15: Life on Land** – The course directly supports the sustainable management of forests, promoting practices that conserve biodiversity, restore degraded forests, and combat desertification. 2. **SDG 13: Climate Action** – Sustainable forest work practices play a crucial role in climate change mitigation by enhancing carbon sequestration through effective forest management and reducing greenhouse gas emissions. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of sustainable practices in forest operations, ensuring that forest products are harvested responsibly and efficiently. 4. **SDG 11: Sustainable Cities and Communities** – Proper forest management contributes to sustainable urban and rural development, providing ecosystem services such as recreation, air quality improvement, and climate regulation. 5. **SDG 3: Good Health and Well-being** – Healthy forests provide recreational opportunities and improve mental well-being, while sustainable practices ensure these areas remain healthy and accessible to the public. 6. **SDG 6: Clean Water and Sanitation** – Forest ecosystems are crucial for watershed management; the course addresses how sustainable forest work practices can protect water resources and maintain water quality. 7. **SDG 1: No Poverty** – Effective forest management can provide economic opportunities for communities dependent on forest resources, contributing to poverty alleviation and livelihoods. 8. **SDG 8: Decent Work and Economic Growth** – The course supports the development of sustainable forest operations that create jobs and promote economic growth in rural areas. 9. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the involvement of local communities in forest management decisions. 10. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, communities, and NGOs, is essential for effective forest management and achieving sustainability goals. These SDGs reflect the course’s emphasis on the importance of sustainable forest work practices in promoting ecological health, social equity, and economic viability, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110702 | Kehutanan Terkini | Current Forestry | “Current Forestry” is a course that examines the latest trends, challenges, and advancements in the field of forestry. It covers contemporary topics such as sustainable forest management, climate change impacts, policy developments, and innovations in forestry practices and technologies. Students explore current research, case studies, and real-world applications, engaging with issues like biodiversity conservation, forest restoration, and the role of forests in carbon sequestration. | 1. **SDG 13: Climate Action** – Forests play a crucial role in carbon sequestration, mitigating climate change. 2. **SDG 15: Life on Land** – The course addresses sustainable forest management and biodiversity conservation. 3. **SDG 12: Responsible Consumption and Production** – It may include topics on sustainable use of forest resources. 4. **SDG 6: Clean Water and Sanitation** – Forests contribute to water quality and watershed management. 5. **SDG 8: Decent Work and Economic Growth** – Forestry supports livelihoods and sustainable industries. Courses may vary, but these SDGs are typically relevant to forestry. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111002 | Administrasi Kehutanan | Forestry Administration | “Forestry Administration” is a course that focuses on the organizational, managerial, and policy aspects of forestry and natural resource management. It covers topics such as forest policy development, regulatory frameworks, budgeting, human resources, and strategic planning within forestry organizations. | 1. **SDG 15: Life on Land** – Focus on policies and governance for sustainable forest management and biodiversity protection. 2. **SDG 13: Climate Action** – Administrative frameworks that support forest conservation and carbon sequestration efforts. 3. **SDG 12: Responsible Consumption and Production** – Governance over sustainable use of forest resources. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the role of strong institutions and policies in forestry management and enforcement. The course may touch on governance, policy-making, and institutional frameworks relevant to these goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111103 | Entomologi Hutan | Forest Entomology | “Forest Entomology” is a course that studies the role of insects in forest ecosystems, focusing on both beneficial and harmful species. It covers topics such as insect identification, life cycles, ecology, and their interactions with trees and other forest organisms. Students learn about the impact of insect pests on forest health, timber quality, and biodiversity, as well as strategies for managing and controlling pest populations through integrated pest management (IPM) approaches. | 1. **SDG 15: Life on Land** – Focus on understanding the role of insects in forest ecosystems and managing pests to protect biodiversity. 2. **SDG 13: Climate Action** – Study of insect behavior in relation to climate change and its impact on forests. 3. **SDG 12: Responsible Consumption and Production** – Sustainable pest management strategies to protect forest resources. 4. **SDG 2: Zero Hunger** – Indirectly related, as controlling forest pests can support agriculture and food security by maintaining healthy ecosystems. This course would primarily explore the ecological and economic impacts of forest insects. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111202 | Kebijakan Kehutanan dan Lingkungan | Forestry and Environmental Policy | “Forestry and Environmental Policy” is a course that explores the intersection of forestry practices and environmental governance. It covers key topics such as policy frameworks, regulations, and the role of various stakeholders in shaping forest management and conservation strategies. Students examine contemporary issues like deforestation, climate change, biodiversity loss, and the socio-economic impacts of forestry policies. | 1. **SDG 15: Life on Land** – Focus on policies for sustainable forest management and biodiversity conservation. 2. **SDG 13: Climate Action** – Policies supporting forestry’s role in mitigating climate change. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable use of forest resources through policy. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing strong institutions and governance for effective environmental policies. 5. **SDG 6: Clean Water and Sanitation** – Policies that link forest conservation with watershed and water resource management. This course integrates policy-making with environmental and forestry management goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111302 | Pembangunan Karakter Rimbawan | Forester Character Development | “Forester Character Development” is a course that focuses on the personal and professional growth of students pursuing a career in forestry and natural resource management. It emphasizes the importance of ethical decision-making, leadership skills, and effective communication in the field. Topics may include teamwork, conflict resolution, environmental stewardship, and the social responsibilities of foresters. | 1. **SDG 4: Quality Education** – Promoting education that develops professional and ethical skills in forestry. 2. **SDG 15: Life on Land** – Encouraging a commitment to sustainable forestry practices and biodiversity conservation. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Fostering integrity, accountability, and leadership qualities for managing forests responsibly. 4. **SDG 12: Responsible Consumption and Production** – Advocating for responsible use and stewardship of forest resources. This course would shape foresters to act responsibly in environmental and resource management roles. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13110103 | Pengetahuan Lingkungan | En |