Peningkatan Pemahaman Mahasiswa Tentang Etika Lingkungan Melalui Implementasi Merdeka Belajar dan Kampus Merdeka

Abstract

Merdeka Belajar – Kampus Merdeka (MBKM) merupakan kebijakan pemerintah untuk membekali mahasiswa dengan keterampilan dan pengalaman nyata untuk memasuki pasar kerja/industri melalui experiential learning di lapangan atau di dunia industri. Program Studi Teknik Lingkungan Universitas Sahid telah mengimplementasikan kebijakan MBKM ini melalui kerjasama dan sinergi dengan lembaga mitra strategis yang bergerak di bidang lingkungan. Tulisan ini bertujuan untuk mengetahui dampak penerapan MBKM terhadap pemahaman mahasiswa terhadap pemecahan masalah lingkungan, khususnya yang berkaitan dengan kelestarian lingkungan. Pengumpulan data melalui diskusi mendalam dan wawancara kepada mahasiswa yang telah magang di industri. Analisis data yang digunakan adalah statistik deskriptif dilanjutkan dengan analisis kualitatif. Hasil penelitian menunjukkan bahwa mahasiswa yang melakukan magang di industri lingkungan menyatakan pemahamannya terhadap isu lingkungan meningkat, demikian pula kepercayaan dirinya. Selain itu, terungkap pula bahwa sistem pemagangan yang dilakukan memberikan pengalaman nyata untuk melihat permasalahan lingkungan dan membangun kesadaran diri. Oleh karena itu perlu mengajak masyarakat untuk menerapkan etika lingkungan dalam memanfaatkan sumber daya alam.

Human Resource ‘Kurikulum Merdeka’ from Design to Implementation in the School: What Worked and What not in Indonesian Education

“…In other words, we see that the implementation of their curriculum is like the development of the K-13 curriculum, where some can be achieved, and some find problems where the obstacles are the low human resources of educators in Indonesia, both limitations in competence and in the spirit of implementing an independent curriculum (Junaidi, 2020). So, like the previous implementation of curriculum changes, the government only excels in designing or changing new curricula, but the difficulty in implementing it in the field is the impression we can convey regarding what can be implemented and which cannot be achieved in the field (Febrina et al, 2022).…”

“…The objectives cannot be fully achieved due to weak absorption and application by educators and school boards in implementing all curriculum content, especially the goal of independent education, which is an initiative to respond to a pandemic that has been almost two years behind. Explaining the weakness of the low level of human resources at the implementation level in the field or schools, is important information that is informed to both policymakers at the government level, parties in schools, especially teachers and education leaders, as well as elements of curriculum research themselves so that in the future any changes to the curriculum would certainly it should be thought that the conference may not be impressed that it is only capable of designing or planning, but it is hampered in the field when it is evaluated, it turns out that the implementation has not yet achieved the targets planned by the government (Febrina et al, 2022).…”

Promoting Sustainable Development Goals in Islamic University of Raden Intan Lampung

“…Environmental issues are, in fact, the responsibility of everyone, and therefore there a need for an effort to build environmental insight and concern both among the general public and the community of the campus. The main issue is public awareness in terms of environmental ethics to ensure the sustainability of the environment and life on Earth [15].…”