The Role of Leadership in Education for Sustainable Development Curriculum Reform in Indonesian Higher Education

Novawan, Adriadi; Aisyiyah, Siti

doi:10.1108/s2055-364120200000022014

Cited by 7 publications

(11 citation statements)

References 23 publications

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“…Since it was established as a pedagogic field, environmental education has become a policy to be applied in schools (Nomura, 2009;Nurwidodo et al, 2020; Prabawa-Sear, 2018; Tanu and Parker, 2018) and universities (Ikhsan et al, 2019;Novawan and Aisyiyah, 2020;Prihantoro, 2014). Since 1994, the government has instructed schools to teach the local environment.…”

Section: Environmental Educationmentioning

confidence: 99%

“…Furthermore, it regulates the implementation of waste management maintenance, such as the reduction and handling policies that involve the government and the community in realizing a good and healthy living environment (Purba and Erliyana, 2020). Particularly, the government cooperates with related institutions for the implementation of waste management in the community (Zurbrugg, 2002), the Adwiyata program from the ministry of the environment (Nurwidodo et al, 2020;Prabawa-Sear, 2018;Tanu and Parker, 2018;Yusuf et al, 2020) and a collaborative program between the ministry of research and higher education in the context of sustainable development (Ikhsan et al, 2019;Nomura, 2009;Novawan and Aisyiyah, 2020;Prihantoro, 2014). Based on data from the Ministry of Environment and Forestry (KLHK), waste production in 2020 nationally has reached 67.8 million tons, which means that there are 185,753 tons of waste produced every day.…”

Section: Introductionmentioning

confidence: 99%

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Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program

Yusuf

Fajri

2022

Heliyon

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Section: Environmental Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program

Yusuf

Fajri

2022

Heliyon

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“…Organisational change in HEIs towards SD requires multistakeholder and multilevel stakeholder involvement (Blanco-Portela, 2017). When looking at curriculum aspects, this means that staff working at different levels of the institution ought to be involved (Novawan and Aisyiyah, 2020). Additionally, transformational leadership supports organisational learning, which leads to organisational change in this context (Novawan and Aisyiyah, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change

Nicholson

Vargas

Skelly

2023

IJSHE

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Purpose Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.

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“…Termasuk proses oedagogis dan penilaian. Sehingga dengan demikian, hingga saat ini kurikulum Pendidikan tinggi harus mengacu pada KKNI dan SN-Dikti (Novawan & Aisyiyah, 2020).…”

Section: Kurikulum Mengacu Kkni Dan Sn-diktiunclassified

Pengembangan Kurikulum Bahasa Arab Berparadigma Integrasi-Interkoneksi Mengacu KKNI dan SN-DIKTI

Tolinggi

2020

AlTarib

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The purpose of this article is to examine the development of integrated and interconnected paradigm based curriculum of the Arabic education based on KKNI and SN-Dikti. (1) Have the curriculum structure of the study program been prepared in accordance with the needs of students who will face challenges in society as the aim of the KKNI formulation?, (2) Is the depth and freedom of lecture material in accordance with the KKNI guidebook and curriculum preparation manual for high education?. This article is a type of library research with qualitative research method because the data source in this study is a curriculum document that was developed referring to KKNI and SN-Dikti in the PBA UIN Suka Yogyakarta Master’s Program. Data analysis method used descriptive-analytical method. The results of this study indicate the curriculum structure of the PBA Master’s program in UIN Sunan Kalijaga Yogyakarta, referring to KKNI and SN-Dikti, which are grouped into basic courses of expertise, concentration, and support which are divided into compulsory and elective courses with a total of 40 credits. The determination of the level of breadth and depth of the study materials has covered the elements of KKNI and SN-Dikti qualifications, namely, elements of science, knowledge, skills and expertise. The curriculum structure approach used by the PBA UIN Sunan Kalijaga Yogyakarta master program is a serial model approach that is based on its scientific logic or structure.

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The Role of Leadership in Education for Sustainable Development Curriculum Reform in Indonesian Higher Education

Cited by 7 publications

References 23 publications

Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program

Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program

Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change

Pengembangan Kurikulum Bahasa Arab Berparadigma Integrasi-Interkoneksi Mengacu KKNI dan SN-DIKTI

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