Implementasi Penjaminan Mutu Internal dalam Meningkatkan Mutu Perguruan Tinggi Swasta

Berdasarkan data BAN PT ada beberapa Progam Studi pada PTS maupun akreditasi institusi masih terakreditasi C, bahkan masih ada PTS belum memiliki penjaminan mutu internal. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan: (1) Kebijakan mutu dalam implementasi penjaminan mutu internal, (2) Kapasitas organisasi dalam implementasi penjaminan mutu internal, (3) Proses implementasi penjaminan mutu internal, (4) Dampak implementasi penjaminan mutu internal. Metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Temuan penelitian menunjukkan (1) Kebijakan mutu dalam implementasi penjaminan mutu internal sebagai upaya peningkatan tahapan dari teaching university menuju tahapan excelent teaching university dalam mewujudkan universitas yang unggul. (2) Kapasitas organisasi dalam implementasi penjaminan mutu internal ditunjukkan melalui kepemimpinan yang efektif, teknologi informasi, infrastruktur, keuangan, sumber daya manusia, nilai dan budaya perguruan tinggi yang meliputi sikap, kebiasaan, perilaku berorganisasi, etos kerja, berkarya, melayani, berinteraksi dengan kolega, pimpinan, dan masyarakat dengan hasil yang baik. (3) Proses implementasi penjamin mutu internal telah mengimplementasikan penjaminan mutu internal pada tingkat universitas, fakultas, program studi, dan unit pelaksana lainnya untuk menjamin kesesuaian dan kepastian terhadap norma, standar, pedoman, peraturan, dan manual yang berlaku. (4) Dampak implementasi penjaminan mutu internal menunjukkan bahwa perguruan tinggi telah memiliki akreditasi institusi dengan peringkat akreditasi B dari BAN-PT yang ditunjukkan oleh kapasitas institusi dan efektivitas pendidikan. Secara umum bahwa perguruan tinggi yang diteliti telah mengimplementasikan penjaminan mutu internal dengan baik hal ini ditunjukkan dengan hasil akreditasi perguruan tinggi dengan akreditasi B

ANALISIS PENERAPAN PEMBELAJARAN IPA DI SEKOLAH DASAR PADA KURIKULUM 2013 DAN KURIKULUM MERDEKA

This study examines the implementation of Science (IPA) education in primary schools under two different curricula, namely the 2013 Curriculum and the independent curriculum. Amidst rapid technological advancements and evolving teaching approaches, education in Indonesia has undergone transformation through the independent curriculum. The independent curriculum offers a more flexible, interactive, and relevant approach, focusing on integrating Natural Sciences and Social Sciences (IPAS). It identifies challenges and disparities in implementing IPA education between the 2013 curriculum and the independent curriculum. The analysis encompasses material integration, teaching methods, and teacher adaptability within the local context. The findings reveal that the independent curriculum presents a more holistic approach, enabling deeper, more meaningful, and continuous learning, while providing students opportunities to engage with current issues such as the environment and health. However, the research also highlights challenges in implementing the independent curriculum, especially concerning the integration of IPA and IPS, which requires better coordination in composing materials and textbooks. Teacher flexibility in tailoring lessons to students' needs and local contexts is also a focus of this study. Keywords: 2013 curriculum, independent curriculum, primary school

ANALISIS PENERAPAN PEMBELAJARAN IPA DI SEKOLAH DASAR PADA KURIKULUM 2013 DAN KURIKULUM MERDEKA

This study examines the implementation of Science (IPA) education in primary schools under two different curricula, namely the 2013 Curriculum and the independent curriculum. Amidst rapid technological advancements and evolving teaching approaches, education in Indonesia has undergone transformation through the independent curriculum. The independent curriculum offers a more flexible, interactive, and relevant approach, focusing on integrating Natural Sciences and Social Sciences (IPAS). It identifies challenges and disparities in implementing IPA education between the 2013 curriculum and the independent curriculum. The analysis encompasses material integration, teaching methods, and teacher adaptability within the local context. The findings reveal that the independent curriculum presents a more holistic approach, enabling deeper, more meaningful, and continuous learning, while providing students opportunities to engage with current issues such as the environment and health. However, the research also highlights challenges in implementing the independent curriculum, especially concerning the integration of IPA and IPS, which requires better coordination in composing materials and textbooks. Teacher flexibility in tailoring lessons to students' needs and local contexts is also a focus of this study. Keywords: 2013 curriculum, independent curriculum, primary school

Bioconversion of black soldier fly (Hermetia illucens) on agricultural waste: Potential source of protein and lipid, the application (A mini-review)

Hermetia illucens, well-known as black soldier fly (BSF), is an insect easily found in subtropical and tropical regions. It contains high protein and lipids. BSF is known as one of the biological agents consuming organic components, thus having a high potential to overcome organic waste problems. BSF has promising advantages due to its long development time in the larval stage (compared to other flies) and its ability to self-separate from organic waste. BSF with large protein and lipid content can substitute the commonly used protein source in aquaculture, poultry and livestock compound diet formulation, which can be an option to overcome limited sources of future food and feed insecurity. This review analyses the latest study of bioconversion using BSF from the viewpoint of nutrient composition, degradation rate and biomass results from different feed treatments. Various feed and growth mediums have been studied to obtain high protein and lipid biomass. Hopefully, the information will provide new research directions and solutions for converting agro-industrial waste using bioconversion with BSF

A Chronicle of Indonesia’s Forest Management: A Long Step towards Environmental Sustainability and Community Welfare

Indonesia is the largest archipelagic country in the world, with 17,000 islands of varying sizes and elevations, from lowlands to very high mountains, stretching more than 5000 km eastward from Sabang in Aceh to Merauke in Papua. Although occupying only 1.3% of the world’s land area, Indonesia possesses the third-largest rainforest and the second-highest level of biodiversity, with very high species diversity and endemism. However, during the last two decades, Indonesia has been known as a country with a high level of deforestation, a producer of smoke from burning forests and land, and a producer of carbon emissions. The aim of this paper is to review the environmental history and the long process of Indonesian forest management towards achieving environmental sustainability and community welfare. To do this, we analyze the milestones of Indonesian forest management history, present and future challenges, and provide strategic recommendations toward a viable Sustainable Forest Management (SFM) system. Our review showed that the history of forestry management in Indonesia has evolved through a long process, especially related to contestation over the control of natural resources and supporting policies and regulations. During the process, many efforts have been applied to reduce the deforestation rate, such as a moratorium on permitting primary natural forest and peat land, land rehabilitation and soil conservation, environmental protection, and other significant regulations. Therefore, these efforts should be maintained and improved continuously in the future due to their significant positive impacts on a variety of forest areas toward the achievement of viable SFM. Finally, we conclude that the Indonesian government has struggled to formulate sustainable forest management policies that balance economic, ecological, and social needs, among others, through developing and implementing social forestry instruments, developing and implementing human resource capacity, increasing community literacy, strengthening forest governance by eliminating ambiguity and overlapping regulations, simplification of bureaucracy, revitalization of traditional wisdom, and fair law enforcement