State University of Jakarta (Indonesian: Universitas Negeri Jakarta, commonly abbreviated as UNJ) is a public university in Jakarta, Indonesia. Founded in 1964 as the Jakarta Institute of Teaching and Education (IKIP Jakarta), it was later converted into a state university by the Indonesian government in 1999.The university has four campuses in East and South Jakarta, with the main campus being located in Rawamangun. Divided into 8 faculties, the university had a graduating class of 3,906 in 2016.Early 2021, UNJ obtained Excellent Accreditation. Based on the Decree of BAN-PT No. 45/SK/BAN-PT/Akred/PT/II/2021, it is stated that the State University of Jakarta meets the requirements for an Excellent Accreditation rating with a score of 366. The Accreditation status is valid from February 2, 2021 until February 2, 2026.
The transition from linear production systems to a circular economy requires a systemic understanding of the drivers that enable sustainable resource management and closed-loop production. However, existing studies often examine these drivers individually, providing limited insight into their structural relationships within complex socio-economic systems. This study aims to identify and analyze the hierarchical relationships among key drivers of circular economy implementation using a Fuzzy Interpretive Structural Modeling (Fuzzy-ISM) approach integrated with MICMAC analysis. Data were collected through a Delphi process involving ten experts in sustainability, circular economy, and environmental management. The analysis identified ten critical drivers, including government regulation, financial incentives, technological innovation, recycling infrastructure, circular business models, stakeholder collaboration, environmental awareness, supply chain integration, institutional support, and digital technology adoption. The results reveal that financial incentives, supply chain integration, and digital technology adoption function as foundational drivers with high driving power and relatively low dependence, indicating their role as key enablers of circular economy transformation. Meanwhile, variables such as government regulation, technological innovation, recycling infrastructure, circular business models, stakeholder collaboration, environmental awareness, and institutional support exhibit high levels of interdependence, forming a network of linkage variables that shape the operational dynamics of circular systems. These findings highlight that circular economy transitions are driven by interconnected institutional, technological, economic, and social factors rather than by isolated policy or technological interventions. The study contributes to sustainability research by providing a systemic framework for understanding circular economy drivers and offers strategic insights for policymakers and industry practitioners seeking to accelerate circular economy adoption.
This study investigates the effects of Circular Economy-Based Eco-Tourism (CEBE) and Environmental Literacy on marine conservation and marine ecosystem resilience, mediated by Plastic Pollution Reduction (PPR) and Ecosystem Restoration (ER, in coastal communities of Banten, Indonesia. The study is motivated by the persistent gap between eco-tourism initiatives and measurable ecological outcomes, particularly the limited integration of circular economy practices and environmental literacy in addressing plastic pollution and ecosystem restoration simultaneously. Using survey data from 341 respondents and Partial Least Squares Structural Equation Modeling (PLS-SEM), the results indicate that both CEBE and EL positively influence PPR and ER, which in turn contribute to marine conservation. Marine conservation is strongly associated with enhanced marine ecosystem resilience, highlighting the interconnectedness of ecological, social, and economic dimensions. Mediation analysis revealed that some indirect pathways were not significant: PPR did not mediate the effects of CEBE or EL on marine conservation, and ER did not mediate the effect of EL. These findings suggest that individual behaviors alone may not guarantee ecosystem-level improvements without supportive policies, sustained community engagement, and institutional mechanisms. Effect sizes show that EL has a large influence on PPR, while CEBE and ER exhibit moderate effects. High R² values indicate substantial explanatory power but may reflect limitations inherent in self-reported, cross-sectional data. This study offers three main contributions: (1) a theoretical contribution by integrating CEBE with environmental literacy within a socio-ecological resilience framework; (2) a methodological contribution by modeling plastic pollution reduction and ecosystem restoration as parallel mediators using PLS-SEM; and (3) a practical contribution by identifying multi-level interventions linking community behavior, conservation practices, and ecosystem resilience. Limitations include potential self-report bias, context specificity, and cross-sectional design, which constrain causal interpretation. Future studies employing longitudinal or experimental designs are recommended to validate and extend these findings.
This study aims to explore the impact of Problem-Based Learning (PBL) on critical thinking skills, student engagement, and educational sustainability, with a particular focus on the role of technological innovations in Indonesian education. The research utilizes a quantitative approach, with data collected through a survey distributed to 500 students in DKI Jakarta and Banten Province. A total of 403 complete questionnaires were used for analysis. The study employed quantitative approach to analyze the relationships between latent variables using Structural Equation Modeling (SEM). Key findings indicate that PBL positively influences student engagement, critical thinking, and educational sustainability. Furthermore, technological innovations were found to significantly enhance critical thinking and support educational sustainability. However, the mediating role of student engagement in the relationship between PBL and critical thinking was also confirmed, while no significant moderating effects of technological innovations on educational outcomes were found. This research contributes to the understanding of how PBL and technology integration can foster critical thinking and sustainability in education, particularly in the context of Indonesia. The findings have implications for educational policymakers and practitioners seeking to implement more effective teaching strategies to improve student outcomes and educational quality.
This study aims to evaluate the effectiveness of learning adaptation strategies implemented by students with hearing impairments in the context of inclusive higher education. The study employs a qualitative approach using an open-ended survey design involving 15 students with hearing impairments who are currently enrolled in or have previously attended higher education institutions. Data were analyzed using a reflexive thematic analysis approach to identify thematic patterns related to perceptions of the effectiveness of the adaptation strategies employed. The findings indicate that the majority of respondents perceived the adaptation strategies they used as “fairly effective,” although not yet fully optimal. The dominant strategies included sitting in the front rows, lip-reading, utilizing written materials and presentation slides, using transcription tools or digital devices, and engaging in discussions with peers after lectures. The findings also indicate a reliance on informal peer support and a high individual adaptation burden borne by the students. This suggests an implementation gap between inclusive education policies and pedagogical practices in the classroom. The study emphasizes that the effectiveness of student adaptation cannot be used as the sole indicator of inclusion success; rather, it must be accompanied by institutional responsibility in providing learning environments that are accessible and responsive to the needs of students with hearing impairments. This study contributes to strengthening a comprehensive analysis of the quality of inclusive pedagogy in higher education
Integrating local cultural contexts into learning is essential for strengthening sustainable environmental literacy in support of SDG 4. Current chemistry education, lacks a framework that synthesizes immersive technology with local cultural wisdom and Socio-Scientific Issues to foster sustainable environmental literacy. Thus, this study evaluates the validity and effectiveness of the Ethno-SSI Project–integrated Virtual Reality (VR) in enhancing students' sustainable environmental literacy regarding local wisdom on herbal tea and spices. A modified Plomp development model was employed. The outer model analysis showed satisfactory measurement quality, with outer loadings above 0.70, AVE values ranging from 0.508 to 0.732, and composite reliability and Cronbach's Alpha between 0.812 and 0.923. Discriminant validity was confirmed using the Fornell–Larcker criterion and cross-loadings, indicating that the measurement model was valid and reliable. Structural model results demonstrated that VR media significantly influenced students' knowledge (β = 0,471), attitudes (β = 0.672), and sustainability behavior (β = 0.462). The R² values indicated moderate contributions of VR media to attitudes (0.451), knowledge (0.222), and behavior (0.214), while model fit indices (SRMR < 0.08; NFI = 0.945) support the model’s adequacy. The findings confirm that Ethno-SSI–Project integrated VR media is effective for strengthening sustainable environmental literacy through immersive, culturally grounded learning experiences. However, the absence of a control group, the single-course context, and the lack of longitudinal analysis limit causal interpretation and generalizability. Overall, the study demonstrates that Ethno-SSI–Project- VR is a valid, reliable, and high-impact pedagogical innovation for advancing sustainability literacy in contemporary science education.
