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Pemecahan untuk �SDGs

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Lokakarya ini bertujuan untuk menganalisis keseluruhan Tujuan Pembangunan Berkelanjutan PBB yang tak terpisahkan, memahami sifat keterkaitan, dan kemudian menyediakan alat yang praktis dan mudah digunakan untuk membantu mencapai tujuan tersebut. Lokakarya ini akan memfokuskan siswa pada pemikiran transformatif, momentum, dan tindakan melalui pemanfaatan alat pembingkaian yang membantu mengidentifikasi, mendefinisikan, dan memecahkan tantangan keberlanjutan yang lebih besar di zaman kita.

Persiapan & Tujuan Lokakarya

Prep time: 10 – 15 minutes

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Tampilkan slide pelajaran untuk kelas dan buatlah diskusi tentang apa yang telah mereka ketahui tentang SDG PBB dan perkenalkan alat pembingkaian utama untuk mengidentifikasi dan mendefinisikan masalah dan solusinya. Ajukan pertanyaan-pertanyaan pemandu kepada siswa dalam catatan slide PowerPoint.

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Kegiatan lokakarya ini paling baik dilakukan di papan tulis besar atau papan poster dengan menggunakan catatan tempel yang dapat dengan mudah dipajang agar kelompok dapat bekerja sama dalam diskusi terbuka.

Ikuti petunjuk dalam pelajaran tentang cara membuat pohon masalah/solusi dan bagaimana situasi tersebut berkaitan dengan SDGs. Catatan slide di bagian bawah setiap slide akan berisi instruksi tentang cara membuat pohon masalah/solusi.

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Hasil Pembelajaran Utama dan Penyelarasan Kurikulum:

Penyelarasan SDG

Penyelarasan Tujuan Pembangunan Berkelanjutan & Kurikulum

Prep time: 10 – 15 minutes

Seni dan Literasi Bahasa Inggris: Berpartisipasi dalam percakapan kolaboratif dengan berbagai partner tentang berbagai topik dan tulisan. Mengikuti aturan diskusi yang telah disepakati. Menggunakan kata dan frasa yang diperoleh melalui percakapan, membaca dan mendengar bacaan, serta menanggapi tulisan. Menyajikan informasi, temuan, dan bukti pendukung dengan jelas, ringkas, dan logis sehingga pendengar dapat mengikuti alur penalaran.
Studi Sosial - Manusia, Tempat, dan Lingkungan: Studi tentang manusia, tempat, dan lingkungan sehingga kita dapat memahami hubungan antara populasi manusia dan dunia fisik.
Sains - Bumi dan Aktivitas Manusia: Menyampaikan solusi yang dapat mengurangi dampak perbuatan manusia terhadap tanah, air, udara, dan/atau makhluk hidup lainnya di lingkungan setempat. Hal-hal yang dilakukan oleh manusia dapat memengaruhi dunia di sekitarnya. Namun, manusia dapat membuat pilihan yang dapat mengurangi dampaknya terhadap tanah, air, udara, dan makhluk hidup lainnya.

Rencana pelajaran dirancang agar fleksibel dan responsif terhadap kebutuhan kelas yang terus berkembang. Pelajaran dapat diedit dan disesuaikan untuk memenuhi berbagai konteks siswa dan kelas. Versi PowerPoint dengan petunjuk bagi guru dan pelajaran dalam format PDF yang dapat dicetak tersedia untuk diunduh.

Pelajaran yang fleksibel dan adaptif�

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Lokakarya

(Durasi lokakarya: 45 - 60 menit)

Bagi peserta pelatihan menjadi beberapa kelompok yang terdiri dari 3-5 orang dan siapkan papan poster atau papan tulis dengan catatan tempel untuk latihan.

Baca selebaran "Tantangan SDGs" untuk digunakan dalam latihan pohon masalah/solusi. Peserta pelatihan akan menentukan satu aspek dari skenario tantangan sampah yang akan dikerjakan (misalnya, daur ulang, petugas sampah, pengumpulan dan pemilahan, dll.).

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Setelah selesai dengan pohon masalah/solusi, setiap kelompok akan mendefinisikan jalur solusi mereka dengan "pernyataan solusi" yang menurut mereka paling baik untuk memecahkan masalah inti. Setiap kelompok akan mempresentasikan hasil temuannya di depan seluruh kelas.

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Setiap kelompok akan memetakan pohon masalah/solusi dan terapkan satu atau lebih SDG pada masalah/solusi yang mereka identifikasi untuk tantangan SDG mereka.

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Jika Anda sudah siap untuk menyajikan pelajaran ini di kelas, klik Slide Show pada bilah menu bagian atas, lalu pilih Presenter View. Pada Presenter View, Anda dapat melihat catatan Anda saat melakukan presentasi, sementara audiens hanya melihat slide Anda.

Catatan muncul pada panel di sebelah kanan. Teks akan dimuat sesuai lebar kolom secara otomatis, dan bilah gulir vertikal akan muncul jika perlu. Anda juga dapat mengubah ukuran teks di panel Catatan dengan menggunakan dua tombol di sudut kiri bawah panel Catatan.

Siapkan presentasi PowerPoint

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(Durasi slide: 3 menit)

Beritahukan kepada siswa:�

Nearly one in three women (736 million) have been subjected to physical and/or sexual violence at least once since the age of 15, usually by an intimate partner. Intimate partner violence starts early. Among girls and women who have ever been married or had a partner, nearly 24 per cent of those aged 15 to 19 years have been subjected to such violence, as have 26 per cent of those aged 20 to 24.

Disparities in intimate partner violence are found across regions, with consistently higher prevalence in low- and lower-middle-income regions compared with high-income regions. These variations are likely to reflect the challenges that women often face in leaving abusive relationships, such as insufficient economic resources, limited availability and access to formal support services, weak social support networks, and fear of repercussions associated with social stigma.

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CARA BERUBAH

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(Durasi slide: 3 menit)

Beritahukan kepada siswa:

Each of the 17 SDGs falls into one of the five pillars of Agenda 2030 – people, prosperity, planet, peace, and partnership. These are the 5 P’s of the SDGs.

People�We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity, equality and in a healthy environment.�

Planet�We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.�

Prosperity�We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social, and technological progress occurs in harmony with nature.�

Peace�We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.�

Partnership�We are determined to mobilize the means required to implement this Agenda through a revitalized Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focused on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people.

�

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169 Targets

230 Indicators

Go into detail on exactly what needs to be achieved across social, environmental, and economic aspects

Highlight key data sets for governments to monitor with a view to achieving the goals

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By 2025, prevent and significantly reduce marine pollution of all kinds.

14.1

By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts.

14.2

Minimize and address the impacts of ocean acidification including through enhanced scientific cooperation at all levels.

14.3

By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and unregulated fishing and destructive fishing practices.

14.4

By 2020, conserve at least 10 per cent of coastal and marine areas.

14.5

By 2020, prohibit certain forms of fisheries subsidies which contribute to overcapacity and overfishing.

14.6

By 2030, increase the economic benefits to Small Island developing States and least developed countries from the sustainable use of marine resources.

14.7

Increase scientific knowledge, develop research capacity and transfer marine technology

14.a

Provide access for small-scale artisanal fishers to marine resources and markets

14.b

Enhance the conservation and sustainable use of oceans and their resources by implementing international law as reflected in United Nations Convention on the Law of the Sea

14.c

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Index of coastal eutrophication and floating plastic debris density

14.1.1

Proportion of national exclusive economic zones managed using ecosystem-based approaches

Average marine acidity (pH) measured at agreed suite of representative sampling stations

Proportion of fish stocks within biologically sustainable levels

Coverage of protected areas in relation to marine areas

14.2.1

14.3.1

14.4.1

14.5.1

Progress by countries in the degree of implementation of international instruments aiming to combat illegal, unreported and unregulated fishing

14.6.1

Sustainable fisheries as a percentage of GDP in small island developing States, least developed countries and all countries

14.7.1

Proportion of total research budget allocated to research in the field of marine technology

14.A.1

Progress by countries in the degree of application of a legal/regulatory/policy/institutional framework which recognizes and protects access rights for small-scale fisheries

14.B.1

Number of countries making progress in ratifying, accepting and implementing through legal, policy and institutional frameworks, ocean-related instruments that implement international law, as reflected in the United Nation Convention on the Law of the Sea, for the conservation and sustainable use of the oceans and their resources.

14.C.1

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Environmental

Social

Economic

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Bagaimana kita mencapai SDG dan memastikan tidak ada yang tertinggal?

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Pohon Masalah

Pernyataan Negatif

Pohon Solusi

Pernyataan Positif

Sebab

Akibat

Cara

Tujuan

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Pohon Masalah

Problem Statement (Negative): There is a low rate of recycling.

Low rate of recycling

Mismanagement of waste at the source

Government does not fund recycling

People do not properly separate waste at home

Lack of modern recycling infrastructure

Unknown side effects of human consumption

Waste enters food chain

Threat to ecosystems

Increase in waste leaking into the environment

Effect

Problem

Causes

Effect

Problems

Causes

(Slide duration: 5 minutes)

Tell students:

A problem tree provides an overview of all the known causes and effect to an identified problem. This is important in planning community engagement or a behavior change project as it establishes the context in which a project is to occur. A problem tree involves mapping out the causes of the problem we have identified and want to solve, as well as identifying the effects the problem, and how it causes more problems.

The first step is to discuss and agree the problem or issue to be analyzed. This will be your “problem statement”. Try to make your problem statement as specific as possible, as this will help make your problem tree as actionable as possible. The problem or issue is written in the center of the diagram and becomes the 'trunk' of the tree. This becomes the 'focal problem'. The wording does not need to be exact as the roots and branches will further define it, but it should describe an actual issue that everyone feels passionately about.

Next, the group identifies the causes of the focal problem - these become the roots - and then identify the consequences, which become the branches. These causes and consequences can be created on post-it notes or cards, perhaps individually or in pairs, so that they can be arranged in a cause-and-effect logic.

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Pohon Solusi

Solution Statement (Positive): There is a high rate of recycling.

High rate of recycling

Proper management of waste at the source

Government funded recycling

People properly separate waste at home

Adequate modern recycling infrastructure

No side effects to human health

Waste does not enter food chain

No threat to ecosystems

No waste leakage into the environment

Ends

Solutions

Means

Goal / Overall Objective

Purpose / Outcomes

Objectives

(Slide duration: 5 minutes)

Tell students:

A solution (also called objectives) tree is developed by reversing the negative statements that form the problem tree into positive ones. For example, a cause (problem tree) such as “lack of knowledge” would become a means such as “increased knowledge”. The objectives tree demonstrates the means-end relationship between objectives.

Step 1: Reformulate all negative statements of the problem analysis into positive statements that are desirable and realistically achievable.

Step 2: Check the means-ends relationships to ensure the validity and completeness of the hierarchy; cause-effect relationships in the problem tree are turned into means-ends linkages in the objective tree.

Step 3: If necessary, revise statements and add new statements if these seem to be relevant and necessary to achieve the objective at the next higher level or delete objectives which are not apparently suitable or necessary.

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Low farm productivity

Low soil fertility

High post-harvest losses

High erosion

Insufficient storage

Low farming land use

Low income farmer

Poor health of population

Inadequate nutrition

Effect

Problem

Causes

High farm productivity

High soil fertility

Low post-harvest losses

Low erosion

Sufficient storage

High farming land use

High income farmer

Good health of population

Adequate nutrition

Ends

Solutions

Means

Pohon Masalah

Pohon Solusi

High rate of recycling

Proper management of waste at the source

Government funded recycling

People properly separate waste at home

Adequate modern recycling infrastructure

No side effects to human health

Waste does not enter food chain

No threat to ecosystems

No waste leakage into the environment

Low rate of recycling

Mismanagement of waste at the source

Government does not fund recycling

People do not properly separate waste at home

Lack of modern recycling infrastructure

Unknown side effects of human consumption

Waste enters food chain

Threat to ecosystems

Increase in waste leaking into the environment

Problem Statement (Negative):

There is a low rate of recycling.

Solution Statement (Positive): There is a high rate of recycling.

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Pilih satu aspek dari skenario "tantangan sampah"

Buat pohon solusi dan tentukan solusi

Buat pohon masalah dan tentukan masalah utama

Pilih intervensi yang lebih disukai dan buat Pernyataan Masalah & Solusi final

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Pernyataan Negatif

Sebab

Akibat

Pernyataan Positif

Cara

Tujuan