Course Detail

Curriculum Overview

No.	Curriculum Course Group	Semester								Total ECTS	Proportion (%)
No.	Curriculum Course Group	1	2	3	4	5	6	7	8	Total ECTS	Proportion (%)
1.	University Courses	9	9	6	6					30	13.89
2.	Basic Courses	21	21		13.5	10.5	10.5			32	15.97
3.	Program Courses			24	10.5	19.5	19.5			115.5	53.47
4.	Elective Courses			3	3	3	6			15	6.94
5.	School Field Practice							6		6	2.78
6.	Community Service Program							6		6	2.78
7.	Final Project								9	9	4.17
Total		30	30	33	33	33	36	12	9	216	100

Course	SKS	ECTS	T/P	Course Description
Semester 1
Religious Education	2	3	T	This course introduces students to the fundamental principles, ethical teachings, and contemporary relevance of religious and spiritual values within the context of modern society and higher education. It emphasizes the role of faith-based teachings in shaping responsible individuals capable of integrating religious values with academic knowledge, professional conduct, and social responsibility. Students will explore key themes including the foundations of religious belief, universal ethical values, the relationship between religion and science, and the role of spiritual teachings in addressing contemporary social challenges like social justice, environmental sustainability, and inclusive development. By analyzing real-world case studies, students are encouraged to critically reflect on how these values guide decision-making in fields such as education, psychology, and social engagement. The teaching process utilizes a blended learning and flipped classroom approach, fostering critical thinking, communication, and ethical awareness. These competencies prepare future professionals to uphold humanitarian values and sustainability in their holistic personal and professional development.
Digital Literacy and Humanity	2	3	T	This course introduces fundamental concepts of digital literacy and the humanities in the context of contemporary digital society. It explores how digital technologies influence the way knowledge is created, communicated, and interpreted within the humanities and social sciences. The course contains knowledge and skills related to the intelligent and responsible use of information media in cyberspace while upholding human values. It also aims to develop students’ ability to critically understand digital information, evaluate the credibility of online sources, and analyze the factors that support the formation of an information society in the 21st century. By the end of the course, students are expected to demonstrate the ability to use digital tools effectively while maintaining ethical awareness and critical judgment in digital environments. Students will be introduced to core topics including the principles of digital literacy, digital citizenship, information evaluation, digital communication, and the ethical use of digital technologies. The course also discusses the relationship between technology and the humanities, including digital culture, digital identity, media literacy, and the social implications of digital transformation. In addition, students will learn how to locate, evaluate, organize, and communicate information using digital platforms, as well as how to critically analyze digital content from humanistic and cultural perspectives. The course promotes lifelong learning, responsible digital participation, and awareness of the ethical and social implications of technology. Students are encouraged to develop critical thinking, creativity, and responsible digital behavior that contribute positively to society in the digital age. The learning process combines lectures, demonstrations of digital tools, class discussions, and project-based assignments that involve digital content analysis and digital content creation. Learning activities are delivered through blended learning via UNNES Google Classroom, integrating face-to-face meetings, online learning resources, and digital submission of assignments.
Indonesian Language	2	3	T	This course introduces students to the history, development, and role of the Indonesian language as the national and official language of Indonesia within academic and professional contexts. The course emphasizes the importance of using Indonesian properly and correctly, particularly in academic communication and scientific writing. Students will explore the historical development of the Indonesian language, its juridical foundation, status, and functions in national life, as well as principles of language politeness and effective communication in academic settings. Students will also learn the rules and conventions of scientific writing in Indonesian, including the application of Ejaan Bahasa Indonesia (EBI), language accuracy, and academic writing structure. Through discussions and practical exercises, students develop language skills necessary for producing clear and coherent scientific works, such as essays, reports, and research papers. The course encourages students to apply appropriate language standards and academic conventions in writing, thereby strengthening their ability to communicate ideas effectively and responsibly in scholarly contexts.
Basic Science	2	3	T	This course explores the nature of Natural Science as a product, process, and scientific attitude within the framework of the philosophy of science, encompassing epistemology, ontology, and axiology. It involves understanding and mastering the dynamics of scientific thought development from the classical to the modern era, as well as the relevance of the scientific method in strengthening science education. Through a contextual approach, this course emphasizes the importance of integrating scientific foundations with instructional practices that are responsive to local and global issues, enabling students to internalize scientific values, think critically, and connect science learning with real-life contexts.
Mathematics for Science	3	4.5	T	Mastery of basic mathematical knowledge so that students can think logically as a foundation for solving science problems and everyday problems. Through the study of algebra, sets and logic, permutations, combinations, probability, differentials and integrals, matrices, and vectors.
Basic Physics I	3	4.5	T/P	Mastery of basic concepts and practices for explaining various phenomena in physics includes measurement, kinematics and dynamics of particles, Newton’s universal gravitation, work and energy, impulse and momentum, rotational dynamics, statics, simple harmonic motion, waves and sound, fluids, temperature and heat, and kinetic theory of gases.
Basic Chemistry I	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of chemistry. It explores key concepts and methodologies across traditional and modern chemistry domains, including benefits and applications of basic chemistry in industry, the environment, and everyday life; matter and its characteristics; atomic theory; SPU and electron configuration; chemical bonding; basic laws of chemistry and the mole concept; stoichiometry; thermochemistry; chemistry of main group elements; chemistry of transition group elements and complex compounds; nuclear chemistry; organic chemistry and functional groups; and biochemistry. Students will analyze case studies and real-world examples to understand the societal, environmental, and ethical implications of chemistry innovations. The course also emphasizes the role of chemistry in science education, equipping future educators with the knowledge and pedagogical strategies to integrate chemistry into the classroom in a contextual, inquiry-based, and conservation-oriented manner.
Basic Biology I	3	4.5	T/P	Mastery of the concepts and practices of biology as a science, the origins of life, characteristics of living things, the history and theory of cells, the structure and function of animal tissues, the structure and function of plant tissues, cell metabolism, and cell reproduction. Learning activities involve conceptual studies, scientific discussions, contextual phenomenon analysis, and laboratory or field practice to develop students’ analytical abilities, laboratory skills, and scientific communication in understanding biological phenomena comprehensively and evidence based.
Total	20	30

Course	SKS	ECTS	T/P	Course Description
Semester 2
Pancasila Education	2	3	T	This course introduces students to Pancasila as the philosophical foundation, ideology, and ethical guideline of the Indonesian nation. Students study the historical background of Pancasila, the process of its formulation as the foundation of the Indonesian state, and its implementation in social, national, and state life. The course also discusses the role of Pancasila as a paradigm for national development and as a moral guide in addressing social issues in Indonesian society. Through lectures, discussions, and case analysis, students are encouraged to critically reflect on how Pancasila values can be implemented in daily life and professional practice. This course discusses Pancasila as the foundation and ideology of the Indonesian state and its implementation in social, national, and state life. The course covers, background and objectives of Pancasila education, history of the Indonesian national struggle, process of formulating and ratifying Pancasila as the state foundation, Pancasila as the basis of national and state life, Pancasila as political ethics, Pancasila as ideology, Pancasila as a paradigm for development, Actualization of Pancasila values in society. These topics aim to strengthen students’ understanding of the philosophical, juridical, and historical foundations of the Indonesian state.
Civic Education	2	3	T	This course introduces fundamental concepts of citizenship and civic responsibility within the context of national life. It aims to develop students’ understanding of the principles of democracy, the constitution, human rights, and the role of citizens in maintaining a just and democratic society. The course presents knowledge related to the relationship between citizens and the state, the protection of human rights, democratic values, and basic education in defending the state. By the end of the course, students are expected to demonstrate an informed understanding of citizenship and to apply civic principles in their roles as responsible members of society. Students will be introduced to core topics including the philosophical foundations of citizenship, national identity and nationalism, the constitution and the rule of law, democracy and democratic participation, and human rights. The course also discusses key national perspectives such as the concept of archipelagic insight (Wawasan Nusantara), national resilience (Ketahanan Nasional), and national politics and strategy (Politik dan Strategi Nasional). Through these topics, students are encouraged to understand the rights and obligations of citizens, appreciate national diversity, and develop values and attitudes that strengthen unity and social cohesion in a multicultural society. The course promotes lifelong learning, civic engagement, and a sense of social responsibility, encouraging students to contribute positively to society and uphold democratic values. It also aims to cultivate character, responsibility, and civic awareness so that students can become citizens who contribute constructively to the nation and the state in changing social contexts. The learning process combines lectures, class discussions, case studies, and reflective assignments that encourage critical thinking about civic issues. Learning activities are delivered through blended learning via UNNES Google Classroom, integrating face-to-face meetings, online learning resources, and digital submission of assignments.
Conservation Education	2	3	T	This course introduces students to the fundamental concepts, philosophical foundations, and practical applications of conservation education within the context of sustainable development. The course emphasizes the relationship between human behaviour, environmental sustainability, and socio-cultural responsibility, aligning with the conservation values promoted by Universitas Negeri Semarang. Students will explore key themes including environmental conservation, cultural preservation, ethical responsibility, and sustainable resource management. The course encourages critical reflection on how individuals and communities interact with natural and social environments, and how responsible behaviour can contribute to long-term ecological and societal sustainability. Throughout the semester, students engage with interdisciplinary perspectives combining environmental studies, education, psychology, and social sciences. Particular attention is given to the role of education in shaping conservation-oriented attitudes, values, and behaviours. Students are expected to analyse real-world cases drawn from academic literature and contemporary societal issues, allowing them to connect theoretical knowledge with practical problem-solving. Learning activities are structured progressively from conceptual understanding toward applied analysis and practical reflection. Early sessions introduce the philosophical and conceptual foundations of conservation education. Mid-semester sessions focus on analysing environmental and socio-cultural challenges through case studies drawn from research literature. In the later sessions, students collaborate to formulate knowledge-based solutions that integrate conservation values, ethical considerations, and sustainable practices. The teaching and learning process adopts a blended learning approach that integrates online learning resources with interactive classroom sessions. A flipped classroom model is used to encourage students to engage with academic readings prior to class, enabling in-class activities to focus on discussion, collaborative analysis, and problem solving. Through these activities, students develop competencies in critical thinking, communication, and collaborative learning while internalizing conservation values as part of their professional and personal identity.
Basic Physics II	3	4.5	T/P	This course provides students with a basic concepts and practices related to phenomena in physics includes: Coulomb’s and Gauss’s laws, potential and dielectric capacitors, direct current, Lorentz force, Biot Savart law, Ampere’s law, induced EMF, inductance, material magnetism, alternating current, wave phenomena, geometric optics, interference, diffraction, dispersion, standing waves, resonance, the Doppler effect, polarization, wave-particle duality, atomic nuclei, and radioactivity.
Basic Chemistry II	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of basic chemistry II. It explores key concepts of solutions and colloids, thermodynamics, chemical kinetics, redox and electrochemistry, chemical equilibrium, and acid-base and solubility equilibrium. It is designed to furnish prospective educators with the erudition and pedagogical techniques requisite for the incorporation of basic chemistry into the classroom milieu, employing a contextual, inquiry-based, and conservation-oriented approaches.
Basic Biology II	3	4.5	T/P	This course covers foundational theoretical and practical aspects of biology, including inheritance (Mendel’s Laws I and II), genetic material and gene expression, biodiversity of living organisms (Monera, Protista, Fungi, Animalia, and Plantae), ecosystem concepts and animal behavior, basic principles of modern biotechnology, and evolutionary theory. Learning activities involve conceptual studies, scientific discussions, contextual phenomenon analysis, and laboratory or field practice to develop students’ analytical abilities, laboratory skills, and scientific communication in understanding biological phenomena comprehensively and evidence based.
Management and Laboratory Techniques	3	4.5	T/P	This course equips students with both conceptual mastery and practical competencies in the management and techniques of science laboratories in educational settings. Students learn and practice essential aspects of laboratory planning and administration, including laboratory design and layout, facility and inventory management, handling of consumable materials, and documentation procedures. The course also covers the administration of laboratory programs, scheduling, safety management, and regulatory compliance. In addition, students are trained to operate, maintain, and troubleshoot laboratory instruments, particularly equipment commonly found in school science kits. Through a combination of theoretical discussions, simulations, and hands-on exercises, the course prepares future science educators to design, manage, and sustain laboratory environments that are safe, functional, compliant, and pedagogically effective.
English Language	2	3	T	The English course is a compulsory course taught with a focus on language skills. These skills include reading, speaking, listening, and writing. The course utilizes a case-based approach, enabling students to master and discuss English in a science context. Furthermore, English course tries to help students activate and extend their knowledge of English and gain the necessary confidence and skills to use it. It encourages students to think about language creativity since it includes a wide range of activities and approaches designed to appeal to different personal learning styles.
Total	20	30

Course	SKS	ECTS	T/P	Course Description
Semester 3
School Management	2	3	T	The School Management course is a basic education course required for all undergraduate education students at UNNES. This course provides a theoretical and practical foundation in the basic concepts and implementation of school management, including schools as social systems, organizational communication, leadership, academic supervision, and the role of teachers in school management. Through a combination of synchronous and asynchronous general education approaches, students are expected to develop the ability to apply constructive, ethical, and inclusive thinking in the sustainable management of educational units. Evaluation is carried out by emphasizing authentic assessments that reflect the ability to apply school management concepts in real-world contexts.
Guidance and Counseling	2	3	T	The Guidance and Counseling course is a foundational education course required for all undergraduate students in education programs at UNNES. This course provides theoretical and practical knowledge of the fundamental concepts and implementation of guidance and counseling in schools, including history, principles, objectives, functions, and ethical foundations. Students learn to identify and analyze learners’ problems in formal and non-formal education settings, organize school counseling programs, and develop constructive approaches to support student growth. The course also emphasizes collaboration, empathy, inclusivity, and ethical responsibility in guiding and assisting students, aligning with the principles of human values and sustainable education.
English for Science	2	3	T	The English for Science course is a compulsory course taught with a focus on language skills specifically in science. These skills include reading, speaking, listening, and writing. This subject is an English for Specific Purposes to comprehend books and national and international journal articles in the field of Science and Science Education (reading comprehension), to write short essays in English within the field of Science, and to present them effectively, and to equip for instruction in English.
Systematics of Living Things	2	3	T	Understanding of concepts related to systematic classification, taxonomy, and classification; the history of the development of the systematic classification of living organisms (monera, protista, fungi, plantae, and animalia); and the importance of the systematic classification of living organisms for society. The process of evolution and phylogenetic reconstruction as the basis for the systematics of living things. The ability to determine kinship relationships between taxa, the ability to identify living things, compile determination keys, and the ability to solve taxonomic problems based on the analysis of various taxonomic evidence.
Microbiology	2	3	T	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of microbiology. It explores key concepts and methodologies across genetics domains, including Introduction to Microbiology, Classifications, Habitat, Characteristics, and Microbial Growth, Genetic Transfer in Microorganisms, Microbial Identification and Counting Techniques, Food Microbiology and Foodborne Diseases, Environmental Microbiology and Biodegradation, Medical Microbiology, and Antimicrobial Compounds. Students will analyze, apply the formula of calculations in case studies and examples to understand the societal, environmental, and ethical implications of microbiology phenomena. The course will be taught in the mode of lecture, presentation, and discussion. The course also emphasizes the role of microbiology in science education, equipping future educators with the knowledge and pedagogical strategies to integrate microbiology into the classroom in a contextual, inquiry-based, and conservation-oriented manner.
Biochemistry	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of chemical characteristics of nutrients in the human body. This basic theory covers the structure, types, functions, roles and reactions of carbohydrate, protein, lipid, nucleic acid, vitamin and mineral nutrients in organs, tissues and cells of the human body. It is designed to furnish prospective educators with the erudition and pedagogical techniques requisite for the incorporation of biochemistry into the classroom milieu, employing a contextual, inquiry-based, and conservation-oriented approaches.
Science Learning Media and Technology	3	4.5	T/P	This course introduces students to the principles, design, and application of media and technology in science learning, emphasizing their role in enhancing conceptual understanding, engagement, and scientific literacy. Topics include the theoretical foundations of instructional media, the integration of digital and non-digital tools, and the development of innovative learning resources such as simulations, animations, interactive platforms, and laboratory-based technologies. Students will critically analyze the effectiveness of various media in supporting inquiry-based learning, problem-solving, and communication of scientific ideas, while also exploring emerging trends such as mobile learning, augmented reality, and digital assessment tools. By the end of the course, students are expected to demonstrate the ability to design, implement, and evaluate science learning media and technology that align with curriculum goals and foster meaningful, sustainable learning experiences.
Integrated Sciences	2	3	T	Mastery of integrated science principles, the importance of combining themes in learning, models of science integration, development of junior high school science competency-based theme networks, development of integrated science teaching materials
Wave and Optics	2	3	T	This course provides students with a basic concept of waves and optics includes vibrations and waves, properties of mechanical waves, electromagnetic waves, refraction and wave refraction, interference and diffraction, geometric optics, physical optics, quantum optics, optical image processing, and optical fibers.
Applied Sciences*	2	3	T	Development of science application competencies in daily life for human quality of life; includes the application of science in: (a) households, (b) health & medicine, (c) agriculture, (d) animal husbandry, (e) forestry, (f) industry, and (g) the environment.
Chemistry in Life*				Mastery of chemical applications in life for household activities, food industry, cosmetics, agriculture, medicine and forensics, pharmaceutical field, geology and petroleum industry, metal and electronics industry, textile industry, environmental field, energy, agriculture, and the role of chemistry in solving global problems.
Electricity and Magnet*				This course provides students with an understanding of fundamental concepts of electricity and magnetism as integral aspects of physics education. The course covers electrostatics, electric current, resistance, Ohm’s law, magnetic fields, electromagnetic induction, and Maxwell’s equations as the theoretical foundation for electromagnetic waves. Students will analyze and apply these concepts through problem-solving, simulations, and demonstrations in integrated science contexts. The course also trains students to implement the principles of electromagnetic fields in daily-life applications and to discuss the philosophical, environmental, and technological relevance of electric and magnetic phenomena.
Total	22	33

Course	SKS	ECTS	T/P	Course Description
Semester 4
Educational Psychology	2	3	T	Educational Psychology is a foundational course designed to introduce students to the application of psychological principles in the teaching and learning process. This course explores key topics such as human development, learning theories (behaviorism, cognitivism, humanism, and constructivism), motivation, and educational assessment. Through case-based and project-based learning, students analyze real educational problems, integrate psychological theories into classroom practice, and develop critical, reflective, and empathetic thinking skills. By the end of the course, students are expected to demonstrate professional competence in understanding learners’ behavior and applying psychological insights to create effective, human-centered learning environments.
Introduction to Education	2	3	T	Introduction to Education (PIP) is a compulsory basic education course for students enrolled in education study programs managed by universities and taught as a theoretical course asynchronously and synchronously with a general education approach so that students are able to internalize attitudes and values, master and apply concepts of the essence of education from the perspective of human nature as learning beings, the foundations and principles of education, the educational environment, educational schools of thought according to world and Indonesian educational figures, educational factors, education and community development, educational issues, and the national education system, which will be evaluated with an emphasis on authentic assessment in addition to non-authentic assessment.
Study and Development of Science Curriculum	2	3	T	This course teaches students about the development of science curricula over time, the strengths and weaknesses of each science curriculum, the characteristics of current junior high school science education curricula, comparisons between Indonesian and foreign curricula, and the development of 21st-century science curricula.
Theory of Science Learning	2	3	T	This course equips students with a comprehensive understanding of various learning theories that form the foundation of science education. Students will explore and analyze cognitive, behaviorist, constructivist, humanistic, and cybernetic learning theories, as well as other contemporary perspectives relevant to science teaching and learning. Through theoretical study and practical application, students are expected to integrate the principles of these theories in designing effective and meaningful instructional strategies, models, and approaches. Thus, this course emphasizes not only conceptual mastery but also the ability to apply learning theories to enhance the quality of science education at various educational levels.
Science Education Seminar	2	3	T	This course provides students with a comprehensive understanding of the essence of scientific work and the types of scientific work. Creation of scientific work, including conceptual articles, research articles, articles on practical innovation results and articles on literature review results. The program also has students practice their presentation skills at a seminar in an interactive presentation.
Statistics	2	3	T	Mastery of statistics and statistical methods, data presentation, research populations and samples, distribution curves, various statistical tests (normality tests, homogeneity tests, t-tests, F-tests), correlational tests, comparative tests, hypothesis testing, and statistical data interpretation.
Anatomy and Physiology of Living Things	3	4.5	T	Mastery of animal anatomy concepts related to physiological processes, including the integumentary system, muscular system, skeleton, digestive system, respiratory system, circulatory system, excretory and reproductive systems, nervous system, endocrine glands, sensory organs, and immune system. Mastery of plant anatomy concepts (roots, stems, and leaves) related to physiological processes, including plant movement, plant transport, plant reproduction, plant excretion, and the absorption of nutrients and hormones in plants.
Mechanics	2	3	T	This course provides students with a basic mechanics concept includes particle kinematics (position, velocity, acceleration) and particle dynamics (Newton’s laws of motion, friction, Newton’s law of gravity), work and energy, impulse and momentum, particle systems, rigid body rotation, and harmonic motion.
Analytical Chemistry	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of compound analysis, including the fundamentals of mixture separation (e.g. filtration, decantation, chromatography, distillation, extraction), qualitative analysis of cations and anions, quantitative analysis (alkalimetry, argentometry, complexometric), qualitative, qualitative and quantitative analysis (proximate analysis and spectrophotometry), and simple techniques in chemical analysis in everyday life (e.g. analysis of additives and addictive substances).
Inclusive Science Education*	2	3	T	The knowledge of the cognitive, affective, and psychomotor profiles of children with special needs, the essence of science learning for children with special needs (implementation of strategies, techniques of delivery and assessment of science learning for children with special needs to plan, apply, modify, analyze, evaluate, and complete science education for children with special needs and equip students to be able to make decisions in applying science learning for children with special needs to find alternative solutions in solving problems in the field of science teaching for children with special needs based on the analysis of appropriate journals), plan science learning for children with special needs in special and inclusive classes through the creation of learning tools in accordance with the profile of children with special needs, including syllabi, lesson plans, student worksheets, and learning media that are developed in accordance with the characteristics of children with special needs.
Thermal Properties of Matters*				This course aims to provide knowledge and analytical skills related to temperature and heat, heat transfer, and the processes involved in the laws of thermodynamics. The competencies to be achieved and mastered by students include the ability to implement concepts of thermal properties in matter. Learning is conducted through a blended learning approach, combining classroom sessions and/or the UNNES Learning Management System (https://elena.unnes.ac.id/). Online sessions are delivered via Zoom meetings. The topics covered include: temperature and its measurement instruments, expansion of matter, heat transfer and Black’s Principle, states of matter, kinetic theory of gases, and the laws of thermodynamics.
Bioenergy*				This course introduces the fundamental concepts of bioenergy as a renewable energy source, covering the characteristics, production principles, and applications of various types of bioenergy such as biomass (biobriquettes), biogas, bioethanol, and biodiesel. The discussion is extended to other sustainable alternative energy sources within a conservation framework. Students analyze the potential, challenges, and impacts of bioenergy utilization from household to industrial scale, and design a simple bioenergy application based on principles of resource conservation and sustainability.
Total	22	33

Course	SKS	ECTS	T/P	Course Description
Semester 5
Strategy and Design of Science Learning	3	4.5	T/P	This course equips students to master the essence of developing instructional strategies; examine learning theories (behaviorism, cognitivism, constructivism); identify components of instructional strategy (approaches, models, methods, strategies, techniques, and supporting tools/media); explore 21st-century learning trends; plan implementation strategies for developing instructional models within teaching materials; and design innovative lesson plans for science (natural sciences) instruction.
Science E-Learning	2	3	T	This course provides students with a comprehensive understanding of ICT and its implementation in science learning, various types of e-learning, practice in creating e-learning for learning using Moodle, and practice in developing mobile learning for science material.
Evaluation of Science Learning	2	3	T	Mastery of the basics of science learning evaluation; understanding of evaluation, measurement, scoring; use of various techniques and procedures for evaluating learning processes and outcomes, how to develop cognitive, affective, and psychomotor evaluation tools and test item analysis, how to process scores into grades, and report them.
Earth Science and Astronomy	3	4.5	T	This course aims to provide knowledge and analytical skills related to phenomena occurring on Earth and in outer space. The competencies to be achieved and mastered by students include the ability to implement basic science concepts in understanding geoscience and astronomical phenomena. Learning is conducted through a blended learning approach, combining classroom sessions and/or the UNNES Learning Management System (https://elena.unnes.ac.id/). Online sessions are delivered via Zoom meetings. The topics covered include: geological time; Earth’s history and plate tectonics; Earth’s surface structure; minerals and rocks; weather, climate, and the water cycle; history of astronomy; Earth’s rotation and revolution; the Sun, Moon, and their phenomena; stellar evolution; galaxies and the solar system; and astronomical calculations.
Genetics	2	3	T	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of genetics. It explores key concepts and methodologies across genetics domains, including Introduction to Genetics, Monohybrid and Dihybrid, Testcross, Backcross, Lethal allele, Multiple alleles, Codominance, Linkage and Cross over, Epistasis, Genetic Variation, Chromosome, Gene, Genome, and DNA, Gene Expression, Gene Mutation, Sex Determination, Population Genetics and the practicums. Students will analyze, apply the formula of calculations in case studies and examples to understand the societal, environmental, and ethical implications of genetics phenomena. The course will be taught in the mode of lecture, presentation, and discussion. The course also emphasizes the role of genetics in science education, equipping future educators with the knowledge and pedagogical strategies to integrate genetics into the classroom in a contextual, inquiry-based, and conservation-oriented manner.
Biophysics	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of biophysics. It explores key concepts and methodologies across biology and physics domains, including Introduction to Biophysics, Fluids and Cardiovascular System, Electrical Potential and Electrocardiogram, Force and Biomechanics, Electrical Force in Molecular Biology, Calor and Thermoregulation, Lense and Eye Diseases, Sound and Hearing System, Biosonar, and Sun and Energy Flow. Students will analyze case studies and real-world examples to understand the societal, environmental, and ethical implications of biophysics phenomena. The course will be taught in direct lecture, presentation and discussion, with media LED TV, ELENA, Google Classroom, Powerpoint slides, Whiteboard and marker, Video and Audio. The course also emphasizes the role of biophysics in science education, equipping future educators with the knowledge and pedagogical strategies to integrate biophysics into the classroom in a contextual, inquiry-based, and conservation-oriented manner.
Biotechnology	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of biotechnology. It explores key concepts and methodologies across traditional and modern biotechnological domains, including Introduction to Biotechnology, Fermentation Technology, Food Biotechnology, Agricultural Biotechnology, Tissue Culture, Enzyme Technology, Modern Biotechnology, Animal Biotechnology, Medical Biotechnology, Environmental Biotechnology, Industrial Biotechnology, BCG Economy, Bioinformatics, and Bioethics. Students will analyze case studies and real-world examples to understand the societal, environmental, and ethical implications of biotechnological innovations. The course will be taught in direct lecture, presentation and discussion, with media LED TV, ELENA, Google Classroom, Powerpoint slides, Whiteboard and marker, Video and Audio. The course also emphasizes the role of biotechnology in science education, equipping future educators with the knowledge and pedagogical strategies to integrate biotechnology into the classroom in a contextual, inquiry-based, and conservation-oriented manner.
Science Computation	2	3	T	The Thermal Properties of Substances course aims to provide the basics of programming with the Python programming language. The competency that will be achieved and mastered by students is the competence of implementing Python programming to solve science cases. The learning process is carried out by blended learning. Blended learning is carried out in the classroom and/or using the UNNES LMS (https://elena.unnes.ac.id/). The implementation was online using a zoom meeting. The material presented is: Introduction to python programming language, introduction to algorithms, data types, selection structure, repetition structure, function structure, graph creation.
Environmental Education*	2	3	T	This course provides students with theoretical foundations of environmental education by examining core concepts such as sustainability principles, conservation ethics, environmental policy, socio-cultural dimensions of resource use, and their implications for science education practice. The course also introduces students to scientific reasoning and reflective thinking within environmental contexts, preparing them to integrate sustainability concerns, ethical considerations, and inclusive perspectives into research, teaching practice, and professional decision-making in science education.
Research and Development in Science*	2 3	3 4.5	T T/P	This course provides students with knowledge and analytical skills in designing, conducting, and evaluating research and development projects within the field of science education. It emphasizes the integration of scientific inquiry, educational innovation, and sustainability to address challenges in teaching and learning. Students will explore methodologies of educational research, models of instructional design, and approaches to developing science learning media, curriculum, and assessment tools. By the end of the course, students are expected to demonstrate the ability to design and implement R&D initiatives that contribute to the advancement of science education locally and globally.
Horticultural Cultivation*	2 3	3 4.5	T T/P	This course provides students with horticultural plant principles and national horticultural policies; combining horticultural plant cultivation with hydroponic techniques; carefully designing ornamental plant (leaves, flowers, fruit) and dried flower cultivation; implementing vegetative and generative propagation of Adenium sp. plants; implementing plantlet transfer from tissue culture through acclimatization; designing vegetable (leaves and tuber) cultivation; comparing the benefits of organic and inorganic farming; designing fruit production and harvesting businesses; designing landscape gardens; and planning and analyzing the cultivation pattern of a specific horticultural crop in writing.
Total	22	33

Course	SKS	ECTS	T/P	Course Description
Semester 6
Research Methodology in Science Education	3	4.5	T	This course teaches students to master and practice the types and approaches of research; how to conduct research; selecting a problem; conducting a preliminary study; formulating the problem; establishing basic assumptions and hypotheses; determining and constructing research instruments (including formulas for determining sample size and instrument benchmarking criteria); analyzing data, including tests of sample normality and homogeneity; drawing conclusions; and techniques for writing educational research proposals along with their resulting products/deliverables.
Electronics	3	4.5	T/P	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of electronics. The competencies to be achieved and mastered by students include the ability to implement electronic concepts both theoretically and practically. The topics covered include: electric charge, electronic components, analog electrical circuits, semiconductors, and an introduction to logic gates.
Science Microteaching	2	3	T	This course equips students with the knowledge and skills to design, deliver, and evaluate short, structured teaching practices in science education. It emphasizes the integration of pedagogical theory with practical classroom application, enabling students to refine their teaching techniques in a supportive environment. Students will engage in lesson planning, peer teaching, and reflective practice. Key topics include instructional strategies, classroom management, questioning techniques, use of science learning media, and assessment methods. By the end of the course, students are expected to demonstrate the ability to conduct microteaching sessions that foster effective communication, scientific literacy, and inclusive learning experiences.
Ethnoscience and Local Wisdom	2	3	T	This course provides students with the concept of ethnoscience as a source of science education and its integration with local wisdom in learning. It emphasizes understanding indigenous scientific knowledge, reconstructing it into modern scientific concepts, and developing ethnoscience-based learning materials that reflect cultural values and environmental conservation. Through case studies, discussions, and project-based learning, students analyze local cultural phenomena, design innovative teaching resources, and foster appreciation for cultural diversity while promoting sustainable and contextual science education.
Science Instruction in English	2	3	T	This course provides students with the knowledge and skills to design and implement science instruction using English as the medium of learning. It focuses on integrating science content and language through the CLIL (Content and Language Integrated Learning) approach. Students will learn to analyze classroom problems, develop innovative lesson plans, use appropriate scientific vocabulary and classroom language, and practice peer teaching in English. Learning activities include case-based discussions, project-based learning, and teaching simulations that foster creativity, accuracy, and fluency in teaching science through English.
Nutrition and Health Science	2	3	T	This course provides students with a comprehensive understanding of the theoretical foundations and practical applications of nutrition and health science. It explores key concepts and methodologies across nutrition and health science domains, including essential topics such as macronutrients and micronutrients, calorie management based on nutritional needs, free radicals and antioxidants, antinutritional compounds, natural toxins, extreme diets, and nutrition across the human life cycle. Special attention is given to prevalent nutrition-related health issues in Indonesia and the use of Recommended Dietary Allowances (RDA) and energy intake calculations. Beyond scientific knowledge, the course fosters awareness of healthy lifestyle principles and empowers students to apply them in daily life. It equips future educators with the ability to recognize and address health problems caused by poor dietary habits and lifestyle choices, enabling them to promote wellness and preventive health education in their classrooms. Through contextual, evidence-based learning, students develop the capacity to model and teach sustainable health practices to diverse learners.
Environmental Science	2	3	T	This course provides students with a comprehensive understanding of the principles, processes, and challenges related to the environment and sustainable living. It emphasizes the scientific study of ecosystems, biodiversity, natural resources, energy use, pollution, climate change, and human impacts on the Earth’s systems. Students will explore both global and local environmental issues, integrating ecological theory with practical approaches to conservation, sustainability, and environmental management. Learning is conducted through a blended learning approach, combining classroom sessions, LMS UNNES (https://elena.unnes.ac.id/), and online meetings via Zoom. By the end of the course, students are expected to demonstrate the ability to analyze environmental problems, evaluate solutions, and apply scientific concepts to promote sustainable practices in their communities and beyond.
Science at School Analysis	2	3	T	This course is designed to equip students with a comprehensive understanding of various issues and challenges related to the fundamental concepts of science, particularly those taught at the junior high school level. Through this course, students analyze science content covering physics, chemistry, biology, and earth science to examine its depth and coherence with the school science curriculum. In addition, students are trained to identify and analyze common misconceptions that often occur among junior high school students and to develop appropriate strategies to address these misconceptions effectively. Thus, this course plays an essential role in developing the competence of future science educators to implement accurate, meaningful, and conceptually sound science learning at the school level.
Entrepreneurship	2	3	T	This course provides students with basic concepts of entrepreneurship and is able to make a business plan operationally.
STEM (Science, Technology, Engineering, Mathematics)*	4	6	T	The STEM Education course equips students with the ability to apply interdisciplinary approaches for integrating Science, Technology, Engineering, and Mathematics into instructional practices across various disciplines. This course emphasizes the analysis and design of problem-based and project-based learning activities that foster critical thinking, creativity, and collaboration. Students will explore the application of fundamental mathematical principles and scientific inquiry to develop meaningful learning experiences, while utilizing technology to collect, analyze, and present data effectively. Through this course, students are trained to design innovative and inquiry-oriented science learning activities that reflect the essence of the STEM approach, preparing them to implement integrated and future-oriented education in real classroom settings.
Science Education Research Instrument Development*				Mastery of concepts and procedures for developing valid and reliable research instruments in education through quantitative and qualitative approaches. The course covers the design of instruments for cognitive, affective, and psychomotor domains, as well as techniques for validity and reliability testing, the adoption and adaptation of existing instruments, and item analysis using Classical Test Theory and the Rasch Model. Students learn to construct, evaluate, and refine research instruments in a scientific and ethical manner, thereby supporting evidence-based educational research.
Introduction to Solid State Physics*				The Introduction to Solid State Physics course aims to provide knowledge and analytical skills related to solids down to the microscopic level. The competencies to be achieved and mastered by students are the competencies in implementing solid state concepts reviewed from the aspects of physics and chemistry. The learning process is carried out using blended learning. Blended learning is carried out in class and/or using the UNNES LMS (https://elena.unnes.ac.id/). Online implementation uses zoom meetings. The materials presented are: crystal structure and bonding; lattice dynamics; dielectric, optical and magnetic properties of solids; semiconductor materials; superconductor materials.
Science Competition Coaching Strategies*				This course aims to provide knowledge about strategies for developing science competitions and to give students the opportunity to analyze physics, biology, and chemistry material in depth in national and international high school science competitions.
Total	22	33

Course	SKS	ECTS	T/P	Course Description
Semester 7
School Field Introduction (PLP)	4	6	T	This module provides students with immersive teaching experience in real school settings, enabling them to apply pedagogical theories, instructional strategies, and classroom management skills in science education. Students engage in supervised teaching, lesson planning, and reflective practice under the guidance of university lecturers and school mentors. The internship emphasizes professional ethics, inclusive teaching, and responsiveness to diverse learner needs. Through this module, students develop confidence, autonomy, and collaborative skills essential for becoming effective science educators.
Community Service Program (KKN)	4	6	T	This course introduces the principles and practices of community engagement through the Community Service Program (KKN). It aims to equip students with the knowledge and practical skills needed to identify community needs, analyse local potentials, design community programs, and implement sustainable empowerment initiatives. The course covers several stages of community engagement, including: (1) orientation to the objectives, ethics, and methodology of the community service program; (2) understanding concepts of community empowerment and local resources; (3) identifying community problems using observation, focus group discussions, and interviews; (4) analysing village potentials and challenges using SWOT analysis; (5) developing and presenting community program proposals; (6) implementing community programs in several phases with continuous monitoring and evaluation; (7) strengthening community participation and developing creative innovations based on local resources; and (8) preparing program sustainability strategies and final reports. Students are expected to demonstrate the ability to analyse community conditions, design relevant intervention programs, and collaborate effectively with community members. They should also be able to evaluate the outcomes of their programs and reflect on their experiences in community engagement. Through this course, students are encouraged to develop social responsibility, teamwork skills, critical thinking, and practical problem-solving abilities that support sustainable community development.
Education Communication*	2	3	T	The course is designed to equip prospective teachers with the ability to communicate effectively, empathetically, and professionally within educational settings, particularly in the context of science education. Through this course, students are expected to understand the theories, principles, and models of communication that support the success of teaching and learning processes at interpersonal, group, and organizational levels. The course covers fundamental concepts of educational communication, including linear, interactional, transactional, and humanistic models; interpersonal and intrapersonal communication in learning; organizational communication within schools; as well as academic and professional communication for science educators. Furthermore, this course emphasizes the importance of ethics, empathy, and self-reflection in educational interactions, along with the ability to utilize media and digital technology to support effective and contextual learning communication. Through interactive learning activities such as discussions, simulations, presentations, and reflective sessions, students are trained to develop scientific communication skills, logical argumentation, and sensitivity to social and cultural dynamics in educational contexts. By the end of the course, students are expected to be able to apply appropriate communication strategies in science learning, present ideas and research findings systematically and ethically, and demonstrate the qualities of a reflective communicator who serves as an educator, collaborator, and learning leader with a commitment to humanity, sustainability, and professionalism. Thus, this course functions not only as a foundation for mastering educational communication skills but also as a medium for shaping the social competence and leadership of future science educators who are capable of adapting to technological developments, building academic networks, and contributing to the continuous improvement of education quality.
Scientific Article*				This course provides students with the competencies necessary to compose scientific papers and publish them in nationally or internationally indexed journals. The course materials include an introduction to the definition and types of scientific works, the standards of academic writing, ethics in scientific authorship, academic integrity and plagiarism, strategies for selecting reputable journals, guidelines for writing scientific articles, techniques for presenting illustrations in scientific writing, and a review of undergraduate writing guidelines.
Disaster Mitigation*				The course aims to provide an understanding of the concept of natural and non-natural disasters and their mitigation. The competency to be achieved and mastered by students is the competency of implementing disaster mitigation in the field of education. The materials presented are: Earth Structure; Geological Disasters; Volcanic Disasters; Hydrometeorological Disasters; Social Disasters; Disaster management cycle and scope of disaster management; Vulnerability studies, disaster vulnerability, disaster risk reduction.
Science in Media*				The course discusses how scientific concepts and phenomena are represented, interpreted, and communicated through film, television, and various forms of digital and popular media. Students will study the relationship between science, popular culture, and media by examining how scientific narratives are constructed, modified, or even misinterpreted in various visual works. The study is conducted through critical analysis of films, documentaries, and media content that raise scientific issues such as technology, ecology, health, space, genetics, and ethical issues in science.
Design Thinking*				In this course, students will learn and apply Design Thinking in learning and school practice. Students explore the use of Design Thinking in the classroom to create student-centered learning with contextual applications in science learning in junior high schools. Lectures are given face-to-face, e-learning, discussions, and assignments utilizing various learning resources, especially learning videos, e-journals, and websites. The lecture process is filled with reference studies of various scientific articles, discussions, questions and answers and demonstrations utilizing technology. Students are expected to be able to practice design thinking which will be used in creating learning innovations that suit student needs. Learning is carried out through various activities including case studies, problem-based learning, discussions, presentations, questions and answers, and assignments in lectures. Assessments are carried out in the cognitive, affective and psychomotor domains.
Informal Science Education*				The Informal Science Education course equips students with the understanding and skills to design, implement, and evaluate science learning activities that take place outside of formal settings (non-school), such as museums, botanical gardens, science centers, natural environments, mass media, communities, and homes.
Total	8	12

Course	SKS	ECTS	T/P	Course Description
Semester 8
Final Project	6	9	P	The Final Project course is the capstone of the BSE program. It is designed to integrate and demonstrate the cumulative knowledge, skills, and attitudes acquired throughout the program. Students are required to independently plan, conduct, and report a research project in the field of science education or applied natural sciences, under the guidance of academic supervisors. The course emphasizes formulating research questions, applying appropriate methodologies, collecting and analysing data, and presenting findings with scientific integrity; demonstrating critical thinking, problem‑solving, communication, and collaboration in the research process; embedding UNNES’s conservation pillars and inclusive education principles into research design and outcomes. Academic Contribution: Producing a thesis that contributes to the advancement of science education, supports curriculum innovation, or addresses local/global educational challenges.
Total	6	9
Overall	144	216