| Kode Mata Kuliah | GL8083 / 3 SKS |
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| Penyelenggara | 320 - Geological Engineering / FITB |
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| Kategori | Lecture |
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| Bahasa Indonesia | English |
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| Nama Mata Kuliah | Teknologi Akuifer Buatan | Teknology of Artificial Aquifer |
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| Bahan Kajian | - Teknik Pengisian Ulang Akuifer Buatan
Studi tentang metode pengisian ulang akuifer buatan, termasuk infiltrasi air permukaan ke dalam akuifer atas untuk meningkatkan kualitas dan kuantitas air tanah.
- Solusi Analitik untuk Pengisian dan Pemompaan Akuifer
Penggunaan solusi analitik untuk memahami perilaku hidraulik dan dampak pada laju aliran sungai akibat pengisian dan pemompaan akuifer buatan, termasuk metode superposisi spasial.
- Aplikasi Kecerdasan Buatan dalam Teknologi Akuifer
Penerapan model kecerdasan buatan (AI) untuk pemodelan kualitas air tanah dan pengelolaan akuifer buatan, termasuk deskripsi pendekatan AI yang umum digunakan dan praktik terbaik selama dua dekade terakhir.
| - Artificial Aquifer Recharge Techniques. The study of artificial aquifer recharge methods, including infiltration of surface water into the upper aquifer to improve groundwater quality and quantity.
- Analytical Solutions for Aquifer Recharge and Pumping
The use of analytical solutions to understand the hydraulic behavior and impact on river flow rates due to recharge and pumping of artificial aquifers, including spatial superposition methods.
- Artificial Intelligence Applications in Aquifer Technology
Application of artificial intelligence (AI) models for groundwater quality modeling and management of artificial aquifers, including a description of commonly used AI approaches and best practices over the past two decades.
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| Capaian Pembelajaran Mata Kuliah (CPMK) | - Memahami cara membuat akuifer buatan dan mensimulasikan dampaknya kepada lingkungan.
- Menguasai uji pelacakan hydrogeology dengan unsur kimia dan isotope penting sebagai upaya pelacakan aliran air tanah dan system input-output air dalam suatu cekungan air tanah
- Memahami prinsip kimia, reaksi asam-basa, redoks, teknik pengambilan sampel, aplikasi unsur kimia dan isotop dalam hidrogeologi, karakteristik perubahan kimia dan isotop pada berbagai kondisi geologi, serta kontaminasi dalam hidrogeologi.
| - Understand how to create artificial aquifers and simulate their impact on the environment.
- Mastering hydrological tracking tests with chemical elements and isotopes is important as an effort to track groundwater flow and water input-output systems in a groundwater basin.
- Understanding the principles of chemistry, acid-base reactions, redox, sampling techniques, applications of chemical elements and isotopes in hydrogeology, characteristics of chemical and isotopic changes in various geological conditions, and contamination in hydrogeology.
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| Metode Pembelajaran | KBL (Knowledge Based Learning): Mahasiswa diberi bahan kajian yang diharapkan dapat meningkatkan pengetahuannya, melalui kegiatan seperti ceramah, menonton video. Tepat untuk kuliah yang CPMK-nya mementingkan kognitif.
SBL (Skill Based Learning): Mahasiswa diberi bahan kajian yang diharapkan dapat meningkatkan ketrampilannya, melalui kegiatan seperti praktikum, studi lapangan.Tepat untuk kuliah yang CPMK-nya mementingkan psikomotorik
RBL (Research Based Learning): Mahasiswa diberi pertanyaan riset, sehingga perlu mencari fakta / konsep yang melengkapi BK.Tepat untuk kuliah yang CPL-nya mengandung eksperimen.
PBL (Problem Based Learning): Mahasiswa dihadapkan pada suatu masalah, dan mencari solusinya dengan mengaplikasikan BK. Tepat untuk kuliah yang CPL-nya mengandung pemecahan masalah (problem solving).
CBL (Case Based Learning): Mahasiswa dihadapkan pada kondisi nyata di Masyarakat / dunia, dan menanggapinya dengan memilih solusi terbaik menggunakan BK. Perlu digunakan untuk kuliah yang CPL-nya mementingkan pengambilan keputusan secara subyektif (etika, profesinalisme, dll.). | KBL (Knowledge Based Learning): Students are given study materials that are expected to improve their knowledge, through activities such as lectures, watching videos. Suitable for lectures whose course learning objective emphasizes cognitive.
SBL (Skill Based Learning): Students are given study materials that are expected to improve their skills, through activities such as practicums, field studies. Suitable for lectures whose course learning outcomes emphasizes psychomotor
RBL (Research Based Learning): Students are given research questions, so they need to find facts / concepts that complement study material. Suitable for lectures whose learning outcomes contains experiments.
PBL (Problem Based Learning): Students are faced with a problem, and find a solution by applying study materials. Suitable for lectures whose learning outcomes contains problem solving.
CBL (Case Based Learning): Students are faced with real conditions in society / the world, and respond to them by choosing the best solution using study materials. Needs to be used for lectures whose learning outcomes emphasizes subjective decision making (ethics, professionalism, etc.). |
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| Modalitas Pembelajaran | Luring: Pengajar dan mahasiswa bertemu langsung di suatu Lokasi, misalnya kelas, laboratorium, maupun lapangan.
Daring: Pengajar dan mahasiswa bertemu di dunia maya melalui berbagai media seperti video conference, chat.
Sinkron: Pengajar dan Mahasiswa bertemu pada saat yang sama dan dapat saling berinteraksi secara langsung.
Asinkron: Pengajar memberikan pengajarannya dalam bentuk tulisan/gambar, audio, maupun video agar dapat diikuti mahasiswa kapan saja, dan interaksi dilakukan melalui tanya jawab tak langsung. | Offline: Teachers and students meet directly at a location, such as a classroom, laboratory, or field.
Online: Teachers and students meet in cyberspace through various media such as video conferences, chats.
Synchronous: Teachers and students meet at the same time and can interact with each other directly.
Asynchronous: Teachers provide their teaching in the form of writing/pictures, audio, or video so that students can follow them at any time, and interaction is carried out through indirect questions and answers. |
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| Jenis Nilai | ABCDE |
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| Metode Penilaian | Laporan: Mahasiswa mengerjakan tugas dan membuat laporan
Presentasi: Mahasiswa melakukan presentasi di depan audiens lain, dan menjawab pertanyaan
Essay: Mahasiswa membuat tulisan panjang (karangan) berisi opini maupun prosedur yang panjang. | Report: Students work on assignments and make reports
Presentation: Students make presentations in front of other audiences, and answer questions
Essay: Students create long writings (compositions) containing opinions or long procedures. |
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| Catatan Tambahan | | |
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