It is notified to HKn Students who will plan to program thesis courses to pay attention to the Thesis Title that will be submitted to the HKn Department so that it fits the Expertise Group (KBK). The following are the CBC themes that can be used as a reference for making thesis titles:
1. Strengthening the moral behavior of Pancasila.
1.1.1 Appreciation for behavior that reflects the values of Pancasila
1.1.2 Habitual behavior in accordance with the values of Pancasila
1.1.3 Eliminating behavior that is not in accordance with the values of Pancasila
1.1.4 Desimenasi moral behavior of Pancasila
2. Utilization of customs and socio-cultural values of society for moral education.
1.2.1 Identification of Pancasila moral values in the customs of society
1.2.2 Utilization of moral values in community customs for moral education.
1.2.3 Identification of the socio-cultural values of Indonesian society that reflect Pancasila
1.2.4 Utilization of the socio-cultural values of Indonesian society that reflect Pancasila for moral education
3. Actualization of Pancasila values in daily life in schools, urban / rural communities, traditions, economic institutions, and community organizations.
1.3.1 Identification of Pancasila values in everyday life at school
1.3.2 Identification of Pancasila values in daily life in urban and rural communities
1.3.3 Identification of Pancasila values in the life of economic institutions
1.3.4 Identification of Pancasila values in the life of community organizations
1.3.5 Identification of Pancasila values in social media networks
1.3.6 Ability to make moral decisions
|4. Exploration of the philosophy, moral values, and patterns of moral education in indigenous peoples
1.4.1 Identification of the philosophy of moral education in indigenous peoples
1.4.2 Identification of moral values that are taught to indigenous peoples
1.4.3 Identification of the pattern of moral value education in indigenous peoples
|5. Developing a learning model for the civic project
1.5.1 Identification of the implementation of the civic project in schools
1.5.2 Application of the civics project learning model to improve the learning outcomes of PPKn
1.5.3 Development of learning models for civic projects in various educational situations and locations
6. Development of reflective methods in moral learning.
1.6.1 Identification of reflective methods in moral learning in schools
1.6.2 Application of reflective methods in moral learning to improve learning outcomes of PPKn
1.6.3 Development of reflective methods in moral learning in various educational situations and locations
7. Action approach in anti-corruption education
1.7.1 Identification of the implementation of the action approach in anti-corruption education
1.7.2 Application of an action approach to improve learning outcomes for anti-corruption education
1.7.3 Development of a model of action approach in anti-corruption education in various educational situations and locations
8. Development of learning media and learning resources in the education of moral values and norms.
1.8.1 Identification of learning media and learning resources in education of moral values and norms.
1.8.2 The use of learning media and learning resources to improve learning outcomes for moral values and norms education.
1.8.3. Development of learning media and learning resources in education of moral values and norms in various educational situations and locations
|9. Development of instruments to measure students' character development
1.9.1 Identification of instruments to measure student character development
1.9.2 Use of instruments to measure students' character development
1.9.3 Development of instruments to measure student character development
2.1.1 SOCIAL DEVELOPMENT IN SOCIETY (YOUTH ILLNESS, PROSTITUTION, HOUSEHOLD VIOLENCE, DRUGS, CORRUPTION);
2.1.2 SARA CONFLICT;
2.1.3 LEGAL AWARENESS.
|2.2.1 VIOLENCE IN THE HOUSEHOLD (KDRT);
2.2.2 PROTECTION OF WOMEN AND CHILDREN;
2.2.3 TAX CRIMINAL;
2.2.4 CORPORATE CRIMES;
2.2.5 PROTECTION OF WITNESSES AND VICTIMS;
2.2.6 CRIMINAL ENVIRONMENT;
2.2.7 TRAFFIC CRIMINAL;
2.2.8 TRADITIONAL CRIMINAL;
|2.3.1 CLASSIFICATION OF THE POPULATION BY CIVIL LAW;
2.3.2 EFFECTIVENESS OF MEANS OF PEACE IN THE CASE OF DIVORCE.
2.3.3 RESOLUTION OF SHARIA BUSINESS DISPUTES;
2.3.4 LEGAL ASPECT OF DOMESTIC INVESTMENT AND FOREIGN INVESTMENT;
2.3.5 MINING CONTRACT WORKS;
2.3.6 LEGAL WARRANTY;
2.3.7 CONSUMER PROTECTION;
2.3.8 AGRARIAN DISPUTES;
2.3.9 TRADITIONAL INSTITUTIONS;
2.3.10 TRADITIONAL MARRIAGE;
2.3.11 TRADITIONAL HERITAGE LAW.
|2.4.1 HISTORY OF THE STATE GAZETTE OF THE REPUBLIC OF INDONESIA;
2.4.2 CONSTITUTIONAL THEORY
2.4.3 COMPARISON OF CONSTITUTION;
2.4.4 CONSTITUTIONAL AWARENESS EDUCATION;
2.4.5 COMPARISON OF STATE GOVERNMENT LAW;
2.4.6 STATE INSTITUTIONS;
2.4.7 REGIONAL AUTHORITY;
2.4.8 CENTER AND REGIONAL RELATIONSHIP IN THE CONTEXT OF THE UNITY OF THE REPUBLIC OF INDONESIA;
2.4.9 FORMAT OF LOCAL DEMOCRACY BASED ON PANCASILA.
2.4.10 VILLAGE AUTONOMY;
2.4.11 HUMAN RIGHTS;
2.4.12 CULTIVATION OF DEMOCRACY VALUES;
2.4.13 CASES OF HUMAN RIGHTS VIOLATIONS IN INDONESIA;
2.4.15 DISPUTES OF ELECTION RESULTS;
2.4.17 DISPUTES OF ELECTION RESULTS
|2.5.1 GOVERNMENT LEGAL ACTION;
2.5.2 AUTHORITY OF THE REGIONAL CHIEF TO GRANT THE ESTABLISHMENT OF A PLACE OF Worship.
2.5.3 MANAGEMENT OF STATE AND REGIONAL OWNED GOODS;
2.5.4 FORMS OF MAL ADMINISTRATION;
2.5.5 CLASS ACTION OF GOVERNMENT ACTION
2.5.6 ONE ROOF LICENSING PROBLEM;
2.5.7 UNDERSTANDING & AWARENESS OF PAYING TAXES;
2.5.8 SETTLEMENT OF TAX DISPUTES
2.5.9 AMDAL REVIEW.
|2.6.1 POSITION OF ISLAMIC LAW IN THE NATIONAL LEGAL SYSTEM;
2.6.2 HISTORY AND PERSPECTIVE OF ISLAMIC LAW IN INDONESIA
2.6.3 THE ACTUALIZATION OF ISLAMIC LAW IN THE LAWS AND LAWS;
|2.7.1 DEVELOPMENT OF JUDICIAL PRACTICE LABORATORIES;
2.7.2 AGREEMENT MAKING TECHNIQUES;
2.7.3 ASSOCIATION ENGINEERING;
2.7.4 DEVELOPMENT OF LEARNING MODELS CONCERNING THE DRAFTING OF LEGISLATIONS;