Embedding Scholarly Literacy in the Curriculum of UNNES: Preparing Successful Students in Disruption Era

Abstract

Scholarly literacy in higher education is very important for students to achieve successful in their study. Unfortunately, the strategic role of literacy is not optimized by students. As a result, many lecturers and stakeholders complain about the competencies of students and graduates. Based on the study of curriculum and student achievement documents, UNNES made an adaptive curriculum in order to succeed UNNES students and its graduates in the disruption era. The successful of student as an impact of the integration of scholarly literacy in the UNNES's curriculum can be seen from the increase of students' achievement, the students' entrepreneurship, and the improvement of graduates' quality. There are two patterns that used by UNNES to integrate scholarly literacy, namely: direct learning and indirect learning. Direct learning is implemented by courses, while indirect learning is done by scientific activities which carried out through student activities. The learning pattern is carried out through blended learning.