A Green Policing-Based Curriculum Development Model for the College of Police Science (STIK) to Strengthen the Ecological Competence of Modern Police Officers

Abstract

The modern security landscape has become increasingly complex due to environmental degradation and natural resource conflicts, necessitating the adoption of a "Green Policing" paradigm by police institutions. However, the current curriculum at the College of Police Science (STIK) remains dominated by legal aspects and traditional operational tactics, creating a gap in the ecological, social, and cultural competencies of aspiring officers. This study aims to analyze the need for a STIK curriculum transformation to integrate Green Policing principles and strengthen the ecological competencies of modern officers. Employing a qualitative approach with a descriptive-analytical method, data were collected through in-depth interviews, focus group discussions (FGDs), and document analysis, then processed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the curriculum transformation is achieved through the implementation of innovative field-based experiential learning models: RAGA (physical resilience and ecological empathy), JALUR (socio-cultural mapping and conflict mediation), and RADAR (technology-based predictive analysis). These models are strategically reinforced by the integration of Geographic Information Systems (GIS), transforming environmental policing into a scientific, transparent, and spatial intelligence-driven practice facilitated by penta-helix partnerships. In conclusion, this curriculum reform represents a critical, urgent step toward producing a generation of National Police officers who are not only legally competent but also humanistic, visionary, and responsive to environmental sustainability for the future of society.