AcademCraft, Volume 1, 2024
by Cahayani Ni Luh Putu, Lasmawan I Wayan, Suharta I Gusti Putu (Program Studi Ilmu Pendidikan, Universitas Pendidikan Ganesha, Indonesia)
Merdeka Belajar Kampus Merdeka (MBKM) is one of the policies of the Minister of Education, Research and Technology regarding the right to study three (3) semesters outside the study program. This is an effort to improve the quality of learning and is followed by university graduates in Indonesia. This study aims to analyze the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum for students of the Economic Education Study Program, PGRI Mahadewa University of Indonesia. This research is a survey research. The respondents of this study were 8 lecturers, 95 students and 10 study program partners within PGRI Mahadewa University Indonesia. The sampling technique used is purposive sampling. The data analysis technique used is descriptive quantitative analysis. The results showed that the Economic Education Study Program of PGRI Mahadewa University Indonesia has implemented the MBKM program by referring to 6 BKPs, students and lecturers have known the MBKM program. The implementation of the MBKM Program shows a positive impact on improving IKU and CPL attitudes, knowledge, general and special skills of UPMI Economic Education Study Program students. Therefore, it is important for study programs to conduct regular curriculum reviews to review the curriculum that has been implemented by integrating the MBKM program.
To prepare students to face socio-cultural changes, the world of work, and rapid technological advances, their skills must be ready to compete in the 5.0 era. Universities must be able to design and implement innovative learning processes that enable students to achieve relevant learning outcomes optimally and consistently, including dimensions of attitudes, knowledge, and skills. But so far, there have been no major changes seen in university study habits. In lectures offered by universities, students are not used to learning directly through direct practical activities. Only a small percentage of credits are used to train students to study off-campus.
So that curriculum improvements are made by the government in order to increase student involvement in the world of work. The curriculum is included in the Independent Learning Policy-Independent Campus (MBKM) curriculum. MBKM is a form of learning in universities that is autonomous and flexible so as to create a learning culture that is innovative, not restrained, and in accordance with student needs. Students have the right to study three semesters outside the study program. The three semesters are in the form of 1 semester of opportunity to take courses outside the study program and 2 semesters of carrying out learning activities outside of university (Ministry of Education and Culture, 2020). Based on the Regulation of the Minister of Education and Culture Number 3 of 2020, the MBKM program is divided into 8 types, including Independent Student Exchanges, Internships / Work Practices, Teaching Campuses in educational units, Research / Research, Humanitarian Projects, entrepreneurial activities, Independent Studies / projects and Building Thematic villages / KKN. These MBKM programs are open to all disciplines from all universities under the auspices of the Ministry of Education and Culture.
The MBKM program aims to equip graduates with skills that are in accordance with the needs of the times (Ministry of Education and Culture, 2020). In addition, the purpose of the MBKM policy, is to improve the competence of graduates, both soft skills and hard skills, to be more ready and relevant to the needs of the times, Increasing the achievement of graduates who can elaborate science, life skills, and mastery of information technology is a challenge that must be considered by universities and study programs (Ministry of Education and Culture, 2020). The independent campus policy encourages the development of entrepreneurial interests, improving the quality of graduates through academic mastery, thinking skills, management, and communication (Baharuddin, 2021). The MBKM program also provides benefits for companies that provide opportunities for students (Fatah, 2021), directing students to be more ready to work, work together, be creative and can benefit themselves and the community (Siregar, Sahirah, &; Harahap, 2020). MBKM aims to encourage students to master their scientific fields to prepare to enter the world of work (Sopiansyah &; Masruroh, 2022; Sudaryanto, Widayati, &; Amalia, 2021)
The implementation of MBKM has an impact in the form of additional competencies to students, broadens perspectives in solving problems and in accordance with the needs of graduates in the future (Pohan and Kisman, 2021), has a positive impact (Meke et al, 2022), Improving basic life skills and skills such as adaptive attitudes, emotional maturity, and communication skills are soft skills developed (Sari et al, 2021), increasing the capacity and competence of lecturers and education staff, improving software (Wijaya, 2022) and hard skills mahasiswa (Rahmawanti dan Nurzaleani, 2022). The implementation of MBKM received a positive response from students (Kusnadi et al, 2022).
Based on this, the UPMI Economic Education Study Program has also developed and implemented the MBKM curriculum to improve the quality of graduate performance that is competitive and adaptable. The curriculum developed is of course also in accordance with academic guidelines and university IKU
In addition, collaboration with other study programs within the university is also carried out to facilitate students in choosing courses of interest and support their competencies. With this effort, it is expected to improve knowledge, attitudes and skills for graduate students. Collaboration with partners is beneficial for students in providing direct learning experiences and opportunities in the hope that they will get the hard skills and soft skills needed during their careers later (Aswita, 2021), encouraging students to get to know the real industrial and business world (Kodrat, 2021).
The forms of learning activities (BKP) offered by the Economic Education Study Program to students are student exchanges, internships/work practices, teaching in schools, research/research, humanitarian projects, entrepreneurial activities, collaborative research, village projects/Thematic KKN and defending the country. Internships are useful for providing sufficient experience to gain hard skills (skills, complex problem solving, analytical skills) and soft skills (profession/work, communication, cooperation) (Retno, 2021), producing graduates who are superior and empowered globally (Suryaman, 2020). The Project Program in the Village is included as a Thematic Real Work Lecture (KKNT) to hone the soft skills of student partnerships, accelerate rural development with the Village Ministry PD TT. In the research program, students have the opportunity to intern at research centers and improve students' ability to carry out research at national and international levels. In BKP, humanitarian projects increase students' social sensitivity, and teaching activities in schools focus on equitable distribution of education quality (Retno, 2021). Humanitarian projects serve as a means of strengthening student character and helping to realize independent villages in Indonesia (Yanuarsari et al, 2021). In general, learning activities at MBKM are expected to increase the CPL of graduates.
So far, research has been carried out related to the effect of MBKM implementation on CPL and student abilities, including research on the impact of MBKM on student CPL (Pohan and Kisman, 2021), the impact of MBKM on student soft skills (Sari et al, 2021; Wijaya, 2022) and students' hard skills (Rahmawanti and Nurzaleani, 2022). However, research related to the implementation of MBKM has not been described comprehensively, research related to the implementation of the MBKM program curriculum is needed for students, lecturers, staff and partners, and its impact on graduate learning outcomes. This research seeks to describe the implementation of MBKM in the UPMI economics study program. The results of the research are used as a basis in determining program evaluation and measuring the achievement of graduate learning in the economic education study program.
The implementation method used refers to the survey research method. Survey research is used to collect data or information about a large population using a relative sample (Cresswell, 2012). The analysis of survey data used in this study is descriptive analysis. Data in the form of descriptions are analyzed qualitatively descriptively. Descriptive analysis in this study is in the form of statistics used to analyze data by describing existing data. The descriptive technique of data analysis in this study is the percentage technique.
The survey population is lecturers, students and staff in the Economic Education Study Program of PGRI Mahadewa University Indonesia. The sampling technique used is purposive sampling. The number of respondents from this study was 8 lecturers, 95 students, 10 study program partners and 1 study program educator. The survey in this study developed instrumen survey menggunakan elektronik survey (mobile survey), karena penelitian dilaksankan selama pandemic COVID 19. The instrument in this study used a questionnaire with a combination of open and close questioner. The instrument refers to the MBKM impact survey measurement instrument by the Ministry of Education and Culture (2021). The grids for questionnaire questions and interview guidelines are shown in Table 1.
The developed instruments are tested for validity and reliability before use. The results of the developed instruments are used to collect data on research results which ultimately carried out data analysis and conclusions. Data analysis of research results using quantitative descriptive data analysis.
Before carrying out the survey, an expert test for the validity of the instrument content was carried out. The validation results show a value of 87% with a classification worthy of use with revisions. There are several suggestions and inputs on the development of instruments that have been developed. Suggestions and input from validators include: 1) instruments tailored to the needs / indicators or objectives of non-PT partners; 2) clarity of questions related to the MBKM Program needs to be clarified, 3) suitability of the language used for respondents. The revised instrument was then used in collecting survey data.
The implementation of MBKM Learning offered by the study program to students is student exchanges, internships/work practices, teaching in schools, research/research, humanitarian projects, entrepreneurial activities, independent studies/projects, Thematic village/KKN projects and defending the country. Likewise, the study program also provides supervisors for these MBKM activities. The distribution of student interest in choosing the form of learning activities provided is 2 choosing student exchanges, 5 students prefer internships / work practices, 50 choosing teaching campuses, 12 choosing research / research, 2 choosing humanitarian projects,
2 choosing student exchanges, 2 choosing building villages or KKNT, 1 choosing defending the country, 2 choosing independent studies / projects.
The results of the survey analysis of the implementation of MBKM in the Economic Education Study Program of PGRI Mahadewa University Indonesia focused on several points according to the instrument grid grid, including: 1) availability of MBKM quality documents, 2) understanding and information of MBKM implementation of MBKM, 3) the implementation of MBKM on CPL, and 4) obstacles felt by respondents as well as suggestions and inputs related to the MBKM program.
Based on the implementation of MBKM in the Economic Education Study Program, on the aspect of document availability. The survey results show that related to the regulations or decisions of the Rector and SPMI related to MBKM in the study program are available and known by 100% of study program lecturers, 68% are well known by students and 20.9% are well known to students. However, there are still 11.1% of students who are not aware of the regulation or decision. This shows that all study program lecturers know these regulations and there are students who do not know because there are some students who are still not active in participating in MBKM activities.
The understanding of MBKM policy described in figure 3 is known to 69% of lecturers with knowledge of most of the policy content and 31% know the policy as a whole. Lecturers know the MBKM policy because they have received MBKM socialization from the study program. The academic supervisor of the Economic Education Study Program also guides students in preparing study plan cards, so that they know the MBKM policy. For student respondents 61% knew most of the content of the policy, 26% knew overall, 12% knew little and 1% knew nothing.
In the aspect of implementing MBKM towards the achievement of IKU consisting of IKU 1 to IKU 8, including: 1. Graduates Get Decent Jobs; 2. Students Get Off-Campus Experience; 3. Lecturers Activities Off Campus; 4. Practitioners Teach on Campus;
5. Lecturers' Work Used by the Community; 6. Study Program in Collaboration with World-Class Partners; 7. Collaborative and Participatory Classes; 8. International Standard Study Program.
Based on 8 IKU organized by the government, it is known that 100% of lecturers think that IKU 2: students get off-campus experience can be achieved. Furthermore, 84.6% of lecturers think that IKU 1 is achieved: graduates get decent jobs. Furthermore, 62% of lecturers think that MBKM activities affect IKU.
In IKU 4, according to 43% of lecturers, MBKM activities affect the achievement of IKU 4. In the opinion of lecturers, in general, 8 IKU will be achieved from the implementation of MBKM activities. As for the other IKU, it is felt that it needs to be developed in the following year.
Furthermore, survey data was taken related to the suitability of the development and implementation of the MBKM program curriculum on graduate learning outcomes carried out on respondents, lecturers and study program partners. The learning outcomes of PGSD study program graduates are determined by tracing information from graduates, input from stakeholders, professional associations and trends in future scientific/expertise development, and from curriculum evaluation results. The formulation of learning outcomes of graduates of the Economic Education Study Program contains the abilities needed in the industrial era 4.0 regarding data literacy, technological literacy, and human literacy, as well as the ability to see signs of development (curriculum guidelines). The learning outcomes of the study program can also be added to the abilities that reflect the uniqueness of the study program accordingly.
The results of the survey of lecturers' opinions regarding the suitability of the implementation of the MBKM program to CPL in the aspect of attitude, 76.9% said they strongly agreed and 23.1% agreed. While the lecturers' opinions regarding the suitability of the implementation of the MBKM program to CPL in the aspect of knowledge, 61.5% expressed strong agreement and 38.5% expressed agreement. This shows that the implementation of the MBKM program is in accordance with CPL aspects of attitude and knowledge.
Lecturers' opinions regarding the suitability of the implementation of the MBKM program to CPL in the general skills aspect, 76.9% said they strongly agreed and 23.1% agreed. While the lecturers' opinions regarding the suitability of the implementation of the MBKM program to CPL in the aspect of specific skills, 69.2% said they strongly agreed and 30.8% agreed. In addition to lecturers, to find out the impact of MBKM implementation, PT. The Economic Education Study Program collaborates with the Economic Education Study Program outside of Higher Education. To develop a cooperation model for the MBKM curriculum based on local wisdom, the Economic Education Study Program also collaborates with non-tertiary institutions. The Economic Education Study Program has carried out cooperation with Denpasar Institute, Industrial Training Center, BNN Tuban, Banjar Kederi Multipurpose Cooperative, Coblong Pamor KSP, Pondok Sari KSP and Bali Gases Foundation.
According to PT partners, regarding the suitability of the implementation of the MBKM program for CPL in the aspect of attitude, 100% stated that they strongly agreed. While the opinion of PT Partners regarding the suitability of the implementation of the MBKM program to CPL in the aspect of knowledge, 100% expressed strong agreement. This shows that the implementation of the MBKM program is in accordance with CPL aspects of attitude and knowledge. In addition to partner knowledge, PT also described the suitability of the implementation of the MBKM program to CPL in the aspect of general skills, 100% expressed strong agreement. Meanwhile, the opinion of PT partners regarding the suitability of the implementation of the MBKM program for CPL in the aspect of specific skills, 100% stated that they strongly agreed. This shows that the implementation of the MBKM program is in accordance with CPL aspects of general skills and specific skills.
Based on the survey results, it shows that the implementation of the MBKM program implemented by the Economic Education Study Program of Pgri Mahadewa University Indonesia can have an impact on the achievement of IKU Universitas consisting of IKU 1, 2, 3, and 4. In addition, the MBKM program also has a positive impact on the achievement of graduate learning. The implementation of the curriculum is in accordance with aspects of attitudes, knowledge, general skills and specific skills of the Economic Education Study Program. MBKM activities can assist lecturers in transforming, developing, and disseminating science, technology, and art to students. This is because the MBKM program, especially from off-campus learning activities, trains students to get used to and adapt to the needs of the job field, able to train students' soft skills (communication skills, career adaptability , leadership, communication and innovation) (Kuncoro, 2022; Sari et al, 2021; Wijaya, 2022), especially in overcoming problems that occur in the field so that when entering the world of work, it is expected to be able to get a decent job according to the main target of IKU 1. In IKU 2, the MBKM program clearly trains students to study outside the campus with several existing program options (Alyusfitri, 2021). In IKU 3 and 4, the implementation of MBKM will also involve lecturers and practitioners to learn with students both off-campus and on campus. MBKM assists lecturers in transforming, developing, and disseminating science, technology, and art to students (Nita, 2022).
In addition to the development of IKU, the MBKM program is also able to improve student CPL both in terms of knowledge, general and special skills as well as the attitudes of students of the economic education study program at PGRI Mahadewa University of Indonesia. The MBKM program helps prepare students for the post-campus period and brings enormous benefits in developing competencies/skills as a provision for work after graduation (Sanfreni, 2021) has a positive impact on increasing student knowledge and skills and increasing lecturer capacity (Mulyana et al, 2022). The MBKM program is able to foster students' social sensitivity related to social problems in the community (Ariesmulyadintara, 2021). MBKM is a framework to prepare students to become strong, competent, professional, and ready-to-use graduates and become leaders who have a high national spirit (Zuhrotun, 2021).
Some recommendations based on research results include before the implementation of MBKM, it is necessary to analyze compliance with CPL and the capabilities needed in the 21st century (Rohiyatussakinah, 2021), prepare well the process and evaluation of MBKM implementation (Zuhrotun, 2021), Foundation building and cooperation framework for the implementation of the MBKM curriculum (Aswita, 2022) through socialization, strengthening, and mentoring for other sectors in supporting the implementation of the MBKM curriculum (Anggraini et al, 2022), increasing alumni involvement that can be used as off-campus learning partners (Mashitoh, 2022). The study program always conducts regular curriculum reviews to review the curriculum that has been implemented by integrating the MBKM program. It is hoped that this program will be able to improve graduates who have adaptive power, have a direct impact on society, elaborating knowledge, skills, attitudes and mastery of information technology.
Based on the results of the analysis of the implementation of the MBKM curriculum in the Economic Education Study Program, it is known that the Economic Education Study Program has implemented the MBKM program with reference to 6 BKPs including student exchanges, internships / work practices, teaching in schools, research / research, humanitarian projects, entrepreneurial activities, independent studies / projects, Thematic village projects / KKN and state defense. All lecturers and some students have understood the implementation of MBKM. The results of the analysis also show the positive impact of MBKM implementation on increasing IKU, especially IKU 1, 2, 3 and 4, as well as increasing graduate learning achievement. Therefore, it is important for study programs to conduct regular curriculum reviews to review the curriculum that has been implemented by integrating the MBKM program. This is done in order to achieve graduates who have adaptive power and have a more direct impact on society, elaborating science, life skills, and mastery of information technology.
Original paper, i.e. Figures, Tables, References, and Authors' Contacts available at http://ivolgapress.com/journals/academ-craft/vol_01_article_04.pdf