Lecturers’ and Students’ Responses toward the Implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) Program at Alma Ata University

Abstract

Independent Learning-Independent Campus (MB-KM) is a policy that has been issued by the government and is contained in the Regulation of the Minister of Education and Culture Number 3 of 2020 related to the National Standards for Higher Education. Students don't only have one skill, but also several skills through the MBKM program. In addition, lecturers are required not only to teach related content but also to improve soft skills and implementation so that students can achieve the expected graduate achievement targets and be ready to work. The purpose of this study was to determine the response of students, lecturers and education staff to the MBKM program, and the implementation of the Tridharma at Alma Ata University. This type of research is qualitative cross-sectional study and data collection using a questionnaire survey online method. The sample of this study was students and lecturers at Alma Ata University, until the completion of the study, the sample size was 855 students and 114 lecturers. The survey was conducted online through the MBKM implementation questionnaire with the type of closed-ended question. The results of this study indicate that students are excited to participate in MBKM activities, particularly within the framework of the internship program and the real work lecture (KKN). In addition, it is known that there is still a low understanding of students, several lecturers, educational staff, and partners regarding policies and Standard Operating Procedures (SOP) for MBKM activities made by both the University and the Study Program level. The socialization associated with this program must be ongoing with the university community and educational partners. The response and implementation of MBKM that has been carried out well will be able to produce graduates with hard skills and soft skills who are ready to face the world of work independently, innovatively, and tough.

Strategy The principal's Leadership Style in Implementing “Merdeka Belajar” in Schools

“…The giving of this influence is carried out differently to produce different levels of leadership according to the conditions of the subordinates they lead. This is in line with (Salim et al, 2022) that the democratic leadership style is a way for leaders to involve their members in making decisions, solving a problem by deliberation, being willing to listen to opinions and respecting every potential that its members have to achieve a goal. Meanwhile, the democratic leadership style is the ability to influence other people to cooperate in achieving the goals set through various activities that will be carried out jointly between leaders and subordinates (Aryani et al, 2022).…”

“…The government and education units are trying their best to prepare the complete learning process for students (Cahyono, 2022). Principals have a strategic role in improving the quality of learning in schools (Isnawan & Sudirman, 2022;Salim et al, 2022). Through his duties as a supervisor and leader in the school, the principal must ensure that students get the best service according to their needs (Pratikno et al, 2022).…”

The Implementation of Merdeka Belajar Kampus Merdeka Policy: Students’ Awareness, Participation, and its Impact

“…In addition, MBKM programs would have a positive impact in the future after they had graduated from universities (Krishnapatria, 2021;Meke et al, 2022). Previous study stated that pointed out that 69% of students felt the MBKM programs could develop their competencies as a provision for work after graduation (Laga et al, 2022;Salim et al, 2022). Students who took part in the MBKM programs would gain provisions and experiences in terms of learning and collaborating with other parties such as students from various universities, workers in industry partners, teachers in schools, and rural communities.…”

“…Moreover, students' soft skills increased, mainly in their self-confidence as the MBKM program provided a variety of offers of off-campus learning activities for a long time for students to explore the attitudes, knowledge and skills possessed during on-campus learning as well as the study program provided subjects focusing on soft skills, integrating soft skills in essence subjects, and providing short courses or trainings needed by the industrial world (Buckley & Lee, 2021;Purwanti, 2021). Another study stated that students who took part in the MBKM program, their soft skills such as leadership, communication skills, adaptability, and innovation were higher than those who did not participate in the MBKM program (Kusumaningrum et al, 2022;Salim et al, 2022). However, not all the students who engaged in off-campus activities or other extra-curricular activities would have benefits equally (King et al, 2021;Winstone et al, 2022).…”

Challenges in Implementing Kurikulum Merdeka for EFL Teachers

“…In recent years, studies related to challenges in the Kurikulum Merdeka have been conducted before, each with different types of challenges that the teachers encountered. For instance, difficulties in understanding the curriculum (Aulia, 2021;Pertiwi & Pusparini, 2021;Marlina, 2022, Salim, et al, 2022, low IT skills (Solikhah & Purnomo, 2022;Damayanti & Muhroji, 2022), difficulties in understanding CP, TP, and ATP (Damayanti & Muhroji, 2022;Marlina, 2022;Rindayati, et al, 2022;Tricahyati & Zaim, 2023, Zulaiha et al, 2022 difficulties in making the teaching module (Effendi, et al, 2023, Mustika, 2022, and lack of readiness for the teachers (Correos & Huelma, 2022;Nurzen, 2022;Solikhah & Purnomo, 2022;Yuhastina, et al, 2020;Tricahyati & Zaim, 2023).…”