Readiness of the Science Education Study Program in the Implementation of the ‘Merdeka Belajar - Kampus Merdeka’ (MBKM) Curriculum

Zakiyyah, Zakiyyah; Cahyani, Mutiara Dwi; Fatnah, Nurwanti

doi:10.24235/sc.educatia.v10i2.9243

Cited by 14 publications

(15 citation statements)

References 13 publications

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“…The results show that the students' readiness to take part in the MBKM program were encouraged by the Head of Study Program continually introducing MBKM policy in the social media and during the learning activities in the Zoom. Meanwhile the students who were not ready yet tended to think that the implementation of MBKM programs was carried out by the Ministry of Education, Culture, Research, and Technology only, not by the study program (S. Zakiyyah et al, 2021).…”

Section: Students' Participation To Mbkm Policymentioning

confidence: 99%

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

Apoko

Hendriana

Umam

et al. 2022

JERE

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Learning outside the study program and campus is a learning option for students to improve the quality of graduates who can adapt to the industrial world at the national and international levels. This study aims to analyze the level of awareness and participation of students in the MBKM policy and its impact. The type of research used is a survey with descriptive analysis techniques. The subjects of this research were 11579 university students. The instrument used was a questionnaire consisting of two parts, namely the identity of the respondent and questions about the MBKM policy. The results of this study indicate that the level of student awareness of the MBKM policy is quite high, including the level of student participation. Meanwhile, the response to the impact of the MBKM policy on students was said to be high. This is based on the benefits of the MBKM program such as learning experience, recognition of 20 credits, and improvement of soft skills. Therefore, this MBKM policy has implications for increasing student participation in participating in learning activities outside the study program and campus to support Kemdikbudristek's Main Performance Indicator (IKU) 2. Thus, the findings of this study have several implications. First, the MBKM program will continue to be attended by students with great enthusiasm due to the high student awareness of the MBKM policy. Second, the quality of learning outside the campus will increase because student interest in participating in the MBKM program is quite large. Third, the sustainability of the MBKM program organized by the study program will run well. This is based on the benefits of the MBKM program which is able to provide many skills, cultural knowledge, and adaptability including leadership abilities.

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Section: Students' Participation To Mbkm Policymentioning

confidence: 99%

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

Apoko

Hendriana

Umam

et al. 2022

JERE

View full text Add to dashboard Cite

show abstract

“…In fact, however, the implementation of Curriculum Merdeka has caused teachers to worry about the results of the learning process. Zakiyyah et al (2021) found that teachers still perceived themselves as the source of information rather than a facilitator of learning; therefore, making them unsure as to whether they already provide sufficient learning or not. Others showed that school facilities do not meet the requirements for projects in Curriculum Merdeka (Yudhawasthi & Christiani, 2022) and still need some innovation to realise the projects (Rahayu et al, 2022;Supriati et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Embedding Sustainable Development Goals to Support Curriculum Merdeka Using Projects in Biotechnology

Purnomo

Yulianto²,

Mahdiannur³

et al. 2022

IJLTER

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The lack of practices of Curriculum Merdeka cause science teachers to worry about the results, especially related to environmental awareness. As such, this study aimed at exploring the role of biotechnology learning with embedded sustainable development goals (SDGs) to accomplish the academic purposes of the curriculum. In doing so, Pre-service Science Teachers (PSTs) were required to develop projects in biotechnology as well as problem-solving skills to be induced into their teaching competencies. This study used one-group pre-test and post-test design and involved twenty PSTs as participants. The parameters were perception, knowledge, and development of scientific projects. The instruments consisted of questionnaire, paper-pencil test, and rubrics. The data were then analysed in a descriptive manner. The results showed that most students perceived that biotechnology learning provides access to sustainability in human life. Also, there is a significant increase of student knowledge about innovating science with P-value of 0.00<0.05. For scientific projects, students in groups successfully created five titles in relation to SDGs issues, such as food nutrients, agricultural pests, fish-pond management, dengue fever control, and water quality. In terms of learning outcomes and themes, the contents within PSTs projects are relevant to two learning outcomes and four different project themes of Curriculum Merdeka, including lifestyle for sustainability, technology to support Indonesia, entrepreneurship, and local wisdom. Therefore, there is potential to bring PSTs projects to practice Curriculum Merdeka.

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“…It is a form of implementation of higher education in building 21st-century skills in students with web-based learning models, blended, e-learning, mobile, and distance learning [13][14][15]. Implementing the Independent Campus the curriculum requires all universities to implement information technology-based learning media innovations using digital media, such as learning videos, interactive multimedia, augmented reality, virtual reality, mixed reality, and hologram media [16][17][18]. The emergence of the programme provides access to educators and students to improve the quality of learning outcomes [19], and self-development so that the learning applied adapts to the needs of students and creates a more independent, creative, and innovative learning atmosphere.…”

Section: Introductionmentioning

confidence: 99%

Integration of Mobile Augmented Reality Applications for Engineering Mechanics Learning with Interacting 3D Objects in Engineering Education

Waskito

2024

IJIET

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The development of Augmented Reality (AR) technology has proliferated in the educational arena. The results of subjective observations of engineering mechanics learning show the decline in student interest and understanding caused by conventional teaching methods, which are the biggest obstacles in the learning process, thus impacting students’ cognitive abilities. This study develops AR as an instructional media for engineering mechanics using the Analyse, State, Select, Utilise, Require, and Evaluate (ASSURE) instructional design model with an R&D approach. This study used performance assessment instruments, questionnaires, and interviews with students and lecturers as the primary data. The subjects of this study were 103 students of Mechanical Engineering Vocational Education at Universitas Negeri Padang in the 2020–2021 academic year. The results showed that the use of AR-based learning media had a positive impact on students’ understanding of basic concepts and skills. In addition, AR media support independent learning and provide direct feedback to students. The acquisition of validation results from material experts is 88.48% (very valid), media experts of 89.26% (very valid), and linguists of 87.41% (very valid). The average practicality test results from the lecturer’s responses were 89.70% (very practical) and 81.63% (practical) student responses. In conclusion, the results of developing mobile AR applications that are declared valid and practical can provide a more interactive and exciting learning experience for students to increase their interest and understanding of learning. Therefore, mobile AR is an exciting option for further integrating engineering education into higher education.

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Readiness of the Science Education Study Program in the Implementation of the ‘Merdeka Belajar - Kampus Merdeka’ (MBKM) Curriculum

Cited by 14 publications

References 13 publications

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

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

Embedding Sustainable Development Goals to Support Curriculum Merdeka Using Projects in Biotechnology

Integration of Mobile Augmented Reality Applications for Engineering Mechanics Learning with Interacting 3D Objects in Engineering Education

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