Teacher’s Perception on Merdeka Belajar Policy

Prakoso, Bagus Hary; Ramdani, Zulmi; Rahmah, Bilqisthi

doi:10.26499/ijea.v3i2.84

Cited by 16 publications

(16 citation statements)

References 10 publications

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“…Despite the fact there is a heated debate on whether the higher education should be more pragmatic to answer the trends or remain idealistic in the midst of industrialization. The current MB-KM curriculum development in Indonesia is one of the challenges in higher education [14] and the most important curriculum goal at the higher education level [15] as well as a deeper focus of learning in a more tangible community environment [16]. This is with the hope that in order to be successful in facing the challenges of the 21st century, it takes a lot of special skills related to work and life [17].…”

Section: The Involvement Of Industrial Sector and Job Marketmentioning

confidence: 99%

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Yulianto¹,

Sujarwanto²,

Harmanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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The Government of Indonesia promotes the idea of independent learning (MB-KM) as the natural learning process to achieve student's autonomy for critical thinking, creativity, and collaborative skills. The purpose of this study is to map various forms of synergies between the higher education and industrial sector and job market (IDUKA) as a form of implementing MB-KM Curriculum. This qualitative research involved heads of the study programs in regards their strategy to engage with IDUKA. The responses show positive preference of 86.8% by revitalizing the curriculum involving IDUKA, and realignment to MB-KM shows a positive preference of 78.9%. The data show the preference for implementing MB-KM Curriculum lies on collaboration programs, focusing on its implementation in lectures by involving IDUKA with various forms of supports, namely policy-making from leaders related to cooperation, management, governance, stakeholders, alumni users, and cooperation funds. The results of this study become the rationale for higher education to implement relevant MB-KM Curriculum.

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Section: The Involvement Of Industrial Sector and Job Marketmentioning

confidence: 99%

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Yulianto¹,

Sujarwanto²,

Harmanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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“…Teachers can stimulate the interests and activities of students to be interested in the lesson through playing. In progressive developments, it continues to emphasize educational renewal on the interests and talents of students, not at the formal stage for memorizing only (Prakoso, Ramdani, & Rahmah, 2021) . Progressivism education aims to make humans into people who can unlock the secrets of the universe.…”

Section: Merdeka Belajar Kampus Merdekamentioning

confidence: 99%

“…Of course it takes a good campus and a good curriculum as well. Main Characteristics of Progressivism (Prakoso et al, 2021) : 1) Education is considered capable of change in the sense of fostering a new culture that can save humans for the future. 2) Believing that humans are subjects who have the ability to face the world with independent skills and strengths.…”

Section: Merdeka Belajar Kampus Merdekamentioning

confidence: 99%

Team Based Project Learning Model on The MBKM Course in The Department of Nonformal Education

Rahmat

Zubaidi

Mirnawati

et al. 2022

Journal of Nonformal Education

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The PISA ranking places Indonesia in 2019 at 74th, or the 6th bottom of the 79 countries surveyed. From this data alone, we can describe how low the cognitive abilities or intelligence of Indonesian students are. In the education curriculum, the government has designed special standards so that Indonesian students are increasingly trained in their cognitive abilities, and are increasingly able to solve problems well. Freedom to learn is an idea that gives freedom to educators and students in determining the learning system. The purpose of the declaration of independent learning is to create a meaningful education and emphasize aspects of skills and experiences in learning. The spirit brought by the concept of independent learning is the flexibility and freedom in designing and managing learning for educational actors, ranging from educational institutions, educators, to students. The main programs are: the ease of opening new study programs, changes to the accreditation system for higher lecturers, the convenience of state higher education institutions becoming state universities with legal entities, and the right to study for three semesters outside the study program. Students are given the freedom to take credits outside the study program, three semesters which are meant in the form of 1 semester of opportunity to take courses outside the study program and 2 semesters of participating in learning activities outside of higher education. Various forms of learning activities outside of tertiary institutions, including conducting internships/work practices in industry or other workplaces, implementing community service projects in villages, teaching in educational units, participating in student exchanges, conducting research, conducting entrepreneurial activities, conducting studies/ independent projects, and following humanitarian programs. All these activities must be carried out by students with guidance from the lecturer. The learning process at the Merdeka Campus is one of the most essential manifestations of student-centered learning. Learning in the Merdeka Campus provides challenges and opportunities for the development of innovation, creativity, capacity, personality, and student needs, as well as developing independence in seeking and finding knowledge through realities and field dynamics such as ability requirements, real problems, social interaction, collaboration, self-management, performance demands, targets and achievements. Through an independent learning program that is well designed and implemented, students' hard and soft skills will be formed strongly.

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“…In the sense that the learning period of society 5.0 requires humans to be more able to have the ability to solve complex problems, think critically, and be creative (Ghazivakili et al, 2014;Changwong et al, 2018;Basith et al, 2020;Kamal et al, 2020;Rahayu, 2021). In response to this, the ministry is currently formulating the Merdeka Learning Campus Merdeka (MBKM) program which is an independent and versatile higher education learning program designed to create a creative learning community that does not limit its creativity to meet the various needs of students (Nurhasanah & Nopianti, 2021;Endrawan et al, 2021;Prakoso et al, 2021;Denny et al, 2022). In following independent learning, the Socratic method was chosen as a learning method that was considered appropriate in directing students to think critically in accordance with the development of their mindset when they were independent in learning (Peterson, 2009;Rahmawati & Suwarjo, 2021;Boa et al, 2018;Grace & Maigue, 2020;Endrawan et al, 2021).…”

Section: ▪ Introductionmentioning

confidence: 99%

Application of the Socratic Method based on E-learning Moodle in Linear Algebra lectures

Fitriawan

Siregar

Sulistyowati

2022

JPMIPA

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This study aims to determine the application of the Socratic method in the LMS model platform at Tanjungpura University e-learning. The use of e-learning from UNTAN has been applied by researchers for 4 semesters and the Socratic method is the reference for research in this semester. The Socratic method is a learning method with a discussion process led by educators to make students think about the truth of the validity of their reasoning or to reach a correct conclusion. The whole conversation is a constructive conversation and uses Socratic questions in building learning. The data in this study were given before and after the Socratic method was applied. The quantitative method in a comparative form is the type of this research. The research population is second semester students who take elementary linear algebra courses which are divided into 4 classes, namely class IIA1, II A2, IIA3, and B. The research sample was taken with consideration because the researcher was in charge of the class, namely class IIA2. The data obtained were analyzed descriptively by using the t test. The results of data analysis showed that there was a significant increase in learning outcomes after the implementation of the Socratic method in learning in the Tanjungpura University model elearning platform.

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Teacher’s Perception on Merdeka Belajar Policy

Cited by 16 publications

References 10 publications

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Team Based Project Learning Model on The MBKM Course in The Department of Nonformal Education

Application of the Socratic Method based on E-learning Moodle in Linear Algebra lectures

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