The Future of English Language Teaching and Learning Through “Merdeka Belajar - Kampus Merdeka” (Mbkm): A Systematic Review

Abstract

This publication systematically reviews literature on MBKM (Merdeka Belajar – Kampus Merdeka). As MBKM is relatively a new program, its prospects and challenges in its implementation in English language teaching are regarded important to be scholarly-reviewed. In this study, the total of 17 scholarly-published journals were systematically reviewed. The journals included in this study were those published in 2020 and 2021 which set “Merdeka Belajar – Kampus Merdeka” and/or “MBKM” as keywords. The searching was conducted on www.google.co.id. Based on analysis, it is found that all journals appreciate the MBKM programs as promising and innovative. Furthermore, the scholarly-published journals explore the MBKM programs through philosophical basis, its implementation, challenges, and how they are perceived. In addition, the 8 programs and 4 policies are mainly set as the findings. In this publication, the future of English language teaching and learning through 8 programs and 4 policies of “Merdeka Belajar – Kampus Merdeka” is addressed.

A viewpoint on folklore education: providing students freedom and empowerment

“…With the implementation of the MBKM curriculum from the ministry of education and culture of the republic of Indonesia [104], this study represents a major advance in the study of folklore teaching at the university level in Indonesia. Several studies confirm although lecturers and students adapt to this strategy, it is nevertheless challenging especially in English studies [105]- [108]. When analyzing the findings and implementation from this study, it becomes clear that the MBKM policy is backed up by the employment of creative instruction for teaching folklore.…”

Challenges in Implementing the Merdeka Belajar Kampus Merdeka in High-er Education

“…At a practical level, there are requirements that require collaboration between tertiary institutions and study programs with external parties such as service companies, industry, communities, other universities, and government and private agencies. Maybe for large tertiary institutions this is not a big problem, but in contrast to small tertiary institutions the existence of this policy can raise its own problems (Sampelolo & Kombong, 2022) This problem should be a consideration for the government in finding solutions to make it easier for small PTs to collaborate with agencies and large PTs. Without a clear mechanism and a shared vision between the Ministry of Education and Culture and other Ministries, this policy is only considered good in terms of regulations but can cause problems at the practical level (Kande, 2022).…”

Implementation Blessing Friday Movement Policy as Development of Social Capital

“…Likewise with bags and shoes that have been reviewed by the school, on Friday the bags or shoes will be replaced to those who really need them. So that this Friday blessing movement is right on target and can be felt by all school members (Sampelolo & Kombong, 2022). Togetherness appears by itself.…”