MBKM CURRICULUM
MANAGEMENT AT UNIVERSITAS NEGERI MANADO
Delli Sabudu*, Deitje A Katuuk, Sjamsi Pasandaran,
Donal M Ratu
Education Management,
Universitas Negeri Manado, Indonesia
email:
[email protected]*
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Article
Information |
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ABSTRACT |
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Received:
January 10, 2023 Revised:
January 21, 2023 Approved: January 31, 2023 Online: February 11, 2023 |
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The purpose
of this research is to analyze and describe the independent learning curriculum
management model at Manado State University. Independent learning curriculum
management is a form of curriculum management with the stages of planning,
organizing, implementing and evaluating. The results of the study show that
the independent curriculum management model at Manado State University has
been implemented according to management functions, namely planning,
organizing, implementing and evaluating. Of the nine study programs sampled
that met the requirements, there were four study programs with a curriculum
management model that were close to fulfilling the management function,
although there were system constraints that were not yet available regarding
the synchronization of courses between study programs and menus for MBKM
contracts. In addition, the constraints related to human resources are still
low knowledge about the implementation of independent curriculum management
and the low interest of students to participate in MBKM activities. ·
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Keywords |
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Management; Curriculum; MBKM; Education |
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INTRODUCTION
Education
is a vital element in the development of a nation, with education a nation can
achieve maximum development and in accordance with national development goals.
El-Hajj Malik El-Shabazz or Malcolm X, an American Muslim leader who is also a
human rights activist, stated "Education is the passport to the future,
for tomorrow belongs to those who prepare for it today" (Malcolm,
2022).
In line with what was stated by Malcolm X, John Dewey stated, If we teach
today's students as we taught yesterday's, we rob them of tomorrow. These two
quotes indicate that education is the key in preparing students to pave their
way now and in the future. Education must develop and adapt to world
developments.
In
its effort to answer the challenge of mastering 21st Century Skills, Indonesia
has developed an educational plan that is relevant to the 21st Century. It is
included in the BSNP Report (National Education Standards Agency,
2010) on 21st Century National
Education, namely how education is relevant in the 21st Century, including
among other things paradigm and national goals of education (Afandi
et al., 2019).
The National Education Paradigm helps us understand educational problems,
analyze them, and formulate possible solutions to solve these problems. The
21st century National Education Goals are formulated in BSNP (2010) as follows:
National
education in the 21st century aims to realize the ideals of the nation, namely
a prosperous and happy Indonesian nation, with an honorable and equal position
with other nations in the global world, through the formation of a society
consisting of quality human resources, namely independent individuals, willing
and capable to realize the ideals of the nation.
This
indicates that the Indonesian people should have comprehensive intelligence,
both about the past, the present, and preparations for the future. As well as
realizing a prosperous and happy Indonesian society that includes both
physically and spiritually. In addition, national education is also expected to
be able to increase the position of the Indonesian nation to the international
level. Indonesia is able to achieve these noble goals or ideals if we have
human resources that are competent and able to make a positive contribution to
themselves, the nation, the country and the world (Tayibnapis
et al., 2018).
However, if human resources are lacking or incompetent, this goal will be
difficult, even impossible, to achieve. However,
if human resources are lacking or incompetent, these goals will be difficult,
even impossible to achieve. Therefore, it is important to develop the
competence of society as human resources in order to have skills that are
relevant to the demands of life in the 21st century.
The
Independent Campus Learning Policy issued by the Ministry of Education and
Culture is a policy that is believed to be most appropriate to current
conditions. This policy requires the development of the MBKM curriculum to suit
the needs of the 21st century. Rosyada (2004),
says that:
Curriculum
is the core of an educational organization. Murray Print. defines curriculum as
all planned learning spaces provided to students by educational institutions
and the experiences enjoyed by students when the curriculum is implemented.
Meanwhile, according to Taba (1962)
curriculum can be interpreted: A curriculum usually contains a statement of
aims and of specific objectives; it indicates some selection and organization
of content; it either implies or manifests certain patterns of learning and
teaching, whether because the objectives demand them or because the content
organization requires them. Finally, it includes a program of evaluation of the
outcomes. Thus, curriculum itself can be defined in general,
namely related to:
1) What is important for students to learn2) A series of experiences that students must have3) A series of courses or programs offered to students4) A collection of courses or programs that the student chooses from the available options
5) Content of a particular discipline
6) The time frame and credits in which the university provides the education.In other words, the curriculum is a combination of relationships ranging from educational goals, learning outcomes, course materials or modules, content, types of assessment, learning styles, graduate abilities and learning environment. There may be many more elements to include on the list, but these are enough to go on, and more than enough to make managing the curriculum a complicated process. Software solutions are one way to simplify and manage this complex process.The Higher Education Curriculum (KPT) is an institutional mandate that must be implemented and should be able to encourage continuous improvement in the quality of learning, be adaptive to the demands of the times, motivate the spirit of lifelong learning, and be able to realize the specified learning outcomes. This has opened up even more opportunities with the establishment of the MBKM policy for students through learning activities outside the study program so that it is possible to produce graduates who have competence and experience in the world of work and/or society at large. Implementation of the MBKM program, mixed learning, and/or online learning is one of the effective learning strategies to facilitate students when participating in the learning process outside their study program.
The Merdeka Belajar –Kampus
Merdeka policy is based on a legal basis that is the juridical basis for its
implementation. Furthermore, the policy reference for the Merdeka Belajar
Program - Merdeka Campus there are seventeen (17) policies that support the
implementation of the Merdeka Belajar - Kampus Merdeka program (Krishnapatria,
2021).
Curriculum is a set of plans
and arrangements regarding objectives, content, and learning materials as well
as the methods used as guidelines for organizing learning activities to achieve
higher education goals. MBKM is part of the efforts of the Ministry of Education
and Culture of the Republic of Indonesia, which aims to encourage students to
be able to master various competencies as stated in Permendikbud Number 3 of
2020 concerning National Standards for Higher Education for Free Learning or
Independence for independent learning-campus is an effort giving freedom and
autonomy to educational institutions, and being independent from
bureaucratization, lecturers are freed from convoluted bureaucracy and students
are given the freedom to choose the fields they like (Jahari,
2020).
An adaptive and innovative
curriculum in this case is very much needed, especially now that we have
entered the new normal in the midst of industry 4.0, so that distance learning
will later become a future trend, therefore the curriculum must be flexible.
Freedom to learn is translated as providing the widest possible space for
innovation (Darling-Hammond,
2006).
for study programs to improve global competence through various contemporary
subjects such as digital transformation, STEAM, SDGs, soft skills, 21st century
competencies and so on. This independence means providing opportunities to
develop internships and immersion programs with professionals, alumni,
practitioners and strategic partners. In meeting the demands, currents of
change and the need for links and matches with the business world (DU) and the
industrial world (DI), and to prepare students for the world of work, tertiary
institutions are required to be able to design and implement innovative
learning processes so that students can achieve learning outcomes covering
aspects of attitude, knowledge, and skills optimally. The Independent Campus
Learning Policy is expected to be the answer to the demands of a link and match
with industry, the world of work, research and the needs of villages,
sub-districts, districts/ cities,
provinces, countries and the world.
The Merdeka Campus is an
autonomous and flexible form of learning in tertiary institutions so as to
create a learning culture that is innovative, not restrictive, and in accordance
with the needs of students (Amalia,
2021).
The Merdeka Campus includes 4 (four) main policies, namely: 1) ease of opening
new study programs, 2) changes to the higher education accreditation system, 3)
ease of tertiary institutions becoming legal entities, and 4) the right to
study 3 (three) semesters outside the program studies.
Undergraduate Program
students are given the freedom to take credits outside the study program, the 3
(three) semesters in question can be taken for learning outside the study
program within PT and/or learning outside PT. The learning process in the
Merdeka Campus is one of the manifestations of student-centered learning which
is very essential (Tanjung
et al., 2022).
Learning in the Merdeka Campus provides challenges and opportunities for developing
creativity, capacity, personality, and student needs as well as developing
independence in seeking and finding knowledge through field realities and
dynamics such as ability requirements, real problems, social interaction,
collaboration, self-management, performance demands, targets and achievements.
The Merdeka Campus is expected to be able to answer the challenges of higher
education institutions to produce graduates according to science and technology
developments and the demands of the business and industrial world. There are
eight forms of MBKM learning described as follows:
1) Internship
/ work practice, internship at a company, non-profit foundation, multilateral
organization, government institution, or startup company and must be supervised
by a lecturer / teacher.
2) Projects
in villages Social projects to assist people in rural or remote areas in
developing the people's economy, infrastructure, and others can be carried out
together with village officials, cooperatives, or other village organizations.
3) Teaching
in schools, teaching activities in elementary, middle and high schools for
several months. Schools can be in city or remote locations. This program will
be facilitated by the Ministry of Education and Culture.
4) Student
exchange, taking classes or semesters at foreign and domestic universities,
based on cooperation agreements that have been entered into by the Government.
Grades and credits taken at foreign universities will be equalized by each
university.
5) Research/
Academic research activities, both science and social humanities, which are
carried out under the supervision of lecturers or researchers can be carried
out for research institutions such as LIPI and other research agencies
6) Entrepreneurial
activities, students develop entrepreneurial activities independently as
evidenced by explanations/ proposals for entrepreneurial activities and
evidence of consumer transactions or employee salary slips, must be guided by a
lecturer/ teacher.
7) Independent
studies/ projects, students can develop a project based on a special social
topic and can work on it together with other students, must be guided by a
lecturer/ teacher
8) Humanitarian
projects Social activities for a foundation or humanitarian organization
approved by universities, both at home and abroad. Examples of formal
organizations that can be approved by the Chancellor: Indonesian Red Cross,
Mercy Corps, and so on.
Manado
State University actually already has an MBKM guidebook which was issued
officially through the Chancellor's Decree No. 729/UN41/PS/2020 Concerning Free
Learning Guidelines-Independent Campus, Manado State University on June 30
2020, which means that Unima has started implementing the MBKM policy since
2020 but until now student interest in the MBKM program is still very minimal.
The latest data obtained from the Academic Affairs of Manado State University
shows that as of 2021 the number of students participating in the MBKM program
is still low, as can be seen in the following graph:
Figure 1. Graph of Number of Students who took part
in the UNIMA 2021 MBKM Program
There
are many factors that influence the results as shown in the graph above,
including those concerning curriculum management issues. At the observation
stage, interviews were conducted with several heads of departments and study
programs showing management's unpreparedness regarding planning, organizing,
implementing and evaluating the Free Learning Curriculum. This unpreparedness
is illustrated by the low interest of students participating in MBKM, the lack
of participation of study programs and lecturers as the spearhead of the
implementation of the MBKM curriculum which is triggered by limited knowledge
about MBKM policies and the urgency of implementing the MBKM curriculum. The
mindset of worrying about losing a lot of MK in the study program with the
implementation of MBKM which requires study programs to prepare 60 credits
outside the study program, undermine the legitimacy of study programs and
lecturers towards students as a result of lectures outside the study program.
Funding that is not available relates to the implementation of MBKM because
students have to pay for carrying out MBKM activities, compiling curricula in
study programs, collaborating with other universities and collaborating with
other institutions, industry or companies, taking courses in other study
programs at tertiary institutions itself or at other tertiary institutions,
implementing practices in industry or companies, academic administration
systems, funds needed for practice or internships for students, readiness of
human resources, academic portal systems that are not yet available.
METHODS
This
type of research is qualitative research, as suggested by Sugiyono (2015) that qualitative research is
a research method based on the philosophy of positivism, used to research on
natural object conditions, (as opposed to experiments) where the researcher is
the key instrument, data collection techniques are carried out by triangulation
(combined), data analysis is inductive/qualitative and the results of qualitative
research emphasize meaning rather than generalization. According to Creswell (2017),
qualitative research is methods to explore and understand the meaning that a
number of individuals or groups of people ascribe to social or humanitarian
issues.
Researchers
use qualitative research so that it is easier for researchers to determine the
formulation of problems and preparation of reports. Furthermore, the
descriptive method was chosen because the data sought was in the form of a
statement. In addition, the descriptive method was chosen to make it easier for
researchers to collect data and to describe the data obtained from the field in
the form of descriptive data (not numbers or statistics). So this research
seeks to describe a study which is a phenomenon or relationship related to howIndependent Learning Campus Independent
Curriculum Management.The location chosen by the
author for this research is Manado State University which consists of 7
facultiesdwhere
previously the author had conducted an initial survey of the problems the
author observed related to the management of the MBKM Curriculum. While the
research time starts from March to August 2022.In qualitative research the researcher is the
key instrument and supporting instrument in the form of interview results, both
structured and unstructured interviews.The
data sources of this research consist of two kinds of sources, namely primary
and secondary data sources. The primary data source comes from interviews with
the MBKM Working Group, Heads of Departments and Heads of Study Programs.
Primary data sources also come from observations of the process of implementing
the MBKM curriculum in the Department and Study Program. Secondary data sources
in this study were obtained from various documents related to the MBKM
curriculum implemented inManado
State University. These documents include
curriculum that has been used, documentation of curriculum revitalization FGD
activities, profiles of departments and study programs, circulars, and includes
videos of lecturer meetings. The following is preliminary data from the
Academic Field of Manado State University for MBKM students in 2021:
Table 2.
Number of Faculties that have implemented MBKM along with the number of
students participating in MBKM activities
|
No |
Faculty Name |
MBKM Curriculum |
Number
of MBKM Students |
|
1 |
Faculty
of Language and Art |
Already
Implemented |
93
Students |
|
2 |
Faculty
of Engineering |
Already
Implemented |
110
Students |
|
3 |
Faculty
of Social Science |
Already
Implemented |
2
Students |
|
4 |
faculty
of Economics |
Already
Implemented |
34
Students |
|
5 |
FMIPA
Faculty |
Already
Implemented |
39
Students |
|
6 |
faculty
of Sport Science |
Already
Implemented |
7
Students |
|
7 |
faculty
of Science Education |
Already
Implemented |
23
Students |
In this study, the triangulation technique
will be used where the researcher will combine three techniques, namely
observing participants, conducting in-depth interviews, studying documentation.
Data
collection for this study used three methods, namely interviews, observation
and documentation. The informants that the researchers will interview are Heads
of Departments and Heads of Study Programs who have implemented MBKM in all
Faculties within Manado State University. When viewed from the implementation,
interviews can be divided into two, namely:
1) Structured
interviews are used as a data collection technique if the researcher or data
seeker already knows exactly what data or information he will obtain.
2) Unstructured
interviews, free interviews, where researchers do not use various interview
guidelines that have been arranged in a coherent and systematic manner to
collect data. This means that the interview guide used is only an outline of
the problem you want to ask.
This study uses structured
interviews to obtain data. This technique was chosen because apart from
providing clearer directions it also avoids a lack of required data or
obtaining unnecessary data. Hadi (2002) argued that observation is a complex
process and is composed of various biological and psychological processes. Two
of the most important are the processes of observation and memory. In terms of
the process of implementing data collection, observations can be divided into
two, namely:
1) Observation
of participation (participant observation), namely researchers involved with
activities everyday - people who are being observed or who are used as sources
and study.
2) Non-participant
observation, namely researchers are not directly involved with the activities
of people who being observed.
In
this type of observation the researcher is not involved and is only an
independent observer. Based on the instrument aspect, the observation is
divided into two parts, namely structured and unstructured observation.
Structured observation is an observation that has been designed systematically,
whether it is related to what is being observed or when and where it is carried
out. While unstructured observation is an observation that is not prepared
systematically about the things to be observed. This study will use
non-participant and structured observation. Researchers will observe the
process of planning, organizing, implementing and evaluating the MBKM
curriculum in departments and study programs in all faculties within Universitas Negeri Manado.
Documentation
is a record of events that have passed, where the forms of documents can be in
the form of the following:
1) Writing,
for example diaries, biographies, regulations, policies, life history, etc.
2) Images,
can be in the form of photographs, live images, sketches, etc.
3) Monumental
works, such as sculptures, films, paintings, etc.
Document studies can be used
as a complement to observations and interviews in a study. Therefore, it is
hoped that the research method used by the author is complete and supports this
research. The documents that the researchers collected included photos and data
on curriculum revitalization workshop activities, socialization of the MBKM
curriculum and meetings.
Data Analysis Techniques
Data
analysis is the process of searching for and systematically compiling data
obtained from interviews, field notes, and other materials, so that it is
easier to understand both by oneself and others, and the findings can be
informed to the general public(Bogdan
& Sari, 1982).
Data analysis is very important in a research because the results of the
analysis will produce information that can later be understood in order to
achieve the goal of conducting a scientific research. For this reason, the data
analysis that will be carried out by the author this time will use analysis
techniques that are in accordance with the nature of the data that will be collected,
namely qualitative data.
Data
collected from interviews, observations, or documentation and field notes will
be processed by researchers using descriptive methods. The results aim to
describe and explain an event systematically according to real conditions and
use language that is easier to understand. The systematics of data analysis is
carried out as follows:
1) Read,
analyze and study all data from various sources.
2) Conduct
data reduction which is done by making a core summary as well as abstractions
from the process and questions that still need to exist inside it.
3) Compilation
of data according to the research procedures used.
4) Conduct
a re-examination of the validity of the data.
According to Sugiono (2015)
testing
of research data is carried out by researchers by examining or testing credibility,
transferability, dependability, and confirmability. In this study, it is
explained as follows: 1) uTo test the credibility of
the research data, triangulation was carried out. The triangulation includes
research time triangulation (morning, afternoon, and evening), data collection
technique triangulation (observation, interviews, and documentation studies),
and source triangulation (MBKM Working Group, Head of Department, and Head of
Study Program). 2) This qualitative research has transfer value if it can be
applied in other social contexts and situations. Therefore, the results of this
study can be transferred if the research results are relevant to the existing
social context and situation. Therefore, the researcher tries to make a
research report by providing detailed, clear, systematic, and especially
reliable descriptions. 3) Dependability Testing
The
research data obtained and compiled as a research report can be tested for the
dependability of the data. The way that researchers do is try to be open to
supervisors and other parties to audit the entire process of this research.
Auditing activities are carried out by internal auditors, namely the promoter
and co-promoter. While the activities of the external auditors are the testers.
4) Confirmability Testing
The
assistance of the supervisors guarantees that this research can be objective.
When the Confirmability test is carried out by the researcher by following the
correct research principles and defining the problem until obtaining research
findings, it is possible for this research to be agreed upon by the
dissertation advisors and other parties. Basically the agreement on the
findings of this study is basically an illustration of the Confirmability of
data testing.
RESULTS
MBKM
Curriculum Planning at Manado State University
Planning
basically determines the activities to be carried out in the future to achieve
goals. This activity is intended to organize various resources so that the
results achieved are as expected. Planning gives influence in determining costs
or benefits, setting goals or final results, developing strategies to achieve
the final goals, formulating or setting priorities and strategic sequences,
establishing work procedures with new methods, and adapting existing policies. According
to Sudjana (2004)
planning is a systematic process in accordance with the principles of decision
making, scientific use of knowledge and techniques and organized activities
regarding actions to be taken in the future.
To develop a curriculum, the planning stages
that are made must provide convenience and be able to trigger selection and
development potential learning experiences in accordance with the results
(objectives) expected by educational institutions. Planning should be developed
by the teacher as a party that directly works with students. Planning should
enable teachers to use learning principles in selecting and promoting learning
activities in educational institutions. Planning should enable teachers to
tailor experiences to students' developmental needs, abilities, and level of
pupils.
Planning must encourage educators to consider
learning experiences so that students are involved in activities inside and
outside the school/campus. Planning must be the implementation of a continuous
learning experience so that student learning activities from the start are
really able to provide experience.
The curriculum must be planned in such a way
as to be able to help shape the character, personality, and equipment of
students' basic knowledge which is of democratic value and which is in
accordance with the cultural character of the Indonesian nation. Planning must
be realistic, feasible (can be done), and acceptable (acceptable well) so that
in the planning process there are stages that must be carried out related to
the management of the MBKM curriculum at Manado State University including:
Needs
analysis
Needs
analysis is the most important stage in curriculum planning, this is because to
design a curriculum it is necessary to know the urgency of the needs of both
social, professional, industrial, standard and scientific vision needs so that
what is contained in the curriculum functions is to answer the needs of these
aspects.
Curriculum development is a step in
keeping pace with the development of science, technology, art, psychology,
social politics, economics, and so on. So that in the end it can provide an
overview of the direction and objectives of existing curriculum products and
will be implemented by curriculum implementers. This is in line with the
statement Olivia (1992), that Curriculum is a product of time, healing
and responding to changes by social forces, philosophical positions,
psychological principles, educational leadership at this point in history. For
example, if the analysis of curriculum development is in higher education, then
curriculum development must be based on the needs of students in preparing the
workforce. Needs
analysis is a constructive and positive tool for making changes based on
rational logic, functional changes that can meet the needs of citizens, groups
and individuals.
In
the context of curriculum development, John McNeil (1990) defines needs analysis as: The
process by which a person defines educational needs and decides what their
priorities are. In line with opinion McNeil, Seels and Glasglow (1990) explains the meaning of need
assessment: It means a plan to gather information about differences and to use
that information to make decisions about priorities.
Curriculum planning is related
to how the subject matter is arranged so that students or students gain
learning experience to achieve the goals to be achieved. All materials and
learning activities need to be planned and arranged as well as possible so that
a systematic teaching and learning program is formed. Therefore, lecturers as
learning managers must make various choices towards achieving goals. Lecturers
must be able to make the right decisions to manage various sources, both
resources, funding sources, and learning resources to achieve the goals set,
namely the material presented can be well received by students so that students
understand what has been taught. The benefits of planning are as follows: 1).
So that the activities run in accordance with a specific purpose, orderly and fluent.
2) Encouraging a productive implementation of organizational activities. 3)
Trying to use tools and other resources efficiently and really support the
achievement of organizational goals. 4) Provide a complete description of all
activities to be carried out. 5) Can provide instructions for each personnel,
especially organizational leaders to supervise and assess each activity carried
out, whether it is in accordance with previous expectations. 6)
Furthermore, administrators can carry out organizational coaching in a directed
manner according to the perceived needs.
The
steps in curriculum planning are important for subsequent activities, so the
role of the study program leader is very important in guiding, directing and
assisting lecturers who experience difficulties in completing this activity.
Formulate
the Vision and Mission of the Study Program
In
curriculum planning, study programs must determine the vision and mission which
determine the direction of curriculum development. Related to the MBKM
curriculum which only applies to 3 semesters, the study program must be able to
integrate it according to the vision and mission of the study program which of
course refers to the university's vision and mission. From the findings through
interviews and document studies, it is known that the study programs still
maintain the vision and mission of the previous study programs and most of them
formulate curricula which are still emergency in nature, in other words they
are still processing according to the demands of policy changes which are also
still changing. This has the potential for discrepancies between the curriculum
and the vision, mission and goals while the curriculum is structured as a tool
to achieve the vision.
Determining
Curriculum Design
In
general, at the university level, it provides the widest possible freedom for
study programs to determine curriculum designs depending on the characteristics
of each study program, however, the various interpretations of study program
leaders towards the MBKM curriculum have resulted in very diverse curriculum
designs being made, this is in accordance with the findings in study programs
that with a variety of curriculum designs creates difficulties in the
implementation of lectures between study programs in tertiary institutions
because there are inequalities in curriculum design.Some are free form and some
are structured. This causes difficulties in study programs to determine what
competencies can be formed if students only take unstructured courses, in other
words, the competencies obtained are only half incomplete or what competencies
will be formed. if students only contract various subjects so that the
uniformity of the curriculum structure at the study program level needs to be
done to facilitate administration and achieve or establish the desired student
competencies.
Determine
the master plan for development, implementation and assessment
At
this stage, the study program is expected to formulate a master plan related to
curriculum development, implementation and assessment. Sukmadinata (2013)
mentions, the preparation of the curriculum cannot be done haphazardly, the
preparation of the curriculum requires a strong foundation and is based on the
results of in-depth thought and research. The same thing is stated Nasution (1999),
that the preparation of the basis for curriculum development is a complex
matter. The opinion of the curriculum expert can be understood that; 1) the
formulation of the basis for curriculum development is a determinant of the
direction of curriculum policy; 2) the basic formulation of curriculum
development can be accounted for scientifically; 3) the formulation of the
basis for curriculum development must have a strong foundation, not only as a
guide but also as inspiration, aspiration, and motivation for curriculum developers.
Based on the findings, it can be explained that the study program experienced
confusion related to this matter because the existing policies at the
university level were still being processed so that waiting and seeking
information independently did not really help the study programs to carry out
the master plan.
Organizing
the MBKM Curriculum at Manado State University
Curriculum
organization is carried out by taking into account the stages in curriculum
development. The point is that organizing pays attention to several aspects
which include: rationale and curriculum goals, vision and mission as well as
organizing material, learning activities and selection of learning resources,
learning tools and facilities and then determines how to measure learning
outcomes including the placement of lecturers with appropriate fields of
knowledge in carry out or carry out the responsibilities of courses and
mentoring both academic and thesis or research guidance.
Manado
State University, more specifically, study programs are required to organize
the curriculum according to the offered or available structure. In MBKM there
is a freeform and structured curriculum organizing system, each study program
determines for itself what curriculum structure is chosen according to the
readiness of the study program.
Furthermore,
the study program prepares forms of learning activities that refer to eight
forms of MBKM learning activities, prepares learning resources which include
opening opportunities for students who take part in MBKM to take part in MBKM
activities designed by study programs, whether flagship or independent.
Students who are given the opportunity are those who at least have completed
contracting MK up to semester 4 with a minimum number of credits of 80 credits
so that not all students can participate in the MBKM program, besides that
facilities and infrastructure are also organized by study programs to support
student MBKM activities including Unima's academic system, namely the academic
portal that supports MBKM activities.
Implementation
of the MBKM Curriculum at Manado State University
Curriculum
implementation is the next stage in curriculum management, referring to the
Guidebook for Developing a Higher Education Curriculum in the Industrial Age
4.0 to Support Independent Learning-Independent Campus (2020) which states
that:
There
are at least four important things to consider in developing and implementing
the MBKM curriculum. First, stay focused on achieving SKL/CPL. Second, ensure
that in order to fulfill the right to study for a maximum of 3 semesters,
students get learning experience with additional competencies that are related
to their CPL Study Program. Third, with the implementation of MBKM students
gain learning experience in the real world according to their profile or scope
of work. Fourth, the designed and implemented curriculum is flexible and able
to adapt to developments in science and technology (scientific vision) and the
demands of the field of work (market signals).
Higher
Education is Mandatory to facilitate the implementation of the fulfillment of
the period and learning load in the learning process as referred to in the
picture above. This
is in accordance with the stages in the implementation of the curriculum which
includes preparing lesson plans, elaborating material, determining learning
strategies and methods, providing learning resources, learning tools and
facilities, determining methods and tools for evaluating learning processes and
outcomes and setting the learning environment. At Manado State University BKP
MBKM has not been fully implemented, only 3 BKP have been implemented, namely
teaching assistantships, internships and research projects.
The
MBKM program allows students to carry out learning activities outside the study
program, both within the same tertiary institution, as well as outside the
student's home university. In accordance with the Independent Learning
Guide-Independent Campus, there are various types of learning activities that
students can carry out outside their study program, such as: student exchanges,
internships/work practices, teaching assistance in an educational unit,
research/research in an agency/institution, doing humanitarian projects,
entrepreneurial activities, independent studies/projects, or building thematic
real work villages/ colleges. These activities can be taken by students spread
over a maximum of 3 (three) semesters.
In
the various activities mentioned above, students can still have the opportunity
to take part in other learning processes (both in their own study programs or
in other learning resources) according to the maximum number of credits a
student has in one semester. In this case, the study program also needs to
prepare various learning modes and strategies to accommodate the student
learning process as long as they carry out various learning activities outside
the study program.
Preparation
of Learning Plans
At
the stage of preparing a lesson plan, known as RPS, it is carried out by the
lecturer in charge of the course, which is then submitted to the study program
and then distributed to the subject's supporting lecturer. The English Language
Education Study Program, Faculty of Languages and Arts, Manado State
University has been implementing it since 2020 according to the results of an
interview with the head of the Pro-A study program. Overall the implementation
of the learning plan is carried out by the lecturers independently in active
consultation with the heads of study programs, paying attention to the
challenges in MBKM so that whatever has been implemented is still in the
process of adjusting to the MBKM paradigm, namely providing the widest possible
space for students to get opportunities to study outside study program
according to his passion. The RPS prepared refers to the curriculum that has
been provided by the study program including the names of the courses which
have also undergone changes to be more up to date and in accordance with the
spirit of change in the MBKM. RPS is also prepared by integrating MBKM so that
learning outcomes are in accordance with what has been planned or contained in
the study program's MBKM curriculum.
Material
description
The
elaboration of the material is still concentrated on the subject's effective
lecturers, this is done so that learning outcomes can be fulfilled according to
the learning objectives. The explanation of the material is explicitly stated
by the lecturer in charge of the course in the RPS so that in one semester it
can be known what material must be given to students and what kind of methods
and strategies will be carried out in teaching and learning activities.
Consideration of the readiness of human resources, infrastructure and
environmental settings is also one of the determinants in elaborating material
in lectures. Lecturers are more flexible and not rigid in explaining the
material to be delivered to students.
Determination
of Learning Strategies and Methods
In
accordance with the spirit of MBKM, the strategies and methods of teaching MBKM
are more flexible and student-centered. In accordance with the Guidebook for
Developing Higher Education Curriculum in the Industrial Age 4.0 To Support
Independent Learning-Independent Campus (2020) that apart from face-to-face
learning, online learning is also provided to support MBKM. In various MBKM
activities, students can still have the opportunity to take part in other
learning processes (both in their own study programs or in other learning
resources) according to the maximum number of credits a student has in one
semester. In this case, the study program also needs to prepare various
learning modes and strategies to accommodate the student learning process as
long as they carry out various learning activities outside their study program.
From
this figure it can be explained that in 1 (one) semester, if a student still
has a number of credits allowed, apart from the number of credits of a learning
activity outside the study program taken, then the student can take several
courses in the study program (accordingly face-to-face or online) and/or
outside the study program (online). For courses taken outside of the study
program students can take them online at another institution/university or take
available courses at an organizer of Massive Open Online Courses (MOOCs) that
are recognized by the student's study program. Thus, even though students are
following the learning process outside the study program, these students can
still attend lectures in subjects taken in their study program or outside the
study program. This will have an impact on the length of study period that a
student can take. Students can still gain insight and knowledge outside their
study program, but this does not affect the length of study that must be taken.
Specifically for learning process activities in the form of obtaining credit
outside the study program (both online and face-to-face at the university
itself or at other universities), it is still possible for students to be able
to take courses according to the scenario above (take several courses from
other universities/ MOOCs
organizers), as long as the maximum number of credits allowed in the relevant
semester is still met. This will have an impact on the length of study period
that a student can take. Students can still gain insight and knowledge outside
their study program, but this does not affect the length of study that must be
taken.
Figure
2. Learning Scenario in 1 (one) semester MBKM program
The
illustration in Figure 2
shows, for example, that a student (from College A) in one semester has a
maximum of 21 credits (X credits), and the student wants to take 1 (one) course
with a weight of 3 credits (Y credits) in a College B face-to-face (face to
face/F2F), then the remaining 18 credits can still be followed by the student
by taking several courses from the student's home university (PT A) online.
Conversely, if Y credits are to be taken online from other tertiary
institutions (PT B) or taken through MOOCs organizers, then these students can
still take part in lectures with a number of (XY) credits face-to-face at their
home university (PT A). The scenario above needs to be prepared by the study
program or related tertiary institution, especially to facilitate online
learning taken by students from their own study program. This all requires
readiness regarding applications (such as Learning Management Systems) and
adequate infrastructure, which allows students to access and follow the
learning process online.
Provision
of Learning Resources, Learning Tools and Facilities
The
provision of learning resources, learning tools and facilities is carried out
by tertiary institutions and study programs so that everything is well managed.
The learning resources in question are books, library facilities both offline
and digital which universities should have prepared, for example providing
access for students to be able to take digital reference books on national or
international library websites so that they are further enriched with various
sources of information. the latest and in accordance with the needs of learning
activities. Manado State University is still very limited in providing learning
resources.
Determination
of Methods and Tools for Assessment of Processes and Learning Outcomes
Article
5 (Paragraph 1) Permendikbud No. 59 of 2018 states that diplomas are issued by
tertiary institutions accompanied by academic transcripts and certificates accompanying
diplomas (SKPI). Academic Transcript is an official document of a higher
education institution as valid proof of the accumulation of academic activities
or learning outcomes for each subject with a credit score, as well as a Grade
Point Average (GPA), which is carried out by students based on the applicable
curriculum of a study program starting from the first semester up to the last
semester. As a legal document, Academic Transcripts are made through standard
operational procedures and are an important part of the higher education
quality assurance system. The standards used must refer to SN-Dikti. The
Semester Credit Unit (sks) by itself also gets legal recognition because the
credits show the weight of learning time for each subject in the academic
transcript. The credit score of each course is determined based on the CPL
assigned to the course, which is formulated more specifically into CPMK and
Sub-CPMK, as well as student learning experiences through learning forms,
methods and assessments for 16 weeks of study. Each course with credit weights
is included in the curriculum structure which consists of a certain number of
semesters depending on the level of the study program. Courses in the
curriculum structure with credits weighted are an important part of the study
program curriculum document. Curriculum documents are subsequently ratified
internally in study programs/faculties and are used as the basis for the
opening and accreditation of study programs by the National Accreditation Board
for Higher Education (BAN-PT). In the MBKM program students are given the
freedom to take credits outside the study program in the form of 1 semester
opportunity to take courses outside the study program and 2 semesters to carry
out learning activities outside of college. Taking courses outside the study
program, both inside and outside tertiary institutions, can be used to fulfill
the learning outcomes that are already contained in the curriculum structure,
or to enrich graduate learning outcomes which can be in the form of elective
courses. In the MBKM program students are given the freedom to take credits
outside the study program in the form of 1 semester opportunity to take courses
outside the study program and 2 semesters to carry out learning activities outside
of college. Taking courses outside the study program, both inside and outside
tertiary institutions, can be used to fulfill the learning outcomes that are
already contained in the curriculum structure, or to enrich graduate learning
outcomes which can be in the form of elective courses. In the MBKM program
students are given the freedom to take credits outside the study program in the
form of 1 semester opportunity to take courses outside the study program and 2
semesters to carry out learning activities outside of college. Taking courses
outside the study program, both inside and outside tertiary institutions, can
be used to fulfill the learning outcomes that are already contained in the
curriculum structure, or to enrich graduate learning outcomes which can be in
the form of elective courses.
The
target of study programs inside or outside tertiary institutions within the
national scope is from target study programs that have been accredited by
BAN-PT, so that the credit scores of the courses are directly recognized. In
addition, tertiary institutions develop academic policies/guidelines to
facilitate learning activities outside the study program and develop
cooperation through memorandums of understanding (MoU) with university partners
at home and abroad. Collaboration can be carried out nationally in the form of
bilateral, consortium (prodi association). Cluster (by accreditation, or zoning
(by region). Study programs report recognition of credits in credit transfer
programs to the Higher Education Database. Learning activities outside of other
Study Programs at different tertiary institutions can be carried out
face-to-face or in a network (online). While the 2-semester MBKM program is
outside the study program in the form of selected learning activities such as
internships/ work practices in industry or other workplaces, carrying out
community service projects in villages, teaching in education units,
participating in student exchanges, conducting research, conducting
entrepreneurial activities, making independent studies/projects, and/or
participating in humanitarian programs, determining credit scores is based on
the composition of learning outcomes that can be categorized as mastery of
Knowledge, Attitudes, General skills and/or Special Skills, as well as the time
needed to build learning experiences to internalize these learning outcomes.
One credit is equivalent to 170 minutes/week/semester of student learning
experience (based on SN-Dikti). The preparation of learning outcomes in the
form of learning activities above and the rationalization of credit weights
based on SN-Dikti, is carried out by the study program curriculum team, then
approved by the study program/faculty. Based on the composition of learning
outcomes that have been determined, the forms of learning activities are made
into lesson plans that refer to SN-Dikti, then the lesson plans are approved by
the Study Program/Faculty to be implemented. Thus the credits of legal and
recognized forms of learning activities are listed in the academic transcript.
At
Universitas
Negeri Manado, which has just
implemented 3 BKP, it has implemented according to the MBKM curriculum
implementation guidelines. can be carried out even though it is not optimal
considering that most lecturers still do not have sufficient knowledge about
the assessment system such as the conversion and equivalence of MBKM activities
into credits so that they are still fully carried out by the study program to
avoid losses for students who have participated in the MBKM program.
Learning
Environment Settings
The
learning environment is one of the important things to note related to the
continuity of a learning process in the classroom. In this regard, what is
meant by the learning environment is a condition, influence, and stimulation
that comes from outside, which influences students, where these things also
include several things such as physical, social and intellectual influences. Harjali (2017) state a management of the learning
environment or classroom management is carried out through a process of
planning, organizing, actualizing, and supervising, which can also have an
influence on the continuity of the learning process so that it can run
systematically, effectively and efficiently (Rahm, 2019).
Because of that, a good management of the learning environment is needed to be
able to be done to create an effective and efficient learning process.
Likewise
in the implementation of Differentiated Instruction (DI) in the learning
process in class, a teacher can also carry out a differentiation process
through modification of the learning environment as one aspect of learning (Iskandar, 2016).
This can be done so that a learning process can run effectively and can realize
the goals of the learning process. In line with that described by Tomlinson in Avci et al. (2009) which explains that in the classroom
environment in the learning process that applies differentiation allows the
teacher to be able to emphasize the essence of a lesson, accept differences in
each student/student which allows students/students to behave as they are each,
and allows the teacher to be able to differentiate in the learning environment.
In this case, the learning environment in the learning process can also affect
students. This is in line with Matsumura in Evans et al. (2007) which explains the confirmation that
different classroom environments have an impact on identical groups of
students.
In the
process of implementing Differentiated Instruction (DI) in the learning
process, a teacher can differentiate by modifying the curriculum in three
aspects, namely aspects of content, process and product (Andini, 2016). In this case, what is meant by Differentiated Instruction
(DI) is a method or way of adjusting the provision of instruction to students
in learning that is tailored to the needs of each student with the aim of
maximizing the potential possessed by each of them in a particular area. Where
the differences that each student has are related to their needs at the level
of readiness, interest, and learning profile (Subban, 2006). Therefore, it can be seen that the management of the learning
environment in the process of differentiation in a learning process can be
carried out on the aspects of content, process and product. Where the
differentiation of the learning environment can be carried out based on the
individual needs of each student related to the level of readiness, interest,
and learning profile possessed by each of them. Thus the determination of
students who will take part in MBKM should ideally have been carried out from
semester 1 not carried out in semester 5 so that students have been prepared
earlier to face activities that have been designed in semester 5, this is in
accordance with the explanation from the Pokja MBKM that:
In several
universities that have successfully implemented MBKM, they prepare students
from semester 1 so that when they enter semester 5, students already know what
needs to be prepared and followed to be able to participate in MBKM and study
programs also no longer need to recruit students who will participate because
they have already the earlier it is prepared so that the presentation of
expected competency achievement will be maximized
In
accordance with the findings that most study programs are still carrying out
MBKM activities on an emergency basis because all are still in the process of
making adjustments to the readiness of existing human resources and
infrastructure.
Curriculum
Evaluation
The
evaluation system in the MBKM curriculum refers toGuidelines
for Developing a Higher Education Curriculum in the Industrial Age 4.0 to
Support Free Learning-Independent Campus (2020) and the MBKM Technical
instructions that already exist at the tertiary level are even more specific
which have been adapted in study programs. Through a document study,
researchers found that all study programs at the Faculty of Languages and
Arts already had MBKM technical instructions derived from the Manado State
University MBKM technical guideline. There are several aspects in curriculum
evaluation related to context, input, process and product.
Curriculum evaluation aims to
improve sustainability in curriculum implementation. Evaluation is carried out
through two stages, namely the formative stage and the summative stage.
Formative evaluation by taking into account the achievement of CPL. The
achievement of CPL is carried out through the achievement of CPMK and Sub-CPMK,
which are determined at the beginning of the semester by the lecturer/team of
lecturers and the Study Program. Evaluation is also carried out on learning
forms, learning methods, assessment methods, RPS and supporting learning tools.
Summative evaluation is carried out periodically every 4-5 years, involving
internal and external stakeholders, and is reviewed by experts in the field of
study programs, industry, associations, and according to developments in
science and technology and user needs. Control of the implementation of the
curriculum is carried out every semester with an indicator of the results of
measuring the achievement of CPL. Curriculum control is carried out by Study
Programs and monitored and assisted by higher education quality assurance
units/ institutions.
Figure
3. The Provus dicrepancy evaluation model, consisting of
five stages that are interrelated from one stage to the next
The
five stages consist of the design stage, the installation stage, the process
stage, the result stage, and the financing stage. Evaluation at each stage is
carried out by comparing the performance of the elements being evaluated with
the performance standards of the elements that have been set (Provus, 1969).
Figure
4. Mechanism of evaluation of Study Program CPL by taking
the standard IQF descriptors, SN-Dikti and graduate profiles
CPL
Study Programs that have been formulated are compared with standards, in this
case the KKNI Descriptors, SN-Dikti, and graduate profiles that have been
determined. Is the CPL Prodi formulation in accordance with the IQF descriptors
according to the study program level, especially in terms of knowledge and
special skills aspects. Has the CPL Study Program also adopted SN-Dikti
according to the level of the study program, especially in terms of attitudes
and general skills. Overall does the CPL Study Program describe the profile of
graduates that have been set? If there are discrepancies or discrepancies with
the standards, then the formulation of the Study Program CPL needs to be modified
or revised, or if it does not comply at all then the Study Program CPL is not
used. Of course, the CPL Prodi evaluation is carried out for each Prodi CPL
item. After the revision is made, then the CPL Study Program is determined, and
become one of the references in the next evaluation process, for example
evaluation of courses (MK). Evaluation of the curriculum for each element of
quality performance will occur sequentially in six stages as presented in
table-19. However, the stages of curriculum evaluation can be based on the
sequence according to SN-Dikti: (1) Graduate Competency Standards (SKL) or
Graduate Learning Achievements (CPL); (2) Learning content standards; (3)
Standard learning process; (4) Learning assessment standards, etc (1) Graduate
Competency Standards (SKL) or Graduate Learning Outcomes (CPL); (2) Learning
content standards; (3) Standard learning process; (4) Learning assessment
standards, etc (1) Graduate Competency Standards (SKL) or Graduate Learning
Outcomes (CPL); (2) Learning content standards; (3) Standard learning process;
(4) Learning assessment standards, etc.
In
the implementation stage at the study program level it has not been carried
out, everything is still limited to the leadership level which independently
conducts evaluations so that the involvement of lecturers as executors has not
been fulfilled given the limited knowledge of lecturers regarding MBKM, this is
in accordance with the results of interviews in several study programs that
most lecturers still have limited knowledge related to the implementation of
the MBKM curriculum so that authority is still fully exercised by the study
program leaders.
Potential
Challenges in MBKM Curriculum Management at Manado State University
As
a new policy, the MBKM is formulated as a curriculum whose implementation is
carried out in 3 semesters, namely semesters 5, 6 and 7 which consist of 60
credits outside the study program with the prerequisite that students have
completed at least 80 credits in the study program, of course it is a big
challenge, especially for study program as the spearhead of MBKM
implementation, the challenges faced are related to education management in the
context of curriculum management, according to the fishbone analysis can be
seen as follows:
Figure
5. Fishbone Analysis of Curriculum Management with the
Education Management Approach
From the Fish Bone analysis
image, it can be seen that the challenges faced are still very large related
to:
1) Man:
The readiness of human resources related to knowledge about MBKM is still low,
the involvement of important elements in curriculum management has not been
carried out optimally because study programs directly determine the structure
of the curriculum, the integration of MBKM into the lesson plan is still not
maximized because the formulation of the lesson plan is still carried out
independently by the lecturer in charge of the course and the low participation
of lecturers and students in MBKM activities
2) Money:
The available budget for MBKM activities is still focused on MBKM operations
and has not paid attention to rewards or awards to motivate study programs and
lecturers to be more enthusiastic about participating in the MBKM program
3) Environment:
A potential learning environment where the lecturers who teach are not in
accordance with scientific competence, even the thesis examiners and
supervisors are not in accordance with competence so that the research results
carried out by students are not optimal
4) Material:
Curriculum management is still carried out independently by the study program
while the needs analysis is still limited to the internal study program and has
not yet reached an outcome, as well as the curriculum master plan has not been
formulated according to standards even though the MBKM guidelines and technical
instructions already exist
5) Method:
Most of the study programs do not yet have standard guidelines regarding the
conversion and equivalence of MBKM activities, the implementation of MBKM
outside the study program and within the study program is not maximized, this
is related to the study program characteristics courses offered for students
outside the study program who have not been able to attract foreign students to
taking courses in study programs and conversely courses between study programs
in tertiary institutions are still done manually because the system does not
yet support it
6) Machine:
Machine, that is, the existing academic system at Manado State University still
does not fully support MBKM activities, there is no menu available for course
contracts between study programs within tertiary institutions and the MBKM
assessment system is not yet available, then LMPMT as the Higher Education
Internal Quality Assurance Institution have not been maximally involved in MBKM
activities because the system is not yet available so that the control system
is still weak and does not seem to be well systematized.
CONCLUSION
From
the results of data analysis and discussion, it can be concluded that several
things related to the management of the MBKM Curriculum at Manado State
University are seen from the educational management approach in terms of
management functions. The
planning function still has to be carried out comprehensively starting from the
university level down to the study program/department level.
The
Organizing Function has been carried out in each study program and department,
but the paradigms are still very diverse, thus hindering the integration of
course contracts between study programs. The implementation function
at Manado State University has been boldly announced from 2020 to 2021, there
are still various implementation patterns and methods so that integrating
activities between study programs within tertiary institutions experiences
problems, especially in equivalence of courses.
The
evaluation function at Manado State University has been carried out but it is
still localized in study programs and departments so that there are gaps
between the data and information available at the university and those in the
study programs and departments. Thus, MBKM
curriculum management still really needs to be reformulated centrally starting
from the university level to the study program so that it is carried out and
well controlled.
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