INTRODUCTION
The development of the modern world is
currently growing rapidly. This development poses a serious challenge for
everyone. The current global world has reached the era of 4.0 and 5.0, which
has an effect that is not simple. It impacts all aspects of life. Including in
terms of education. It is characterized by the central role of technology and
information in human life. The 4.0 era gave birth to education 4.0. This
concept stems from the changing skill requirements due to the age of industry
4.0. This is a vision of the future of education, which meets the needs of
industry 4.0. Education 4.0 is known as an innovation characterized by student
centeredness. This innovation can not only develop students who have complex
knowledge, but also be able to create a new mentality that is able to meet
life's challenges, strengthen creativity and innovation in all aspects of life (ARIFIN & Muslim, 2020).
Education is the most important part of life
and must be in line with the times. Education will be a weapon for humans in facing
the challenges of changing times. Encouraging an intelligent nation must be
done from basic rights, namely by fulfilling the right to education. There are
all-new demands asking various parties to have new breakthroughs in thinking,
drafting concepts, and taking actions. In other words, in facing new
challenges, a new paradigm is needed. According to the philosopher Khun, if these new challenges are faced using the old
paradigm, all efforts will fail. The new challenge demands a breakthrough
thinking process if what is desired is quality output that can compete with the
work in an open world (Tilaar, 1992)
in (Siregar, Sahirah, & Harahap, 2020).
During the Covid-19 Pandemic, education is
required to use technology assistance. However, technology in this case is not
able to replace the role of an educational staff because education does not
only gain insight and knowledge but is related to cooperation, competence, and
values. The pandemic situation forces every individual to develop digital
technology-based education. So that creativity in the use of technology can
realize the competence of Indonesian students or students in the 21st century.
With the demands of digital-based learning, the pattern of education in
Indonesia is changing. Initially, the teaching and learning process was carried
out face-to-face. But now, the teaching and learning process is carried out
remotely by utilizing the internet network and communication and information
technology. Thus, making students in Indonesia have to practice independent
learning through online learning or webinars. Lecturers and teachers must also
ensure that the education delivered online can be understood by the learning
materials for students. This online learning is a challenge related to
Indonesia's situation with a large area so that these policy makers must make
the provision of internet access and technology evenly distributed throughout
Indonesia (Hendayana, 2020).
At present, known as the knowledge age, in this
period, various efforts to meet the needs of life in various ways are more
knowledge-based. Efforts to fulfill the needs of knowledge-based education,
knowledge-based economic development, knowledge-based social empowerment and
development and knowledge-based industry development (Mukhadis, 2013).
Education today is in the age of knowledge with extraordinary developments in
the growth of knowledge. the development of increasing knowledge is supported
by the use of media and digital technology. Education as part of efforts to
improve the welfare of human life is part of national development. Given the
changing times of reform and the process of globalization that also affects
life, a vision and a targeted education are needed. The national education
strategic plan requires an understanding of the current problem map needed to
formulate a vision and strategic plan for national education development. In
order to achieve this goal, there must be an improvement in the system,
especially in this case the next generation of the nation's struggle from
universities. Facing the increasing needs of society, students must be willing
to adapt to the situation and become useful people not only for themselves but
also for those around them. So in this case it refers
to the independent campus program launched by the Minister of Education, Mr. Nadiem Makarim. From the
statement that has been put forward by Nadiem Makarim, that the merdeka campus
program is a continuation program of the merdeka
learning policy that existed when he was the Minister of Education and Culture (Harususilo, 2020).
The merdeka campus
program is the first step in improving the Indonesian higher education system.
News and information about the existence of an merdeka
campus program have dominated various environments, starting from the formal
environment in college which is always discussed during learning and on the
terraces of cafes which have received many responses from both the academic
community and the general public. In general, this merdeka
campus program provides freedom to educational institutions from the existence
of a convoluted bureaucratic system and provides freedom for students to have
the desired study program. With this program, it is hoped that the creation of
a culture of educational institutions that are autonomous, not bureaucratic,
and the creation of a creative and innovative learning system in accordance
with the demands of the modern world. This merdeka
campus program in its implementation is regulated in Permendikbud
Number 3 of 2020 concerning Higher Education standards; Permendikbud
Number 4 of 2020 concerning Changes in State Universities to Universities with
Legal Entities; Permendikbud Number 5 of 2020
concerning Accreditation of Study Programs and Universities; Permendikbud Number 6 of 2020 concerning New Student
Admissions for Study Programs at State Universities; Permendikbud
Number 7 of 2020 concerning the Establishment, Amendment, Dissolution of State
Universities, and the Establishment, Amendment, Revocation of Permits for
Private Universities.
From the description above, it can be concluded
that the movement of change and dynamics of scientific progress in the world of
education is very fast, dynamic and innovative. The issuance of the previous
minister of education regulation must be monitored by all universities, which
marks the start of the implementation of the above policies in order to be able
to make meaningful changes for graduates who are ready to compete in the world
of work, both nationally and internationally. Therefore, on this occasion the
purpose of raising this topic is to find out more and provide a little analysis
of the challenges and implementation of the merdeka
campus program policy during the Covid-19 pandemic as a condition faced by
almost all students so that they can prepare themselves to become students who
better and more useful in the future.
METHOD
The approach used in this article is a
qualitative approach with the library method. According to (Sugiyono, 2017)
qualitative research methods are research methods used to examine the condition
of natural objects where the researcher is the key instrument. While the
library approach is a study that uses data analysis according to written
materials. Library materials in the form of published notes, books, magazines, newspapers,
manuscripts, journals and articles. Data was collected through method library
research. In a library, data is obtained by observing related literature in the
form of articles, books, documents, as well as observing literature online
which includes e-books and e-journals. Then the data is analyzed and described
in a synchronous manner according to the themes discussed. The study in this
article has a research focus on the discussion of ''The Challenges of
Implementing Merdeka Campus Program Policies in the Covid-19 Pandemic Period''.
�The main
source used in this study is the Covid-19 Challenges Against the Implementation
of the Merdeka Campus published by Syiah Kuala
University Press in 2020. While secondary sources obtained from national or international
journal articles, websites official of government institutions such as the
Indonesian Ministry of Education and Culture, Law, and other sources. The
technique used in this literature collection is to collect data from journal
articles, books, websites government, and others related to the studies
discussed. Then the problem was analyzed and became a focus of research
problems, namely the Challenge of Implementation of the Merdeka Campus Program
Policy, especially its implementation during the Covid-19 pandemic.
RESULTS
AND DISCUSSION
The Concept of the Merdeka Learning Campus Program
Program merdeka
campus program is one of the efforts of the Minister of Education and Culture Nadiem Makarim in order to
improve the quality of human resources in Indonesia. The merdeka
campus program is a continuation of the Merdeka Learning policy. Where the
Merdeka Campus program is the beginning of the transformation of the higher
education system in Indonesia. (Kemendikbud, 2020).
Merdeka Campus Program has 4 policy
packages, namely as follows :
1.
Autonomy for Universities to Open New Study
Programs
The Ministry of Education and Culture provides autonomy for State Universities
(PTN) and Private Universities (PTS) to open new study programs. There are
several requirements for PTN and PTS to open a new study program. Universities,
both PTN and PTS, must have A and B accreditation. The university has
collaborated with organizations and universities that are included in the QS
Top 100 World Universities list.
However, there are exceptions for health and education study programs. For new
study programs opened by universities, they will automatically get C
accreditation. The Ministry of Education and Culture will cooperate with
organizations in terms of curriculum preparation, practical work activities or
internships, and job placements for students. The Ministry of Education and
Culture will also cooperate with universities and study program partners to
carry out supervision. The Ministry will also carry out strict supervision and
require acarried out tracer study to be every year.
2.
Regulating the Re-Accreditation System
For
Higher Education Accreditation is the government's effort to standardize the
quality of higher education and study programs. The accreditation system in
Indonesia is regulated in Law Number 12 of 2012 concerning Higher Education.
Where in the regulation requires the extension of accreditation of universities
and study programs with the aim of seeing the progress of developing the
quality of the institution. However, in reality, in higher education
institutions, the extension of accreditation for five years is actually
burdensome and drains all available resources in universities. In addition, so
far there have also been issues regarding the accreditation system in
universities.
1)
Manual accreditation system
System is less efficient in
improving the quality of learning in higher education. The system has even
become a burden and an administrative burden for lecturers and rectors.
2)
The accreditation system is quite discriminatory.
Many universities really want
accreditation, but in practice it is hampered by the bureaucracy which seems
not to provide opportunities. Meanwhile, universities that do not require
re-accreditation are forced to do so.
3)
Unrecognized international accreditation
For universities that have obtained
international accreditation, they do not automatically obtain national
accreditation. However, these universities must also re-accredit the
accreditation process to obtain national accreditation.
With
the problems above, the Minister of Education and Culture Nadiem
Makarim initiated changes to the university's
accreditation policy so that the realization of good accreditation in accordance
with its main objectives.
The
five-year accreditation that has been set by the National Accreditation Board
for Higher Education (BAN-PT) will still be carried out but there is an
automatic renewal of accreditation. Universities wishing to re-accredit either
their institution or study program, can apply as early as 2 years after the
last accreditation was obtained. Accreditation is carried out on a voluntary
basis. There is no compulsion for universities to carry out accreditation.
However, universities who want and are ready can apply for accreditation. So
that universities with B and C accreditation can apply for re-accreditation at
any time.
For
tertiary institutions that have obtained international accreditation, they will
automatically obtain national accreditation without the need to re-process.
Getting an international accreditation will automatically get an A
accreditation. However, this applies if the international accreditation
obtained by the university has been recognized and is included in the list of
Ministerial Decrees.
3.
Arrangements to Become a Legal Entity PTN
Through
this Merdeka Campus policy, the Ministry of Education and Culture will simplify
the process for Public Service Agency (BLU) PTNs and Work Unit PTNs (Satker) to become Legal Entity PTNs (PTN BH). Where the
Ministry of Education and Culture will simplify the requirements for PTN BLU
and PTN Satker to become PTN BH without having to be
accredited A. Because at this time only PTNs that can become PTN BH have accreditation
A.
4.
Three-semester Learning Outside Study Programs and Changes in the
Definition of Credit
In
the policy The fourth is more focused on student
learning which has a direct impact on the interests of students. Students have
the right to freedom to take or not study for 2 semesters off campus which is
equivalent to 40 credits (Tinggi, 2020). In addition,
students can also take 1 semester to study other study programs in one campus.
According
to the Ministry of Education and Culture, at this time the credits for learning
outside campus are very small and do not encourage students to gain new
experiences. Thus, through the Merdeka Campus program, the weight of credits
outside the campus becomes higher and students can use them to explore their
potential as well as possible and gain new experiences.
In
addition to implementing three semesters of learning outside the study program,
the Merdeka Campus policy also applies changes to the definition of credits.
Where previously SKS was defined as hours of study, but now SKS is defined as
hours of activity. The activities in question can be in the form of classroom
learning, internships in organizations, work practices in industry, student
exchanges, entrepreneurship, research, independent studies, and teaching
activities in remote areas (Amelia & Mustaqin, 2021).
The Challenges of Implementing the "Freedom of Learning,
Merdeka Campus" Policy in the Pandemic
1. Mechanism of Collaboration between
Private Universities and Study Programs with External Parties
In
the policy of opening new study programs, accreditation of universities and
study programs are the 2 visions of the Minister of Education and Culture which
are appreciated by the private sector. This collaboration is carried out with
external parties, namely service companies, industry, communities,
universities, and government or private agencies. This has become a confusing
polemic between private universities, but small private universities feel the
impact of this problem. Small private universities have limited resources,
infrastructure, and geographical locations that are not possible. Therefore,
the government should provide solutions and regulations that can make it easier
for small private universities to collaborate with other parties.
2. Acceleration of State Universities
(PTN) Go International with the policy of PTN Legal Entities (PTN-BH)
Policies
for PTN Legal Entities (PTN-BH) as an effort to achieve a university that is
able to compete internationally. This policy is considered difficult because it
must have many requirements, one of which is PTN must be accredited A before
becoming a PTN-BH. In this merdeka campus policy, the
Minister of Education & Culture, Nadiem Makarim, denied the bureaucracy and complicated
requirements. There is no minimum accreditation limit and the time for
submitting PTN-BH is considered flexible and feels ready and meets the
qualifications. Therefore, the government must dare to have a high target for
PTN with easy bureaucracy and sufficient budget for Go International, so that
PTN does not only compete domestically.
3. Internship Mechanisms Outside the
Study Program
Internship
policy which lasts 3 semesters outside the study program & PT is able to
provide freedom for students to develop knowledge and work experience. In this
case, the problem of financing activities during the internship arises.
Internship activities at least require transportation costs and other
supporting costs.
4. Mechanism of Collaboration between
Private Universities and Study Programs with External Parties
In
the policy of opening new study programs, accreditation of universities and
study programs are the 2 visions of the Minister of Education and Culture which
are appreciated by the private sector. This collaboration is carried out with
external parties, namely service companies, industry, communities,
universities, and government or private agencies. This has become a confusing
polemic between private universities, but small private universities feel the
impact of this problem. Small private universities have limited resources,
infrastructure, and geographical locations that are not possible. Therefore,
the government should provide solutions and regulations that can make it easier
for small private universities to collaborate with other parties.
5. Acceleration of State Universities
(PTN) Go International with the policy of PTN Legal Entities (PTN-BH)
Policies
for PTN Legal Entities (PTN-BH) as an effort to achieve a university that is
able to compete internationally. This policy is considered difficult because it
must have many requirements, one of which is PTN must be accredited A before
becoming a PTN-BH. In this merdeka campus policy, the
Minister of Education & Culture, Nadiem Makarim, denied the bureaucracy and complicated
requirements. There is no minimum accreditation limit and the time for submitting
PTN-BH is considered flexible and feels ready and meets the qualifications.
Therefore, the government must dare to have a high target for PTN with easy
bureaucracy and sufficient budget for Go International, so that PTN does not
only compete domestically.
6. Internship Mechanisms Outside the
Study Program The
Internship
policy which lasts 3 semesters outside the study program & PT is able to
provide freedom for students to develop knowledge and work experience. In this
case, the problem of financing activities during the internship arises.
Internship activities at least require transportation costs and other
supporting costs.
The policy of "Freedom of
Learning, Merdeka Campus" was established on January 24, 2020. At that
time, no one knew about the situation and condition of the pandemic that would
affect all sectors of life, especially in the field of education. The
universities are facing big challenges in preparing all Human Resources. This
is of course done so that lecturers and students can adapt to existing
conditions. Moreover, the learning system that has changed to Distance Learning
(PJJ), makes students and lecturers have to be able to adjust the learning mood
so that the learning process can run effectively. In addition, the use of
technology requires all students and lecturers to be able to access digital for
learning materials. If the use of technology experiences problems, the system
will not be optimal. Considering that not all students do not have the
equipment for this online system, the impact is felt for students who come from
the middle to lower economic class. Internet access is the main barrier because
in Indonesia the internet connection is considered quite slow. Plus the price
of the internet package is quite draining the pocket. Some off-campus programs
that require meeting people, such as teaching activities in remote schools,
running village projects will experience problems. Therefore, the
implementation of this policy must be adjusted to the conditions of the
Covid-19 pandemic.
The
merdeka campus program is one of the programs to take
advantage of the time while still in college to develop themselves and gain
experience. The government opens opportunities for students to develop
themselves outside the campus through programs from the Merdeka Campus. There are three programs that can
be followed by students from various levels of higher education. The following
is a summary of the Merdeka Campus program from the Directorate General of
Higher Education, namely as follows:
1)
Independent Student Exchange
Program. With the Merdeka Campus providing a student exchange program that can
be followed by all students. The Independent Student Exchange Program aims to
provide cross-campus and cross-cultural learning programs. Through this program, students are
expected to be able to explore and learn about the diversity of the
archipelago. Besides that, it can also increase friendship relations with
students from other campuses in various regions and strengthen academic
competence.
2)
Campus Teaching Program. This
program is specifically for students who have a high interest in education.
This program can be a place for students to learn and develop themselves
outside the campus by helping learning at the elementary and junior high school
levels for one semester.
3)
Certified Independent Study
and Internship Program. The last Merdeka Campus Program is a program aimed at
students who are interested in gaining experience working in the professional
world or interested in realizing great works.
However,
the condition of the Covid-19 pandemic has forced stakeholders in the education
sector to adjust their own policies in implementing these programs. The world of education inevitably
has to make adjustments to this situation. The government's call to stay at
home, study from home or do any activities from home changes the face of the
learning process that has been taking place face to face to take place online.
Or it could be said that the
above programs should have been carried out offline, but this experienced an
unexpected obstacle, namely the pandemic situation so that they were carried
out online. The above program should provide benefits where students are given
the opportunity to get a wider learning experience and new competencies through
several learning activities outside their study program. With this program,
they are also required to develop independence by going directly to the field
to seek and find knowledge and experience through field realities such as
qualifications of abilities, real problems, collaboration-social interactions,
self-management or management, targets and achievements. But in reality it can't be conveyed properly.
CONCLUSION
An era of industrial revolution 4.0
is an era that uses increasingly rising technology, this technology is able to
be a friend as well as an enemy depending on how we use it. By using these
technological advances, it can result in a job that can be replaced by using a
machine and new jobs arise that require various fields of knowledge. So in this
case a concept that was initiated by the Minister of Education, namely Mr. Nadiem Makarim, is related to the
concept of the Merdeka Campus. The "Merdeka Campus" policy issued by
the Minister of Education and Culture Nadiem Makarim includes: 1) autonomy for universities to open new
study programs, 2) setting up a re-accreditation system, 3) setting up a legal
entity PTN, and 4) three-semester learning outside the study program. and
changes to the definition of SKS. In observing the four policies related to the
concept of an independent campus, this is a form of concern and a form of
concern for the higher education system in Indonesia. The merdeka
campus policy provides high opportunities for students, namely through
independent student exchange programs, campus teaching programs, internship
programs and certified independent studies. However, it is unfortunate that the
COVID-19 pandemic has also had an impact on the education sector. The Merdeka
Campus programs that have been issued by Nadiem Makarim have also been affected by the Covid-19 pandemic.
There are several challenges in implementing the Merdeka Campus policy during
the COVID-19 pandemic, including the world of education, inevitably having to
make adjustments to this situation. The government's call to stay at home,
study from home or do any activities from home changes the face of the learning
process that has been taking place face to face to take place online. Or it
could be said that the above programs should be carried out offline, but this experienced an
unexpected obstacle, namely the pandemic situation so that it was carried out
online. In addition, this also has an impact on the lack of experience
experienced by students who should be given direct learning by being faced with
various real-world problems.
The advice we can give related to
the concept of an merdeka campus is that this program
or policy is actually very good to implement, although it may not be easy to
implement perfectly in the future, but in this case the most important thing is
that collaboration between universities is needed to work together. Same for
the better and of course, in-depth socialization is needed regarding the
application of the concept of an merdeka campus both
to lecturers and to the entire community.
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