PENERAPAN PROGRAM MERDEKA BELAJAR KAMPUS MERDEKA TINGKAT FAKULTAS DI UNIVERSITAS

Abstract

Program Merdeka Belajar Kampus Merdeka (MBKM) telah dilaksanakan di Universitas Tarumanagara sejak tahun 2020. Pelaksaan program MBKM ini telah dituangkan dalam Kurikulum Operasional MBKM di masing-masing Prodi. Pada dasarnya MBKM memberikan kesempatan kepada mahasiswa untuk menempuh pembelajaran di luar program studi di dalam Perguruan Tinggi selama 1 (satu) semester dengan bobot 20 sks. Selain itu mahasiswa juga berkesempatan untuk mengikuti program MBKM di luar Perguruan Tinggi selama 2 semester dengan bobot 40 sks. Permasalahan muncul ketika masing-masing Fakultas memiliki berbagai variasi model untuk melaksanakan MBKM, sehingga teknis pelaksanaan kegiatan MBKM menjadi beragam. Atas permasalahan penelitian ini berupaya untuk mengetahui kendala-kendala yang dihadapi dalam mengimplementasikan MBKM ditingkat Fakultas. Serta mengetahui upaya dan perbaikan apa saja yang telah dilakukan untuk mendukung MBKM. Pendekatan penelitian adalah kualitatif dengan metode survei kepada mahasiswa Universitas Tarumanagara dan focus group discussion kepada para pengelola Fakultas di Universitas Tarumanagara. Hasil survei menunjukan herja sebanyak 2.199 atau 58.21 % mahasiswa Universitas Tarumanagara lebih memili Magang/Praktik Kerja dalam Program MBKM. Sebanyak 1.620 mahasiswa atau 42.88% peningkatan soft-skill dari kegiatan MBKM sebagai bekal bekerja setelah lulus. Sebanyak  2.044 mahasiwa atau 54.10% mahasiswa meraih manfaat mengikuti kegiatan MBKM dalam pengembangan kompetensi/ketarambil sebagai bekal bekerja setelah lulus. Hasil FGD memaparkan bahwa secara umum Fakultas sudah menerapkan kegiatan MBKM di dalam Kurikulum seperti melakukan pembelajaran Lintas Prodi pada semester 5 sebanyak 20 sks. Kedua, memberikan ruang melaksanakan MBKM berupa magang, wirausaha, proyek kemanusiaan, penelitian, proyek independent, membangun desa, pertukan pelajar, dan asistensi mengajar di satuan Pendidikan pada semester 6 sebanyak 20 sks. Ketiga, melakukan konversi atau penyetaraan nilai atas kegiatan kemahasiswaan yang mendukung MBKM dengan bobot sks sesuai dengan capaian pembelajaran yang diperoleh mahasiswa. Namun kendala yang dihadapi lebih banyak mengarah kepada kesiapan mitra industri dalam mengakomodir kegiatan MBKM sesuai dengan capaian pembelajaran yang harus diraih mahasiswa.  The Independent Learning Campus Independent Program (MBKM) has been implemented at Tarumanagara University since 2020. The implementation of this MBKM program has been stated in the MBKM Operational Curriculum in each Study Program. MBKM provides an opportunity for students to take learning outside the study program within the University for 1 (one) semester with a weight of 20 credits. In addition, students also have the opportunity to take part in the MBKM program outside of Higher Education for two semesters with a weight of 40 credits. Problems arise when each Faculty has a variety of models for implementing MBKM, so the technical implementation of MBKM activities varies. This research seeks to discover the obstacles faced in implementing MBKM at the Faculty level and know what efforts and improvements have been made to support MBKM. The research approach is qualitative with a survey method to Tarumanagara University students and focuses group discussions to Faculty managers at Tarumanagara University. The survey results show that as many as 2,199 or 58.21% of Tarumanagara University students prefer Internships/Work Practices in the MBKM Program. There were 1,620 students or a 42.88% increase in soft skills from MBKM activities to work after graduation. A total of 2,044 students, or 54.10%, benefited from participating in MBKM activities in developing competencies/skills as a provision for work after graduation. The results of the FGD explained that, in general, the Faculty had implemented MBKM activities in the curriculum, such as conducting cross-study learning in semester five as many as 20 credits. Second, providing space for implementing MBKM in internships, entrepreneurship, humanitarian projects, research, independent projects, village building, student exchanges, and teaching assistance in the Education unit in semester six as many as 20 credits. Third, convert or equalize the value of student activities that support MBKM with credits weighted according to the learning achievement obtained by students. However, the obstacles faced are more directed to industrial partners' readiness to accommodate MBKM activities by the learning achievements that students must achieve.