The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) introduced Indonesia’s Merdeka Belajar-Kampus Merdeka (MBKM) curriculum as a breakthrough to elevate the quality of education and prepare students for the workforce. The curriculum grants students the flexibility to study beyond their primary field and pursue internships or projects with external industries. However, the implementation of MBKM has faced criticism, with many expressing concerns that excessive flexibility without stringent oversight might actually decrease students’ core competencies, making graduates less prepared to compete in today’s dynamic job market.
Background: Purpose and Implementation of the MBKM Curriculum
The MBKM curriculum allows students to earn up to 40% of their credits outside their primary field of study. It includes a variety of experiences, such as internships, student exchanges, community projects, research, and entrepreneurship, aiming to broaden students’ skills and provide hands-on experience relevant to the workforce.
However, in practice, critics argue that MBKM often lacks sufficient oversight and a clear academic structure. As a result, students may participate in these activities without building in-depth knowledge in their primary area of study, potentially compromising their competitive edge in the job market.
Criticisms of the MBKM Curriculum
1. Lack of Oversight and Assessment Standards
A significant criticism of MBKM is the lack of strict monitoring and evaluation of activities outside students’ primary fields. Internships and external projects often lack standardized assessment criteria, resulting in limited skill development. Without clear benchmarks, students may not experience substantial growth from their MBKM activities.
2. Risk of Neglecting Core Competencies
MBKM’s flexibility can sometimes lead students to focus too heavily on activities outside their primary field, causing them to miss out on fundamental competencies. When students spend excessive time on non-core activities, they risk leaving university without a solid foundation in their main area of study, which is essential for building a sustainable career.
3. Misalignment between MBKM activities and industry needs.
Not all MBKM activities align with the skills and expertise currently required in the job market. Employers often prioritize specialized skill sets over-generalized abilities gained from short-term, diverse experiences. This misalignment can make MBKM graduates less competitive in specific industries.
4. Challenges in Implementation in Remote Areas
In rural or remote areas, universities and students encounter challenges in accessing MBKM resources, such as internship opportunities or industry connections. Limited resources and opportunities restrict students in these areas from fully benefiting from the program, which can widen the quality gap between graduates from urban and rural areas.
5. Shift from academic rigour to less structured practical experiences.
While the MBKM curriculum emphasizes practical experiences, this often costs more than academic rigour. Students may focus on unstructured practical experiences, detracting from the comprehensive academic knowledge required for their field. This shift can make it harder for students to develop the specialized skills needed in professional careers.
Recommendations for optimizing the MBKM Curriculum
- Enhanced oversight and standardized assessments
Establishing a more rigorous oversight system is necessary to conduct MBKM activities with clear standards and measurable outcomes. Transparent evaluation systems enable a more objective assessment of the program, thereby promoting students’ overall growth. - Limiting non-core credits for early-year students
Limiting the number of elective credits a student can take outside their primary field, especially for first- and second-year students, would encourage them to concentrate on developing foundational competencies in their field before participating in MBKM activities. - Aligning MBKM activities with industry needs
Kemendikbudristek and universities should work closely with industry partners to ensure that MBKM programs align with the specific skills and competencies sought in the workforce. We should tailor internship and project opportunities to meet real industry demands, thereby increasing the relevance of graduates to employers. - Incentivizing local companies to support MBKM in remote areas.
The government could provide incentives for local companies to offer internships or project-based learning opportunities for students in remote areas. This support would give students in rural regions better access to MBKM benefits and help close the quality gap between urban and rural graduates. - Integrating academic knowledge with practical MBKM experiences
We should design MBKM activities to reinforce academic learning, not to replace it. We should structure practical experiences to closely align with students’ fields of study, enabling them to apply theoretical knowledge and develop practical skills.
The Merdeka Belajar-Kampus Merdeka (MBKM) curriculum holds outstanding potential by offering students real-world experiences and interdisciplinary learning opportunities. However, without structured oversight and alignment with core competencies and industry needs, MBKM may inadvertently compromise student preparedness. Implementing these recommended reforms will help ensure that MBKM supports Indonesian students in gaining the skills and knowledge they need to thrive in a competitive job market, strengthening the quality of Indonesia’s human resources for the future.
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