The Merdeka Belajar Kampus Merdeka (MBKM) / Independent Learning Independent Campus Program, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), was born with a promise of massive transformation in Indonesia’s higher education landscape. Based on Regulation No. 3 of 2020, Article 15, Section 1, MBKM offers academic freedom that was previously unheard of. This program provides flexibility for students to gain learning experiences both inside and outside their study programs, encompassing various activities such as 1) Student Exchange, 2) Internships/Work Practices, 3) Teaching Assistance in Educational Units, 4) Research, 5) Humanitarian Projects, 6) Entrepreneurship, 7) Independent Study/Projects, 8) Village Development/Thematic Community Service, and 9) National Defense.
Launched with high hopes, MBKM was designed to give students the freedom to explore knowledge, skills, and experiences beyond the confines of traditional classrooms. However, despite the promising vision on paper, reality reveals a different side. Universities’ unpreparedness to accommodate and implement this program has become a stumbling block, threatening MBKM’s overall success.
The Big Dream of MBKM: A Vision Trapped in Reality
In concept, MBKM offers academic freedom that had never before existed in Indonesia. Students can choose to take courses outside their major, intern at companies, engage in community projects in villages, or participate in inter-university student exchanges. On paper, this program seems like an ideal solution for creating more adaptive, innovative, and job-ready graduates. However, the reality on the ground tells a different story.
The main barrier is the need for more infrastructure at most campuses. Unintegrated information systems make managing credit conversions for various MBKM activities difficult. Many universities still rely on manual or semi-digital systems, which not only complicate administrative processes but also potentially create unfairness for students. The lack of coordination between faculties, departments, and MBKM management centers leaves many students confused without clear guidance on how to benefit from the program entirely.
Internship Program: Challenges of Non-Alignment and Credit Conversion
One of the critical elements of MBKM is the internship program, which allows students to experience the working world before graduating. This program is expected to bridge the gap between the theory learned on campus and the practical skills needed by industries. However, a significant challenge arises when the internship experience does not align with the student’s study program, making it difficult to convert into academic credits.
Many students participate in internships in companies or industries relevant to their interests but not necessarily aligned with their major at university. For example, an Industrial Engineering student interning at an IT company might find that their internship activities are not fully recognized by their department, as they are deemed inconsistent with the rigid Industrial Engineering curriculum. As a result, students often struggle to get proper academic recognition for their efforts and time during the internship.
This non-alignment is often exacerbated by a lack of clear guidance from the university on how out-of-field internships can be converted into academic credits. Some universities even impose strict requirements that limit internship options to industries directly related to the major, ignoring the potential for cross-disciplinary skill development, which is one of MBKM’s primary goals.
Human Resources: Capacity and Training Shortfalls
Not only is infrastructure still being prepared, but the issue of Human Resources (HR) at campuses has also become a critical concern. Lecturers and educators often need to receive adequate training to understand and implement MBKM-based curricula. Many lecturers are still attached to traditional teaching methods and feel burdened by the rapid and fundamental changes required by MBKM.
Moreover, some academic circles still need to work on integrating MBKM’s interdisciplinary courses. The lack of understanding of how to convert non-academic experiences, such as internships and village projects, into academic credits remains an unresolved issue. As a result, students often find that the off-campus experiences they gain are not adequately recognized by their institutions.
Misaligned Campus Policies: Regulations that Hinder
One of the biggest challenges in implementing MBKM is the internal campus regulations that do not fully support the program. Many universities still need to be equipped with rigid rules and slow and inflexible bureaucratic structures. This system is a major barrier for students wanting to take advantage of the opportunities offered by MBKM.
For example, some universities still impose strict rules on the number of credits that can be taken outside the primary major despite MBKM being designed to provide greater flexibility. Additionally, the lack of support from campus leadership for partnerships with industries and other institutions makes internships and independent studies difficult for students to access. In these conditions, MBKM often remains a concept on paper without tangible implementation on the ground.
Solutions: Steering MBKM in a Better Direction
In facing these challenges, universities need to conduct a thorough evaluation and design more effective strategies for implementing MBKM. Some solutions that could be considered include:
- Developing Integrated Digital Infrastructure
Campuses must invest in developing integrated information systems capable of managing all administrative aspects of MBKM, from registration to credit conversion. These systems should provide easy access for both students and lecturers and accommodate the needs of various MBKM activities.
- Training and Human Resource Development
Lecturers and educational staff must be given adequate training to understand and implement the MBKM curriculum. Additionally, campuses need to encourage a mindset shift among academics to be more open to innovative and cross-disciplinary learning methods.
- Reforming Internal Campus Regulations
Universities need to reform regulations that hinder MBKM implementation. The reform includes offering greater flexibility for students in choosing courses and learning pathways, as well as supporting collaborations with external parties to enrich students’ learning experiences.
- Enhancing Partnerships with Industry and Other Institutions
Campuses should actively establish partnerships with various industries and other institutions in order to support internship programs and independent studies. This effort will not only provide broader opportunities for students but also ensure that their experiences are relevant to the demands of the workforce.
- Continuous Monitoring and Evaluation
MBKM implementation must be continuously evaluated to ensure that the program runs in line with its intended goals. This oversight is also essential to identify and address any issues that arise during the program’s implementation.
The Merdeka Belajar Kampus Merdeka program is a much-needed step forward in Indonesia’s higher education system. However, without adequate readiness from universities, the program risks becoming an ambitious project that fails to achieve its objectives. With the proper corrective measures, MBKM can become an effective instrument in creating graduates who are not only academically competent but also possess skills and experiences relevant to the evolving needs of the workforce.
The implementation of MBKM as an innovative higher education solution heavily depends on universities’ commitment to overcoming challenges and seizing opportunities. If managed well, MBKM will not only produce competent and competitive graduates but also shape a generation that is creative, innovative, and capable of contributing to national progress.
Therefore, universities must view MBKM as an opportunity for transformation rather than just an additional administrative burden. With firm commitment from all involved parties, MBKM can lead Indonesia’s higher education system toward a better future that is aligned with the vision of fostering an independent generation in learning and working.
By: M. Irham Maolana (LPM Manunggal-UNDIP)
