Independent Learning-Independent Campus (MBKM) in Students’ Perception

This study aims to analyze students’ perception of the technical, process and evaluation learning of the Independent Learning-Independent Campus or Merdeka Belajar-Kampus Merdeka (MBKM). This study is a descriptive with a quantitative approach. The samples in this study were students of the Economic Education Study Program, Faculty of Economics and Business, Universitas Negeri Surabaya who participated in student exchanges in the Cooperative Economics course. The instrument used is in the form of a questionnaire distributed via google form. The results obtained from this study are: 1) Students’ perception of technical indicators in MBKM learning are positive; they don’t experience signal problems and can access MBKM learning easily; 2) Students’ perception of learning process indicators in MBKM learning on average are positive; students can understand MBKM learning materials through discussions and communication between lecturers and students goes well; 3) Students’ perception of evaluation indicators in MBKM learning on average are positive; students can do midterm and final exam well independently and students are satisfied with the implementation of MBKM learning so they are interested in following it again in the next semester, but students feel that MBKM learning is not optimal because it is done online. Article History Received: 18-08-2021 2 Revised: 09-10-2021 Accepted: 22-10-2021 Published:.11-12-2021 2017


Introduction
Science and technology is currently developing rapidly. The times have also created many new jobs and have also killed jobs that cannot survive in the current era. This makes university graduates expected to be the spearhead of the success of the future young generation. The government has also tried to reduce the unemployment rate by looking for a common thread between education and the world of industrial work, so that university graduates will be graduates who are ready to work with competencies in the field of expertise according to the needs of the world of work (Arifin & Muslim, 2020). This happens because at this time the link and match is not yet optimal between the achievements of graduates and the world of business and industry (Suryaman, 2020). Graduates who are industrial in nature have high competence, innovation and economic rationality (Wijiharjono, 2021). So, it takes graduates who are creative, innovative and responsive to the changing times that are very dynamic so that universities must also improve to produce superior graduates as expected.
Currently what is needed to respond the dynamic changing times is not competition but collaboration between many parties so that the Ministry of Education and Culture develops the Independent Learning-Independent Campus program or what is often called Merdeka Belajar-Kampus Merdeka (MBKM). With the MBKM program, study programs at every university in Indonesia need to make curriculum adjustments related to determining the courses that can be taken, student quotas and setting the number of credits that can be taken Source: (Puspaningtyas & Dewi, 2020) Data analysis technique starts from data collection and then analyzed using descriptive analysis. To be clearer and more detailed, the indicator analysis is divided into sub-indicators and broken down into several criteria. The detailed division of these components can be seen in Table 1.

Results and Discussion
MBKM learning in the even semester of the 2020/2021 academic year has been carried out by students of the Economic Education Study Program, Faculty of Economics and Business, Universitas Negeri Surabaya, one of which is in the Cooperative Economics course. The respondents taken in this study were students of the 2019 batch who had participated in MBKM learning at other campuses. The age range of the respondents was 19 to 21 years. The distribution of the questionnaire was carried out via google form after the respondent took the final exam and obtained learning outcomes, which was around May to June 2021. According to respondents, the media often used in MBKM learning were Google Meet as much as 63%, Vi-Learning as much as 31% and Zoom 6%. Learning for one semester is carried out online (on a network) due to the Covid-19 pandemic. On the technical indicators there are three statements regarding internet signals because MBKM learning is carried out online. Students' perception of technical indicators in MBKM learning are positive; namely they do not experience signal problems, the signal in the area is smooth and can access MBKM learning easily. Table 2 contains details of the results of the recapitulation of students' perception in MBKM learning for technical indicators. The MBKM learning process indicators are divided into five sub-indicators, interactions, teaching materials and assignments. Students' perception of interaction subindicators in MBKM learning are on average positive, namely students can understand MBKM learning materials through discussion because they can see the responses of lecturers easily and communication between lecturers and students goes well during MBKM learning. However, most students want MBKM learning to be carried out offline, not online. The details of the results of the recapitulation of students' perception in MBKM learning for interaction sub-indicators can be seen in Table 3. Teaching materials sub-indicator consists of four statements. Students' perception of the sub-indicators of teaching materials during MBKM learning are positive, that they better understand the teaching materials made by the lecturers and often read them. The details of the results of the recapitulation of students' perception in MBKM learning for teaching materials sub-indicators can be seen in Table 4. The task sub-indicator consists of five statements. Students' perception of tasks indicators in MBKM learning are positive, namely students do not experience difficulties in doing assignments because the assignments given are not many so that they can do the task optimally and independently. The details of the results of the recapitulation of students' perception in MBKM learning for task sub-indicators can be seen in Table 5. The MBKM learning evaluation indicators are divided into four sub-indicators, namely midterm exam, final exam, learning outcomes and sustainability. Students' perceptions of midterm exam sub-indicators in MBKM learning are positive, students can work on midterm exam well independently because the midterm exam questions given are in accordance with the material that has been taught when MBKM learning. The details of student recapitulation results in MBKM learning for midterm exam sub-indicators can be seen in Table 6. The final exam sub-indicator consists of three statements. Students' perception of final exam sub-indicators in MBKM learning are positive, students can do final exam well independently because the final exam questions given are in accordance with the material that has been taught when MBKM learning. The details can be seen in Table 7. The Learning Outcomes Sub-Indicator consists of a statement relating to the final grades obtained by students. Students' perception of the sub-indicators of learning outcomes in MBKM learning are positive, that is, students get satisfactory grades. The details of the results of the recapitulation of students' perception in MBKM learning for the sub-indicators of learning outcomes can be seen in Table 8. The impact sub-indicator consists of six statements with criteria of interest and the impact after participating in MBKM learning. Students' perception of the sustainability subindicators in MBKM learning on average are positive, namely respondents are satisfied with the implementation of MBKM learning so that they are interested in following it again in the next semester. Students get more positive impacts when participating in MBKM learning, including adding relationships and improving communication skills. However, some students do not agree that the knowledge they get is more than other friends who do not take MBKM learning. The details of the results of the recapitulation of students' perception in MBKM learning for sustainability sub-indicators can be seen in Table 9. According to the results of the analysis of student answers, MBKM learning has both positive and negative impacts. The positive impact obtained when participating in MBKM learning is to increase relations, friends and lecturers from different campuses and can improve communication skills when conducting group discussions. In addition, students can add insight regarding the learning methods used in other campuses so that they are more motivated in participating in learning to improve knowledge. Then, students can train mentally and socialize with a new environment. Furthermore, as many as 63% of students answered that there had been no negative impact when they participated in MBKM learning. It's just that students feel that MBKM learning is not optimal because it is done online, for example during group discussions on assignments.

Discussion
The media that is often used in MBKM learning is using google meet. Online learning using Google Meet can be accessed easily and effectively (Nalurita, 2020). This is in line with the results of research (Firman et al., 2021) that students prefer synchronous learning through Google Meet because they can interact directly with lecturers or other students. In addition, the advantages of using Google Meet are that is flexible, can foster student activity and can provide more learning experiences (Juniartini, 2020). So based on the existing literature, it becomes a natural thing if MBKM learning which is carried out online often uses the Google Meet media because it is considered effective compared to other media.

Students' Perception of MBKM Learning on Technical Indicators
Based on the results of the study, most students were interested in participating in MBKM learning because they did not experience signal problems. The obstacles that occur during online learning are signal problems (Anugrahana, 2020). In line with (Rigianti, 2020) in the conclusion of his research, he explains the obstacles that often occur when online learning is carried out, namely internet network problems. So that if the internet network is stable and the quota is available, it will support the success of online learning (Putria et al., 2020). In accordance with the conclusions of the research, the majority of students don't experience signal problems so that MBKM learning can run effectively and efficiently.
Based on the study results, the majority of students can understand how to access MBKM learning by online. The ability to access and ambition of students is important in maximizing the implementation of MBKM learning (Ismail, 2020). In line with (Ariani, 2018) that human resources are an important component in online learning to be successful. If human resources lack technology mastery and have difficulty accessing online learning, then the MBKM learning objectives are difficult to achieve (Puspaningtyas & Dewi, 2020). So that when the majority of students can access MBKM learning by online, there are no technical problems to worry about.

Students' Perception of MBKM Learning on Learning Process Indicators
Based on the results of study on interaction sub-indicators, most students can understand learning materials easily through discussion because communication between lecturers and students goes well during MBKM learning. Online learning makes students more to interact because learning is student centered (Handarini & Wulandari, 2020). However, the majority of students want MBKM learning to be carried out offline, due to the lack of maximum interaction when carried out online. This is in line with (Ningsih, 2020) that student responses are dominated by the choice of preferring learning to be done face-toface meetings in class rather than online learning because the interaction between lecturer and students is felt to be very limited, resulting in a lack of understanding of the material obtained. In accordance with the results of a study (Maqableh & Alia, 2021) that on average students are not satisfied with online learning because they are less focused. This is in contrast to (Rusdiana & Nugroho, 2017) that students prefer online learning because they can develop communication when discussing the material being taught. In accordance with the findings (Kemal et al., 2021) that the MBKM learning process can run smoothly even though it is carried out online.
Based on the results of study on the teaching materials sub-indicators, some students can understand the teaching materials that have been made by their lecturers, others better understand teaching materials from other sources. One of the factors supporting the success of online learning is the skill of the lecturer in preparing appropriate teaching materials (Rusdiana & Nugroho, 2017). So that if the lecturers who support courses in MBKM learning prepare teaching materials well, it will increase students' understanding of the material.
Based on the results of study on tasks sub-indicators, the majority of students can do the tasks given by the lecturer maximally and independently because the task given when MBKM learning are not many. When the tasks given are too many, students will have learning difficulties (Utami & Cahyono, 2020). Giving a lot of tasks is also one of the obstacles to online learning during the Covid-19 pandemic (Anugrahana, 2020). So that when the lecturer in charge of the MBKM learning course gives tasks that are not many and proportional, students will have no difficulty in doing them, either independently or in groups.