Autonomous Learning of Physics Education Students in the Implementation of Merdeka Belajar-Kampus Merdeka (MBKM) Block Curriculum

Winarti

doi:10.56741/IISTR.jpes.002256

Authors

Winarti
winarti@uin-suka.ac.id
Sunan Kalijaga State Islamic University https://orcid.org/0000-0003-1029-9619

Keywords:

Autonomous Learning, Innovative Curriculum, MBKM, Physics Education

Abstract

The implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) policy as a new paradigm for higher education in Indonesia requires study programs to design adaptive and flexible curricula. This study aims to analyze the implementation of the MBKM-based block design curriculum on improving autonomous learning in Physics Education students. This study uses a quantitative descriptive approach, supported by qualitative data from in-depth interviews, analysis of academic policy documents, and a literature review. Quantitative data were collected through a validated questionnaire distributed to 230 students, 12 lecturers, and 3 administrative staff. The data covered understanding of the MBKM policy and six aspects of autonomous learning: responsibility, self-awareness, intrinsic motivation, managing learning, evaluating learning, and decision-making. The results of the study indicate that the implementation of the block design curriculum based on MBKM was carried out through curriculum restructuring and reconstruction of learning activities, with the majority of students showing positive attitudes towards the six aspects of autonomous learning (the combined percentage of agree and strongly agree ranged from 73%-86%). This block design curriculum reconstruction was identified as being related to the development of student autonomous learning and has the potential to minimize academic obstacles. Theoretically, these findings enrich the understanding of the application of Self-Regulated Learning and Self-Determination Theory in the context of an innovative curriculum based on higher education policy in Indonesia. Practically, the results of this study can be a reference in designing a curriculum based on MBKM that supports the strengthening of student autonomous learning.

Downloads

Download data is not yet available.

Author Biography

Winarti, Sunan Kalijaga State Islamic University

is affiliated with the Physics Education, Sunan Kalijaga State Islamic University, Jl. Laksada Adi Sucipto, Yogyakarta, 55281 Indonesia. She is lecturer in Physics Education who is active in research about physics education and learning, and contributes to various community service activities. Her interesting research is assessment in education especially in physics education (email: winarti@uin-suka.ac.id).

References

Direktorat Jenderal Pendidikan Tinggi, Buku saku Kampus Merdeka. Jakarta: Kementrian Pendidikan dan Kebudayaan, 2021.

Wahyuningrat, B. T. Harsanto, E. Fitrah, M. Yamin, and R. M. Luthfi, “The effectiveness of implementing the Merdeka-Belajar Kampus-Merdeka (MBKM) policy in developing high-quality human resources at Jenderal Soedirman University, Indonesia, Contributing to SDGs: Quality education,” in E3S Web of Conferences, vol. 609, Art. No. 08001, 2025, doi: 10.1051/e3sconf/202560908001.

T. A. Rachman, E. Latipah, Q. Y. Zaqiah, and M. Erihadiana, “Curriculum innovation to improve Indonesian education in PISA international assessment in disruptive education era,” in Proc. ICLIQE ‘21, Surakarta, Indonesia, Sep. 4, 2021. doi: 10.1145/3516875.3516899.

B. Hutahaean, S. Telaumbanua, L. Tamba, R. G. N. Hutabarat, and S. Sumani, “Analysis of innovative and adaptive higher education curriculum development to education 5.0 based challenges in Indonesia,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 4, pp. 76–98, 2024, doi: 10.26803/ijlter.23.4.5.

A. Rosidin, S. Sudirman, M. I. Mufti, S. A. Pramono, L. Susanty, A. Dudin, Ernawati, A. Arifin, and M. D. R., “Exploring educational policy innovations and curriculum development in indonesian higher education: A systematic review,” Journal of Education Culture and Society, vol. 16 no. 2,pp. 943-958, 2025, doi: https://doi.org/10.15503/jecs2025.3.943.958.

Suyadi, Z. Nuryana, A. W. Asmorojati, and A. Yudhana, “Driving school program to strengthening anti-corruption education within the integrity zone policy,” International Journal of Evaluation and Research in Education, vol. 14, no. 4, pp. 2722–2731, 2025, doi: 10.11591/ijere.v14i4.28773.

Muslihati, A. Y. Sobri, A. Voak, B. Fairman, and S. Wonorahardjo, “Engaging with industry through internships in order to acquire the skills, knowledge and attitudes for the world of work: The indonesian student experience,” Journal of Higher Education Theory and Practice, vol. 23, no. 9, 2023, doi: https://doi.org/10.33423/jhetp.v23i9.6125.

M. Harlanu, A. Suryanto, and T. A. Achmadi, “The impact of merdeka belajar kampus merdeka (emancipated learning) and motivation on students’ learning outcomes in higher education in Indonesia,” Journal of Curriculum and Teaching, vol. 13, no. 2, pp. 299–307, 2024, doi: 10.5430/jct.v13n2p299.

E. Susiyawati, E. Erman, D. Astriani, and D. A. Rahayu, “Facilitating flexible learning: a study of students’ perceptions of synchronous and asynchronous blended learning,” Journal of Education and E-Learning Research, vol. 11, no. 2, pp. 422–434, 2024, doi: 10.20448/jeelr.v11i2.5676.

K. Sujaya, “Research support and industry participation to increase the global competence in higher education,” Journal of Social Studies Education Research, vol. 14, no. 4, pp. 350–378, 2023.

Suharno, Rifai, and A. Sudrajat, “Multicultural encounters within kampus merdeka: A study on educational policy impact to bolster diversity,” Cakrawala Pendidikan, vol. 42, no. 2, pp. 539–548, 2023, doi: 10.21831/cp.v42i2.58223.

T. N. Mursitama, Noerlina, R. Setiawan, E. Princes, A. Chandra, Y. Tunardi, and D. Limto, “The impact of Indonesia’s higher education program on improving students’ competence in achieving global employability,” Journal of Higher Education Theory and Practice, vol. 22, no. 5, pp. 172–187, 2022, doi: https://doi.org/10.33423/jhetp.v22i5.5212.

F. Malahati, Z. V. Rohmadani, and T. Winarsih, “The influence of self-control training on self-regulated learning in Merdeka Belajar Kampus Merdeka (MBKM) collage students,” International Journal of Health Science and Technology, vol. 7, no. 1, pp. 62–69, 2025, doi: 10.31101/ijhst.v7i1.4271.

W. S. Utami, M. T. Yani, I. M. Zain, H. Prastiyono, I. Setyasih, and M. H. bin Ibrahim, “Revealing the independent campus learning program (MB-KM) in sustainable on increasing the competency of geography education students,” IOP Conference Series: Earth and Environmental Science, vol. 1406, no. 1, Art. no. 012027, 2024, doi: 10.1088/1755-1315/1406/1/012027.

M. F. Putri, M. Muttaqin, A. Haque, W. Sumbodo, B. Plangsom, A. Kuswardinah, and Saptarina, “Redefining vocational learning in the era of educational autonomy: Assessing the MBKM policy’s effect on practice-based education,” Salud, Ciencia y Tecnología, vol. 5, Art. no. 2649, 2025, doi: 10.56294/saludcyt20252649.

Sugiyono, Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta, 2019.

J. De Houwer, D. B. Holmes, and A. Moors, “What is learning? On the nature and merits of a functional definition of learning,” Psychonomic Bulletin & Review, vol. 20, no. 4, pp. 631–642, 2013, doi: 10.3758/s13423-013-0386-3.

B. J. Zimmerman, “Becoming a self-regulated learner: An overview,” Theory Into Practic., vol. 41, no. 2, pp. 64–70, 2002, doi: 10.1207/s15430421tip4102_2.

C. Figueira and F. Almeida, “The self-regulation processes of student learning in the autonomous study time,” in Proc. 11th Int. Conf. New Perspectives in Science Education, 2022.

A. I. Baihaqi and M. Ikaningtyas, “Pengukuran efikasi diri, konsep diri dan motivasi pembelajaran pasca mengikuti KKN tematik MBKM dalam membentuk kemandirian belajar mahasiswa,” Journal Publicuho, vol. 5, no. 3, pp. 887–898, 2022, doi: 10.35817/publicuho.v5i3.17.

P. Arjanto, W. F. Antariksa, M. Mustiningsih and A. Timan, “Persepsi mahasiswa terhadap implementasi Merdeka Belajar Kampus Merdeka (MBKM),” JAMP: Jurnal Administrasi dan Manajemen Pendidikan, vol. 5, no. 3, pp. 247-257, 2022, doi: 10.17977/um027v5i32022p247.

F. Al-Khasawneh, I. Huwari, M. Alqaryouti, K. Alruzzi, and L. Rababah, “Factors affecting learner autonomy in the context of English language learning,” Cakrawala Pendidikan, vol. 43, no. 1, pp. 140–153, 2024, doi: 10.21831/cp.v43i1.61587.

A. Efendi and Dahlia, “Pengaruh aspek afektif terhadap prestasi akademik mahasiswa,” Jurnal Pendidikan Ekonomi (JUPE), vol. 13, no. 2, pp. 116–126, 2025, doi: https://doi.org/10.26740/jupe.v13n2.p116-126.

R. M. Ryan and E. L. Deci, “Self-determination theory,” in Encyclopedia of Quality of Life and Well-Being Research, pp. 1–7, Dec. 2022, doi: 10.1007/978-3-319-69909-7_2630-2.

R. Rismayanti, M. A. Rayhan, Q. K. El Adzim, and L. A. Fatihah, “Pengaruh motivasi instrinsik dan motivasi ekstrinsik terhadap proses pembelajaran mahasiswa Universitas Pendidikan Indonesia,” Jurnal Pendidikan, Sains dan Teknologi, vol. 2, no. 2, pp. 251-261, 2023, doi: 10.47233/jpst.v2i2.742.

A. Hamid, “Penerapan metode pembelajaran OBE terhadap motivasi belajar mahasiswa,” EQUALS: Jurnal Ilmiah Pendidikan Matematika, vol. 8, no. 2, pp. 172–182, 2025, doi: 10.46918/equals.v8i2.3011.

S. N. Alpiyah, “Pengaruh self regulated learning dan dukungan sosial terhadap tingkat prokrastinasi akademik mahasiswa psikologi UIN Maulana Malik Ibrahim Malang,” Undergraduate thesis, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang, Indonesia, 2025.

W. Budhi, U. H. Chaerunisak, U. Khasanah, A. T. Putri, D. Dinarsih, N. A. Fadhya, C. Chichhi, and S. Rochmiyati, “Tantangan implementasi Merdeka Belajar Kampus Merdeka pada mahasiswa Universitas Sarjanawiyata Tamansiswa,” Wacana Akademika: Majalah Ilmiah Kependidikan, vol. 6, no. 3, 2022.

I. M. Yunus and N. Nasruddin, “Pengaruh manajemen waktu terhadap self regulated learning mahasiswa tingkat akhir program studi pendidikan ekonomi Universitas Patompo,” Jurnal Review Pendidikan dan Pengajaran, vol. 8, no. 1, 2025, doi: https://doi.org/10.31004/jrpp.v8i1.41682.

C. E.-V. Duin, P. J. Renkema, and H. K. Tabbers, “Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention,” Reflective Practice, vol. 24, no. 6, pp. 749–765, 2023, doi: 10.1080/14623943.2023.2264195.

Z. Yan and D. Carless, “Self-assessment is about more than self: The enabling role of feedback literacy,” Assessment Evaluation Higher Education, vol. 47, no. 7, pp. 1116–1128, 2022, doi: 10.1080/02602938.2021.2001431.

G. G. de L. Ojeda-Criollo, C. C. García Ventura, P. J. Castro-Mejía, Y. J. Jiménez-Jáuregui, V. A. García-Farías, L. I. Lachira-Prieto, and S. F. Leal Liporachi, “Exploring the impact of expository texts on student learning: A systematic review,” in Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology, Hybrid, San Jose: Latin American and Caribbean Consortium of Engineering Institutions, pp. 1–10, 2024, doi: 10.18687/LACCEI2024.1.1.1289.

M. Sa’diyah, I. Nurhayati, E. Endri, D. Supriadi, and Y. Afrianto, “The implementation of independent learning independent campus: The new paradigm of education in Indonesia,” Journal of Educational and Social Research, vol. 12, no. 4, pp. 289–299, 2022, doi: 10.36941/jesr-2022-0114.