Nimas Ayu El Safitri, Rusly Hidayah

Analisis Peringkat Nasional Program Kampus Mengajar di Universitas Negeri Surabaya

Introduction

Analisis peringkat nasional program kampus mengajar di universitas negeri surabaya. Telusuri analisis keberhasilan Universitas Negeri Surabaya dalam program Kampus Mengajar. UNESA meraih peringkat ke-2 nasional, berkontribusi pada peningkatan kualitas pendidikan di Indonesia.

Abstract

Artikel ini memberikan gambaran terkait keterlibatan Universitas Negeri Surabaya dalam kegiatan kampus Mengajar. Program Kampus Mengajar merupakan unggulan dari Kementerian Pendidikan dan Kebudayaan, bertujuan meningkatkan kualitas pendidikan di Indonesia melalui partisipasi aktif mahasiswa. Program Kampus Mengajar dirancang untuk mengatasi tantangan pendidikan di daerah terpencil dengan memberdayakan mahasiswa sebagai pengajar. Program ini tidak hanya membantu meningkatkan akses pendidikan berkualitas tetapi juga mengembangkan keterampilan kepemimpinan di kalangan mahasiswa. Kampus Mengajar di Universitas Negeri Surabaya menunjukkan keberhasilan luar biasa dalam inovasi dan dampak sosial dibuktikan dengan program Kampus Mengajar 3 dan Kampus Mengajar 8 yang menempati peringkat tertinggi ke-2 secara nasional. Universitas Negeri Surabaya menunjukkan performa mengesankan dalam program Kampus Mengajar, mencerminkan komitmen mereka untuk meningkatkan pendidikan di Indonesia. Dengan mengatasi tantangan yang ada dan memanfaatkan peluang, program ini memiliki potensi besar untuk berkontribusi signifikan dalam transformasi pendidikan di Indonesia. Kata Kunci: Kampus Mengajar, Universitas Negeri Surabaya, Pendidikan

Review

The article, *Analisis Peringkat Nasional Program Kampus Mengajar di Universitas Negeri Surabaya*, presents an overview of Universitas Negeri Surabaya's (UNESA) involvement in the Kampus Mengajar (KM) program, a key initiative by the Ministry of Education and Culture. The abstract emphasizes KM's role in improving educational quality and student leadership by empowering university students as teachers, particularly in remote areas. The core claim is UNESA's "extraordinary success," substantiated by its achievement of the 2nd highest national ranking for both Kampus Mengajar cohorts 3 and 8. This focus on a specific university's performance within a national educational program is a relevant topic, highlighting the potential for institutional contribution to educational transformation in Indonesia. However, the abstract primarily serves as a descriptive and promotional statement rather than an outline of an analytical paper. While it highlights UNESA's impressive ranking, it conspicuously omits any mention of the methodology employed for this "analysis." Crucially, it does not explain how the national ranking was determined, the specific criteria used for evaluation, or the data sources from which UNESA's success in "innovation and social impact" was derived. Merely stating a high rank without delving into the underlying reasons, strategies, or institutional support that contributed to this achievement leaves a significant gap in understanding the depth of the claimed analysis. To transform this work into a rigorous academic contribution, the full paper must detail the analytical framework and methodology. It should thoroughly explain the ranking system, the metrics of success, and how data was collected and analyzed to arrive at the conclusions. Furthermore, a deeper exploration into the specific institutional practices, student preparation, or unique contributions from UNESA's participants that led to their high ranking would be invaluable. By addressing these analytical shortcomings and providing empirical evidence and detailed explanations of its success factors, this study could offer vital insights and best practices for other universities and policymakers involved in similar educational initiatives, thus significantly enhancing its academic and practical impact.

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