Sri Wahyuni, Muh Fakhrihun Na'am, Sri Endah Wahyuningsih

Evaluating the Kampus Mengajar Program for Home Economics and Fashion Education Students

Introduction

Evaluating the kampus mengajar program for home economics and fashion education students. Evaluate the Kampus Mengajar program for Home Economics & Fashion Education students. Analyze its implementation, challenges (e.g., socialization, literacy), and student achievement, offering insights for future improvements in Indonesian higher education.

Abstract

The Merdeka Belajar–Kampus Merdeka (MBKM) policy represents a key government initiative in Indonesian higher education. Universitas Negeri Semarang, as one of the universities supporting MBKM, has undertaken various preparation and implementation efforts. Within this framework, the Home Economics and Fashion Education study programs actively participate in the Kampus Mengajar (Teaching Campus) program—one of the eight flagship MBKM programs. This study focuses on the implementation of Kampus Mengajar in these two programs, with particular attention to activities in target schools and the mentoring and guidance provided by supervisors and mentor teachers. The objectives are: (1) to analyze the implementation of Kampus Mengajar in the field, including mentoring and guidance activities that contribute to program success, and (2) to assess program achievement for Home Economics and Fashion Education students through case studies involving observation, monitoring, and interviews. This qualitative research employed triangulation-based data analysis to ensure validity. The findings indicate that the program has been implemented satisfactorily but has not yet achieved full effectiveness. Key challenges include limited socialization in target schools, inadequate facilities and infrastructure, lengthy adaptation periods, low literacy and numeracy skills among school students, and limited use of interactive learning media. Evaluation results, based on distributed questionnaires, show that while the program operates well, its effectiveness remains partial. Mentoring and guidance processes are conditional and flexible but structured to meet students’ needs. These findings provide evidence-based insights for improving the future implementation of Kampus Mengajar in higher education contexts.

Review

This study addresses a highly relevant topic within Indonesian higher education, focusing on the evaluation of the Kampus Mengajar (KM) program, a key component of the Merdeka Belajar–Kampus Merdeka (MBKM) policy. By specifically examining the experiences of Home Economics and Fashion Education students at Universitas Negeri Semarang, the paper offers valuable insights into the practical implementation and challenges of a significant government initiative. The chosen qualitative research design, employing case studies, observation, monitoring, and interviews with triangulation-based data analysis, provides a robust framework for understanding the nuances of the program's operation in the field and its impact on participating students. The objectives—analyzing field implementation and assessing student achievement—are clearly articulated and align well with the overall goal of contributing evidence for program improvement. The findings reveal a nuanced picture: while the Kampus Mengajar program has been implemented satisfactorily, its overall effectiveness is deemed partial. The abstract clearly outlines several critical challenges that hinder full effectiveness, including limited socialization in target schools, inadequate facilities, lengthy adaptation periods for students, and significant issues such as low literacy and numeracy skills among school students, alongside limited use of interactive learning media. The evaluation, supported by questionnaire data, reinforces this conclusion of partial effectiveness. Furthermore, the study highlights that mentoring and guidance processes, crucial for student success, are structured to be conditional and flexible yet designed to meet student needs, indicating an adaptive support system, even if not universally impactful against the broader challenges. While the study effectively identifies significant operational hurdles and provides a solid basis for understanding the current state of Kampus Mengajar within the specified programs, the abstract leaves some room for deeper elaboration on what "full effectiveness" would entail and how its partial achievement is quantitatively or qualitatively measured beyond the mention of questionnaires. Future iterations of this research or subsequent program improvements could benefit from explicitly outlining targets or benchmarks against which effectiveness is judged. Nevertheless, the identified challenges offer clear, actionable areas for improvement, such as enhancing school-level socialization, addressing infrastructural gaps, and developing targeted interventions for improving school students' foundational skills and promoting interactive learning. This research therefore serves as an important foundational piece, offering critical, evidence-based insights for policymakers and implementers aiming to refine and strengthen the Kampus Mengajar program across higher education contexts.

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