Nursri Hayati, Ira Aniati

Inovasi Pendidikan Tinggi: Implementasi Kurikulum MBKM di Fakultas Agama Islam (FAI) Universitas Muhammadiyah Sumatera Utara Medan

Introduction

Inovasi pendidikan tinggi: implementasi kurikulum mbkm di fakultas agama islam (fai) universitas muhammadiyah sumatera utara medan. Telusuri implementasi Kurikulum MBKM di Fakultas Agama Islam UMSU Medan. Penelitian kualitatif ini mengupas faktor pendukung & penghambat program Merdeka Belajar Kampus Merdeka.

Abstract

The approach used in this research is qualitative with descriptive analysis methods. The informants in this research were the Chair of the PAI Study Program, PAI Secretary, MBKM Unit, and Students. Data and information were obtained through interviews, observation and documentation, then analyzed using triangulation techniques. The results of this research explain that the implementation of the MBKM curriculum at the FAI Muhammadiyah University of North Sumatra has been implemented since July 31 2021 based on the technical guidelines contained in Chancellor's Decree Number 3171/KEP/II.3-AU/UMSU/F/2021. Supporting and inhibiting factors for the MBKM Curriculum Program include internal and external factors, namely student motivation; funds, the MBKM Unit which has duties and responsibilities in MBKM activities as well as partners at local, national and international levels in the actualization of Tri Dharma which includes education, research and community serviceTRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Review

This study, titled "Inovasi Pendidikan Tinggi: Implementasi Kurikulum MBKM di Fakultas Agama Islam (FAI) Universitas Muhammadiyah Sumatera Utara Medan," addresses a highly relevant topic concerning educational innovation in Indonesian higher education, specifically the implementation of the *Merdeka Belajar Kampus Merdeka* (MBKM) curriculum. The abstract clearly outlines a qualitative research approach employing descriptive analysis, drawing insights from key stakeholders including program chairs, MBKM unit representatives, and students. The research methodology, including data collection via interviews, observation, and documentation, followed by triangulation, appears sound for exploring the nuances of curriculum implementation. A strength lies in the precise identification of the implementation start date (July 31, 2021) and its official basis, providing a clear factual foundation for the study. However, the abstract could benefit from greater detail regarding the substantive findings beyond the initial implementation date. While it mentions "supporting and inhibiting factors," these are presented in a very general manner (student motivation, funds, MBKM Unit, partners). A more explicit summary of *how* these factors impact the implementation and *what specific challenges or successes* were observed would significantly strengthen the abstract's informative value. The current abstract states what was found (implementation since 2021, factors identified) but offers little insight into the *nature* or *impact* of this implementation, or the specific details gleaned from the triangulation analysis. The concluding sentence regarding "Tri Dharma" feels somewhat disconnected from the core findings about MBKM implementation itself. Overall, the study promises to offer valuable insights into MBKM curriculum implementation within a specific institutional context, which is crucial for understanding the practicalities and challenges of national educational reforms. To be a robust contribution, the full paper should thoroughly elaborate on the qualitative findings, providing rich descriptions of the identified supporting and inhibiting factors, and illustrating their concrete manifestations within FAI UMSU. It should also clearly articulate the specific outcomes or impacts of the MBKM program on students and the institution, moving beyond mere procedural description. Given the relevance of the topic and the outlined methodology, this paper has the potential to contribute significantly to the discourse on higher education innovation, provided these areas are comprehensively addressed in the full manuscript.

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