Learning Methods

MBKM SCHEME

Merdeka Belajar – Kampus Merdeka is one of the policies of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia that provides opportunities for students to master various sciences that are useful for entering the world of work and future careers. The knowledge in question can be obtained from within the study program or from outside the study program, both inside the University and outside the University.

In Regulation of the Minister of Education and Culture Number 3 of 2020 articles 15 and 18, it has been stated that students have the right to study 3 semesters outside the Study Program / Higher Education so that universities through the Study Program are required to facilitate the implementation of services to fulfill these rights in the form of a flexible curriculum and several options for implementing supporting schemes for the Merdeka Belajar – Kampus Merdeka program in the Industrial era 4.0 The form of learning activities following Regulation of the Minister of Education and Culture No. 3 of 2020 Article 15 paragraph 1 can be carried out within the Study Program and outside the Study Program, including doing internships/work practices in Industry or other workplaces, carrying out community service project activities in villages, teaching in educational units, participating in student exchanges, conducting research, conducting entrepreneurial activities, make an independent study/project, or join a human program. All of these activities are one manifestation of student-centered learning.

National MBKM Scheme

A. MBKM Forms

The implementation of MBKM in the Information Systems Study Program uses several basic regulations as a guide for the Independent Learning Curriculum – Independent Campus program.

Guidebook for Independent Learning – Merdeka Campus, Directorate General of Higher Education of the Ministry of Education and Culture of the Republic of Indonesia.
UINSA MBKM Implementation Guidebook
Decree of the Rector of State Islamic University of Sunan Ampel Surabaya concerning Academic Regulations for Academic Education Programs

Based on the Decree of the Rector of the State Islamic University of Sunan Ampel Surabaya, the MBKM scheme used is the 6-0-2 scheme for Outbound students and the 5-1-2 scheme for Inbound students. In implementing the National MBKM program, the Information Systems Study Program is based on the scientific vision of the study program ” To become a leading Information Systems program in digital transformation for sustainable cities and community empowerment.”

The implementation of the Merdeka Campus, Merdeka Belajar in the Information Systems Study Program includes 4 schemes.

1. Student Exchange, Regulation of the Minister of Education and Culture Number 3 of 2020 explains that the purpose of the student exchange program is to form an attitude of respect for cultural diversity, views, religions, and beliefs, as well as the original opinions or findings of others. Students who have participated in student exchanges are expected to have the ability to work together, social sensitivity, and concern for the community and the environment. The student exchange program also aims to provide opportunities for students to study across campuses (at home and abroad), develop insights about Bhinneka Tunggal Ika, and strengthen the cross-cultural and ethnic brotherhood. In addition, this program is also intended to build student friendships between regions, tribes, cultures, and religions to increase the spirit of unity and unity of the nation. In Information Systems Study Program, a student exchange program, can also be a means of transferring knowledge.

There are 2 forms of student exchanges implemented in the Information Systems Study Program, namely exchanges with other study programs at the State Islamic University of Sunan Ampel Surabaya and exchanges with partner universities. 5th-semester students can participate in the MBKM student exchange program with other study programs at the State Islamic University of Sunan Ampel Surabaya. The 6th-semester students can participate in student exchanges in semester 6 with partner universities State Islamic University of Sunan Ampel Surabaya. All courses taken in other study programs and partner universities will be converted into grades according to the learning outcomes of the courses in the student’s study plan

2. Internship/Industrial Work Practice, Based on the scientific vision, the definition of the industrial Internship Program emphasizes digital transformation programs for sustainable cities. The MBKM Internship Program in the Information Systems Study Program aims to provide opportunities for students to gain learning experience in the field and prepare themselves to enter the professional world in accordance with the graduate profile to be achieved. The internship program also accelerates the study process by recognizing activities as credits from courses that follow the learning outcomes in the Information Systems Study Program. There are 3 internship programs for all 6th-semester students of the Information Systems Study Program that can be chosen according to the preferences of the graduate profile, namely:
1. Technology-based Industrial Internship Program
2. Management-based Industrial Internship Program
3. Data Scientist-based Industrial Internship Program

3. Village Project, Based on the scientific vision, the definition of the Village Project Program emphasizes the digital transformation program for community empowerment. The
MBKM Village Project Program in the Information System Program aims to build villages and empower rural communities, including the community. There are 3 village project programs for all 6th-semester students of the Information Systems Study Program that can be selected according to the preferences of the graduate profile, namely:
1. Technology-based Village Project Program
2. Management-based Village Project Program
3. Data Scientist-based Village Project Program

4. Independent Projects, Berdasarkan Based on the scientific vision, the definition of the Independent Project Program leads to digital transformation for sustainable cities and/or community empowerment. The Independent Project aims to develop students’ potential in providing IT-based solutions or producing appropriate technology per the selected graduate profile. There
are 3 independent project programs for all 6th-semester students of the Information Systems Study Program that can be selected according to the preferences of the graduate profile, namely:
1. Technology Independent Project Program
2. Project Independent Management Program
3. Data Scientist Independent Project Program

B. MBKM Outbound and Inbound Mechanisms
The independent learning program’s selection process is carried out with guardian lecturers. Prose implementation can be combined with the usual lecture process but cannot be combined with other independent learning programs. As an illustration, students can do internships for as many as 9 credits, and lectures for as many as 9 credits in one semester. The number of credits and courses matched in the independent learning program is determined at the study plan stage at the beginning of the semester with the approval of the guardian lecturer and head of the study program and known to the Vice Dean for Academic Affairs. Students can transfer credits taken with the MBKM model to the distribution of courses in the study program in accordance with the Course mapping Table. The number of credits that can be transferred to credit status is at least 0 credits, a maximum of 36 credits for off-campus learning, a minimum of 0 credits, and a maximum of 22 credits for on-campus learning. Transfer of credit status can be done through the academic system. Elective Competency Courses can be transferred to several elective courses (on the elective COURSES Table) in accordance with the approval of the Academic Supervisor and Head of Study Program.

C. Monitoring and Evaluation of MBKM Curriculum Implementation

The standard of the learning process is the minimum criterion for implementing learning in the study program to obtain graduate learning outcomes. The standard learning process at State Islamic University of Sunan Ampel Surabaya includes: (a) characteristics of the learning process, (b) planning the learning process, (c) implementation of the learning process and (d) student learning load. Based on the Regulation of the Minister of Research, Technology and Higher Education Number 44 of 2015 concerning National Standards for Higher Education Chapter II Article 10.

D. Characteristics of the Learning Process
The learning process at State Islamic University of Sunan Ampel Surabaya must meet the following characteristics: (a) interactive, (b) holistic, (c) integrative, (d) scientific, (e) contextual, (f) thematic, (g) effective, (h) collaborative, and (i) student-centered.

Interactive
The learning process can be considered Interactive if graduates’ learning outcomes are achieved by prioritizing the process of multidirectional interaction between students and lecturers, students with students and students with learning resources.
Holistic
The learning process has a holistic characteristic if the learning process encourages the formation of a comprehensive and broad mindset by internalizing local and national excellence and wisdom.
Integrative
The learning process can be considered integrative if graduates’ learning outcomes are achieved through an integrated learning process and meet the overall learning outcomes of graduates in a unified program through an interdisciplinary and multidisciplinary approach.
Scientific
The learning process can be scientific if graduates’ learning outcomes are achieved through a learning process that prioritizes a scientific approach to create an academic environment based on a system of values, norms, and rules of science and uphold religious and national values.
Contextual
The learning process can be contextual if the learning outcomes of graduates are achieved through a learning process that is adjusted to the demands of the ability to solve problems in the realm of expertise.

Thematic
Thematic means that graduate learning outcomes are achieved through a learning process that is adjusted to the scientific characteristics of the study program and is associated with real problems through a transdisciplinary
approach.
Effective
The learning process can be effective if graduates’ learning outcomes are achieved successfully to prioritize the internalization of material properly and correctly within an optimal period of time.
Collaborative
The learning process can be collaborative if graduates’ learning outcomes are achieved through a collaborative learning process that involves interaction between individual learners to produce capitalization of attitudes, knowledge, and skills.
Student-centered
The learning process can be student-centered if graduates’ learning outcomes are achieved through a learning process that prioritizes the development of creativity, capacity, personality, and student needs, as well as developing independence in seeking and finding knowledge.

Currently there is a paradigm shift in learning, which is a paradigm in the way we perceive knowledge, the paradigm of learning and learning itself. The old paradigm views knowledge as something ready-made, which remains transferred to other people/students with the term transfer of knowledge. In a new paradigm, knowledge results from constructing or forming people who learn. The consequence of the new paradigm is that lecturers are only facilitators and motivators by providing several learning strategies that allow students (together with lecturers) to choose, find and compile knowledge and how to develop their skills (method of inquiry and discovery). The learning process is carried out with the Student Center Learned (SCL) paradigm. In the SCL learning process, lecturers still have the following roles:

Act as a facilitator and motivator in the learning process.
Assessing the competence of courses that students need to master at the end of learning
Designing strategies and learning environments by providing various learning experiences students need to achieve the competencies charged in the courses they teach.
Helping students access information, organize and process it to solve real problems.
Identify and determine assessment patterns of student learning outcomes relevant to their competencies.

Meanwhile, the roles that students must perform in SCL learning are:

Reviewing the competence of the courses presented by lecturers
Reviewing the learning strategies offered by lecturers
Make a lesson plan for the courses he is taking
Learn actively both individually and in groups.
Optimizing his abilities.

The learning approach is very relevant to the learning model in the Information Systems Study Program which requires students to think creatively to produce innovative Information Systems. To implement student-based learning strategies, learning methods commonly applied to the Information Systems Study Program include small group discussion, self-directed learning, project-based learning, and problem-based learning. Here is a breakdown of each method:

Small Group Discussion

Discussion is one of the dominant active learning elements carried out in learning Information Systems Study Program considering the architect profession which requires communicating with clients and related parties. With discussion activities with small groups, students are expected to learn to be good listeners, cooperate on common tasks, give and receive constructive feedback, respect differences of opinion, support opinions with evidence, and respect varied points of view. This method is relevant to direct students’ attitudes to properly and correctly communicate with other parties.

Self-Directed Learning

Self-Directed Learning is a learning process carried out on individual students’ initiative. In this case, the planning, implementation, and assessment of the learning experience undertaken are all carried out by the individual concerned. While lecturers only act as facilitators who provide direction, guidance, and confirmation of the learning progress that individual students have made. The rapid development of science, especially in Information Systems, does not allow all of them to be conveyed in-class lectures. This method is suitable for applying structured assignments in literature reviews, case studies and other forms. This method is also effective for broadening the horizons of students and lecturers through information sharing in the form of presentations.

Project-Based Learning

Project-Based Learning is a systematic learning method involving students learning knowledge and skills through a long and structured process of inquiry into authentic and complex questions and carefully designed tasks and products. In the Information Systems Study Program, which is required to produce a design at each stage, this method is very in accordance with the character of learning outcomes. Through this method, Information Systems students must formulate a building project plan to design into an Information Systems work. The process becomes an important part that is assessed in this learning method.

Problem-Based Learning

Problem-based learning is a form of learning by utilizing problems and students must search/extract information (inquiry) to be able to solve the problem. This method is widely applied in learning in the Information Systems Study Program, where the designs produced by students are expected to be a solution to solving a
problem. In Information Systems, learning process standards are minimum criteria for
implementing learning that specifically describe the learning process standards consisting of interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative and student-centered properties.

Prioritizing a two-way interactive process for students and lecturers.
Encourage comprehensive thinking patterns.
Through a multidisciplinary and interdisciplinary approach.
Through a scientific approach.
Through a learning process tailored to the demands of problem-solving abilities in the realm of expertise.
Prioritizing real problems through a transdisciplinary approach.
Through an optimal period of time.
Involving interaction between students and lecturers to produce capitalization of attitudes, knowledge and skills.
Prioritizing the development of creativity, capacity, personality and student needs and developing independence in seeking and finding knowledge.

Learning Process Planning

Learning process planning is prepared for each course and presented in the semester learning plan (RPS) or course syllabus. Semester learning plans or course syllabi are prepared and developed by lecturers independently or together with a group of experts in a field of science and/or technology in the study program. RPS or course syllabus at least contains (a) the name of the study program, the name and code of the course, semester, credits, and the name of the lecturer, (b) the learning outcomes of graduates charged to the course, (c) the final ability planned at each stage of learning to meet the learning outcomes of graduates, (d) study materials related to the abilities to be achieved, (e) learning methods, (f) the time provided to achieve proficiency at each stage of learning, (g) the student’s learning experience embodied in the description of the assignments that students must do during one semester, (h) criteria, indicators, and assessment weights, and (i) the list of references used. RPS or syllabus must be reviewed and adjusted periodically to the development of science and technology.

Implementation of the Learning Process

The learning process through curricular activities must be carried out systematically and structurally through various courses with measurable learning loads. The learning process through curricular activities must use effective learning methods in accordance with the characteristics of the course to achieve certain abilities set in the course in a series of fulfilling graduate learning outcomes. Learning methods can be chosen for the implementation of course learning including: (a) group discussions, (b) simulations, (c) case studies, (d) collaborative learning, (e) cooperative learning, (f) project based learning, (g) problem-based learning, or other learning methods that can effectively facilitate the fulfillment of graduate learning outcomes. The learning process of a course can use one or a combination of several learning methods as mentioned above in a learning series. The form of learning can be: (a) face-to-face lectures, (b) seminars, and (c) practicum (d) practical work. In addition to these forms of learning, the learning process must be added to the form of learning in research, design, or development.

The form of learning in research, design, or development is a student activity under the guidance of lecturers in the context of developing attitudes, knowledge, skills, authentic experience, and improving community welfare and national competitiveness. The form of learning is also in the form of community service. The form of learning in the form of community service is a student activity under the guidance of lecturers to utilize science and technology to advance community welfare and educate the nation’s life.