Teaching Practitioners in the MBKM Program: Enhancing Students' Learning Outcomes in the AMDAL Course
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| Title: | Teaching Practitioners in the MBKM Program: Enhancing Students' Learning Outcomes in the AMDAL Course |
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| Language: | English |
| Authors: | Nur Efendi, Noly Shofiyah |
| Source: | Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia). 2025 11(2):524-530. |
| Availability: | Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Outcomes of Education, Teacher Education Programs, Soft Skills, Competition, Global Approach, School Business Relationship, Industry, Job Skills, Mastery Learning, Academic Achievement, Foreign Countries, Student Motivation, Environmental Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2442-3750 2527-6204 |
| Abstract: | The "Teaching Practitioner" program is a key component of the "Merdeka Belajar Kampus Merdeka" (MBKM/Independent Learning Independent Campus) policy, a new educational initiative in Indonesia. This program aims to enhance graduates' competencies, including hard and soft skills, to strengthen their competitiveness in the era of globalization. Through this program, industry practitioners collaborate with lecturers to teach students in joint classes, providing real-world perspectives. This study aims to explore the role of teaching practitioners in improving students' learning outcomes in the "AMDAL" ("Analisis Mengenai Dampak Lingkungan Hidup"/Environmental Impact Analysis) course, using a descriptive qualitative approach. The results indicate that the students' mastery index (P = 0.86 = 0.85) and classical mastery index (P = 1.00 = 0.85) both meet the "good" category, demonstrating academic achievement. Additionally, students' learning interest (mean = 3.58) and motivation (mean = 3.84) also fall into the "good" category. These findings suggest that teaching practitioners effectively improve students' academic performance, learning interest, and motivation. Therefore, this program should be continuously supported and expanded to sustain educational quality and produce graduates with strong expertise in various fields, especially those related to science and environmental studies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480720 |
| Database: | ERIC |
| Abstract: | The "Teaching Practitioner" program is a key component of the "Merdeka Belajar Kampus Merdeka" (MBKM/Independent Learning Independent Campus) policy, a new educational initiative in Indonesia. This program aims to enhance graduates' competencies, including hard and soft skills, to strengthen their competitiveness in the era of globalization. Through this program, industry practitioners collaborate with lecturers to teach students in joint classes, providing real-world perspectives. This study aims to explore the role of teaching practitioners in improving students' learning outcomes in the "AMDAL" ("Analisis Mengenai Dampak Lingkungan Hidup"/Environmental Impact Analysis) course, using a descriptive qualitative approach. The results indicate that the students' mastery index (P = 0.86 = 0.85) and classical mastery index (P = 1.00 = 0.85) both meet the "good" category, demonstrating academic achievement. Additionally, students' learning interest (mean = 3.58) and motivation (mean = 3.84) also fall into the "good" category. These findings suggest that teaching practitioners effectively improve students' academic performance, learning interest, and motivation. Therefore, this program should be continuously supported and expanded to sustain educational quality and produce graduates with strong expertise in various fields, especially those related to science and environmental studies. |
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| ISSN: | 2442-3750 2527-6204 |