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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2021: 28-35 

©2022 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
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Studies in Learning and Teaching 
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Institutional Model Design for the Implementation of the Program 
Merdeka Belajar Kampus Merdeka (Merdeka Learning Program-

Merdeka Campus or MBKM) 

*Defrizal1, A P Redaputri1, V T Narundana1, Nurdiawansyah1,  Y Y Dharmawan2 
1Department of Accounting Faculty of Economic and Business, Universitas Bandar Lampung, Indonesia 

2Department of English Language, Faculty of Teacher Training and Education, Universitas Bandar Lampung, 
Indonesia 

Article Info  ABSTRACT 

Article history: 

Received January 4, 2022 
Revised March 11, 2022 
Accepted April 27, 2022 
Available Online April 30, 2022 

MBKM program has been implemented by several universities, 
including at the Universitas Bandar Lampung. Universities need to 
determine policies that serve as guidelines for the study programs 
they cover, including support for cross-study learning and 
allocation of funds, as well as ensuring that the quality of graduates 
will not decrease by running this program. For this reason, in its 
implementation, it is necessary to form an institutional model for 
the implementation of Merdeka Learning Program - Merdeka 
Campus to see who has a role and how the relationship between 
these parties plays a role. This research uses a descriptive 
qualitative approach. In collecting the data, it applies literature 
studies and In-Depth Interviews with resource persons who are 
experts related to the Merdeka Learning Program - Merdeka 
Campus. The results in this study found that in the implementation 
of the Merdeka Learning Program - Merdeka Campus at the 
Universitas Bandar Lampung, there were internal and external 
stakeholders involved. Each stakeholder has its respective roles and 
relationships, both coordination and command relationships, both 
between internal stakeholders and between internal and external 
stakeholders. Everything is described in the institutional model of 
the Merdeka Learning Program - Merdeka Campus. 

Keywords: 

Design 
Institutional model 
Implementation of MBKM 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
The Independent Learning Program – Merdeka Campus (MBKM) was formulated by Nadiem 
Anwar Makarim, Minister of Education and Culture in 2020 to prepare graduates of higher 
education who are tough in facing change. The Merdeka Learning Program - Merdeka Campus 
is an educational program launched by the Minister of Education and Culture which aims to 
encourage students to master various knowledge to prepare them to get into the coorporate 
world. 

In its definition, freedom to learn means giving freedom and autonomy to educational 
institutions, and independence from bureaucratization, lecturers are made free from 
complicated bureaucracy, and students are given the independency to choose the fields they are 
preferrence for. For this reason, the role of higher education institutions is asked to be active in 
making rules and policies in the implementation of Merdeka Learning Program - Merdeka 
Campus. 

This can also be related to the implementation of the Tri Dharma of Higher Education. Law 
No. 20 of 2003 concerning the National Education System states that teaching, research, and 

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Institutional Model Design for Implementation of Program Merdeka Belajar Kampus Merdeka (Merdeka Learning 

Program-Merdeka Campus or MBKM) 

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development activities, as well as community service, can be applied to activities that run in the 
Merdeka Learning Program - Merdeka Campus. 

According to Prasetyas (2021), the key to the success of universities in implementing the 
Merdeka Learning Program - Merdeka Campus policy is the existence of an adaptive 
curriculum and being able to adapt to the times. The curriculum is a plan that is used as a guide 
or instruction in teaching and learning activities (Sukmadinata, 2009). Curriculum in the old 
view is defined as subject matters, while in the current view, curriculum is defined as all 
activities that can support educational success, either directly or indirectly. Law Number 20 of 
2003 concerning the National Education System Article 1 point 19, specifically: "The curriculum 
is a set of plans and arrangements regarding the objectives, content, and learning materials as 
well as the methods used as guidelines for the implementation of learning activities to achieve 
certain educational goals". 

According to Sukmadinata (2009), the function of the education curriculum is nothing but a 
tool to achieve educational goals, including: 

1. Organize and develop education 
2. Continuity Function. In which, the upper level must know the curriculum used at the 

lower level so that it can adjust the curriculum it holds. 
3. Power Preparation Function. When certain schools are given the authority to prepare 

teachers for schools that need teachers, both regarding content, organization, and 
teaching methods. 

In addition to the importance of the curriculum, collaboration and cooperation between 
study programs and other parties are needed that can support the success of the student 
learning process. In the technical implementation, through the Merdeka Learning Program - 
Merdeka Campus or abbreviated as MBKM, students get the opportunity for 1 (one) semester 
(equivalent to 20 credits) to study outside the study program at the same university; and a 
maximum of 2 semesters or equivalent to 40 credits of studying in the same study program at 
different universities, studying in different study programs at different universities; and/or 
learning outside the university. 

Currently, the MBKM program has been implemented by several universities, including at 
the Universitas Bandar Lampung. However, to be able to implement this policy, the Universitas 
Bandar Lampung must prepare itself to be able to run this program following the characteristics 
of the university and its resources. 

Universities need to determine policies that serve as guidelines for the study programs they 
cover, including support for cross-study learning and allocation of funds, as well as ensuring 
that the quality of graduates will not decrease by running this program. 

Higher education leaders can also find suitable partners for all existing study programs. 
Meanwhile, study programs must align their curriculum to enable students to independently 
choose 3 (three) semesters of study across study programs and/or outside universities. 

Study programs must also carry out quality assurance that the graduates produced will still 
obtain the learning outcomes that have been determined. Study Programs need to collaborate 
and collaborate with partners to carry out Forms of Learning Activities (BKP) in the Merdeka 
Learning Program - Merdeka Campus or MBKM to support the acquisition of the required 
learning outcomes. This program is expected to be able to improve the competence of 
graduates, both soft skills and hard skills, to be more prepared and relevant to the needs of the 
times, to prepare graduates as future leaders of the nation who are superior, moral, and ethical 
(Suhartoyo et al., 2020). It is hoped that with the independent learning program there will be 
student involvement l, in this case students in learning will increase (Siregar et al., 2020). 
Including Critical thinking skills. Besides MBKM program a learning model that is expected to 
train students to develop their critical thinking skills is the model of the inquiry of peer 
instruction integration. Inquiry learning can develop a scientific way of thinking that puts 

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learners as learners in solving problems and acquiring knowledge that is research that can 
understand the concepts of science (Anjarwani et al., 2020). 

Based on the explanation above, it can be seen the description of the Merdeka Learning 
Program - Merdeka Campus in detail and who are the parties involved and what their roles are. 
For this reason, in its implementation, it is necessary to form an institutional model for the 
implementation of Merdeka Learning Program - Merdeka Campus to see who has a role and 
how the relationship between these parties plays a role. 

RESEARCH METHOD 
This research is a literature review research. Literature review research is research that 
processes and collects research materials in the form of library data that can be obtained from 
books or journals (Sherly et al., 2020). This research was conducted to examine theories related 
to the implementation of independent learning activities with the Pioneer Teaching Campus 
program. The stages are as follows: 1) Prepare a plan for the topics to be studied; 2) Searching 
for library sources that are relevant to the study and selecting materials from various 
appropriate library sources; 3) The data obtained from the study of the material is then used as 
a reference in making discussions and conclusions. (Savitri, 2020). 

In addition, this study uses a descriptive qualitative approach. Bogdan and Taylor define 
qualitative methodology as a research procedure that produces descriptive data in the form of 
written or spoken words from people and observed behavior. In addition, qualitative research 
is research that intends to understand the phenomena as they are experienced by research 
subjects holistically through descriptions in the form of words and language in special contexts 
that are natural and by utilizing various scientific methods (Moleong, 2013). Descriptive 
research is research that tries to describe current problem solving based on data. This 
qualitative descriptive study aims to describe what is currently in effect. There is an attempt to 
describe, record, analyze, and interpret the conditions that are happening or exist in it. In other 
words, this qualitative descriptive research aims to obtain information about the existing 
situation. To perform data analysis, it is necessary to collect data first. In this study, data were 
collected by literature studies, field observations, and the implementation of In-Depth 
Interviews with resource persons, namely the parties involved in the implementation of the 
Merdeka Learning Program - Merdeka Campus at the Universitas Bandar Lampung. 

RESULTS AND DISCUSSION 
The first step in creating an institutional system is to determine the pattern of relevant activities 
by identifying the stakeholders involved in the company's activities carried out by humans as 
actors or actors who run the system. The institutional system is very complex because it 
involves many parties or stakeholders as stakeholders both individually and on behalf of 
groups intending to optimally implement the company's vision and mission. Stakeholders in 
this study are divided into two parts, namely internal and external. Internal means part of the 
college and external means outside the college. 

Table 1. Stakeholder 

No System Sub System Supra System 

1 Internal 
Stakeholder 

  

1. College 1.1 Rector and Vice-
Rector 

 

1.2 MBKM Unit 1.2.1 MBKM Director, MBKM staff 
1.3 Faculty 1.3.1 Dean 
1.4 Study Program 1.4.1 Head of Study Programs, Secretary of Study 

Programs, Lecturers, Educators 
1.5 Bureau Chief 1.5.1 Academic Administration, HR, Student 

Affairs, Finance, General Affairs. 

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1.6 Students  
2 Eksternal 

Stakeholder 
  

1. Government 
 

1.1 Ministry of Education 
and Culture 

2. Partner 1.1 Companies (State 
Agencies, private, 
BUMN, BUMD, etc.)  

1.2 Village 
1.3 School 
1.4 Community 
1.5 Association 

Based on the table above, it can be seen that each stakeholder has their respective interests, 
functions and responsibilities which are carried out following the common goals to be achieved. 
The importance of mapping relationships between systems, sub-systems to the supra-system 
level is so as universities and faculties and study programs in it can carry out the process of 
identifying, mapping, formulating engagement between stakeholders optimally to achieve the 
goals that have been created, specifically increasing the competence of graduates, both soft 
skills and hard skills, in order to be more prepared and relevant to the needs of the times, 
preparing graduates as future leaders of the nation with superior and personality. 

For this reason, it is necessary to create an institutional system as a means of supporting 
universities to achieve the initial goals of MBKM. With the institutional system, it is expected 
that it will help to create a strong and mutually supportive relationship between each 
stakeholder. The strong relationship is made and agreed upon under the goals and expectations 
set forth in the form of decisions or policies approved by each stakeholder. The institutional 
system can be seen in the following figure:  

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Figure 1. System merdeka learning, merdeka campus institutional 

Picture Description: 
Orange Box  : Internal College 
Green Box : Partner 
Dotted Blue Line : Demonstrate the relationship of coordination and communication between 

internal stakeholders with interrelated external holders. 
Red Line : Shows command relationship between internal stakeholders with internal 

stakeholders. 

 
From the institutional system that has been described previously, it will be seen the 

relationships and interrelationships between all stakeholders or related parties. After obtaining 
the parties related to the problem, then a general description of the problem is made using the 
Rich Picture technique. Rich Pictures were specifically developed by Checkland in Soft Systems 
Methodology to collect information about complex situations (Checkland, 2007; Checkland and 
Scholes, 1990). 

The idea is to use pictures as a framework for thinking about problems in general and find 
several alternative solutions to problems using creative thinking methods (including therapy) 
because intuitive awareness in communicating will make it easier to explain explanations in the 
form of pictures and symbols from words. Pictures can well evoke and record a picture of the 
situation that occurs. Drawing is also a technique to be able to create different visualizations, for 
example, such as visual brainstorming, image manipulation and creative imagination for a 
particular purpose (McKim, 1980). 

Rich Picture is taken at the pre-analysis stage, before a researcher knows more clearly 
which part of the situation is best considered the process and structure used to describe a 
complex situation. Efforts to summarize the real situation through pictures, cartoon 

 

Agency/ 

Company 

School 

Association, etc. 

Community 

Village 
PARTNER 

Government 

Rector 

Faculty/ Dean 

Vice Rector  

Study Program/ 
Head ofm Study 

Program 

Educators 

MBKM Unit 

Students 

• Academic 
Administration,  

• HR, 

• Student Affairs, 
Finance,  

• General Affairs 
 

Internal College 

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representations, ideas or ideas, which are objective, problem layout, relationship, influence, 
cause and effect of the problem, the Rich picture analysis tool is used. 
Rich pictures must depict subjective elements such as the character of the actor and the 
characteristics of the subject matter, point of view and prejudice, spirit and human nature. The 
explanation above can be made in an image using the Rich Picture analysis tool as follows: 

 
Figure 2.  Rich picture problem situation description 

The Rich Picture above describes the conditions and problem situations that occur in the 
implementation of the Merdeka Learning Program - Merdeka Campus (MBKM) which is an 
institutional model and mechanism for the current MBKM program implementation. Starting 
from the input process, namely the MBKM policy that was implemented at the Universitas 
Bandar Lampung and the emergence of several problems such as the adjustment of the 
implementation of the Merdeka Learning Program - Merdeka Campus (MBKM), changes in the 
learning system in Higher Education and the implementation of MBKM that was not optimal. 
So it is necessary to form a separate MBKM unit that manages the implementation of MBKM at 
the Universitas Bandar Lampung in general and the Faculty of Economics and Business in 
particular. Then it is necessary to establish a clear system regarding implementation planning as 
well as monitoring and evaluating the implementation of the MBKM program. So that it can 
result in system and curriculum adjustments, the establishment of SOPs for the implementation 
of MBKM, so that the implementation of the MBKM program can be more optimal and 
maximal, and the goal of increasing students' Hardskills and Softskills as well as the readiness 
of students and graduates of Universitas Bandar Lampung to be more ready to follow the needs of 
the times. 

In addition, the MBKM program is also a solution for online learning during the Covid-19 
pandemic. According to Bestiantono et al. (2020), web-based learning or online learning cannot 
create wanted outcomes in immature nations like Indonesia, where a larger part of 
understudies cannot get to the web because of specialized just as money-related issues. The 
absence of eye-to-eye connection with the educator, reaction time and nonattendance of 
conventional homeroom socialization were among some different issues featured by advanced 
education understudies. Although according to Simamora et al. (2020), based on the lecturer's 
perspective, the researchers concluded that online learning applications are useful for some 
lecturers to deliver lecture material without face to face, even though there are several obstacles 

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such as inadequate internet access. Some campuses provide self-developed applications to 
make it easier for lecturers to teach and provide access for students to study lecture material. 

CONCLUSION  
In the implementation of the Merdeka Learning Program - Merdeka Campus at the Universitas 
Bandar Lampung, there are internal and external stakeholders involved. As for internal 
stakeholders, there are stakeholders within the university, such as the rector, vice rector, MBKM 
units, faculties, study programs, to bureaus and students. Then, there are external stakeholders 
such as the government and partners. In this case the government is the ministry of education 
and culture and partners are agencies, villages, schools, communities, associations and others. 
Each stakeholder has their respective roles and relationships, both coordination and command 
relationships, both between internal stakeholders and between internal and external 
stakeholders. Everything is described in the institutional model of the Merdeka Learning 
Program - Merdeka Campus. Suggestions for further research from this research, research can 
be done that discusses the institutional model of the MBKM program again and case studies can 
be carried out in certain locations. 

REFERENCES 
Anjarwani, R., Mukh, D., & Bambang, I. (2020). Guided inquiry learning with outdoor activities 

setting to improve critical thinking ability and science process skills of elementary school 
students. Journal of Primary Education, 9(2), 129–135. 
https://doi.org/10.15294/jpe.v9i2.36178 

Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T.-H. (2020). How students’ perspectives about 
online learning amid the COVID-19 pandemic?. Studies in Learning and Teaching, 1(3), 133-
139. https://doi.org/10.46627/silet.v1i3.46 

Checkland, P. (2007). Systems thinking, systems practice. Wiley 
Checkland, P., & Scholes, J. (1990). Soft systems methodology in action. Wiley. 
McKim, R. H. (1980). Experiences in visual thinking. Brooks/Cole Publishing. 
Moleong, L. J. (2013). Qualitative research methodology revised edition. PT Remaja Rosdakarya 

Offset Publisher. 
Prasetyas, V. R. (2021, June 10). Sekilas mengenai program merdeka belajar kampus merdeka. 

Kumparan. https://kumparan.com/vetti-rina-prasetyas/sekilas-mengenai-program-merd 
eka-learning-kampus-merdeka-1vunZcnNnSQ/2 

Savitri, D. I. (2020). Tantangan mahasiswa calon guru SD Universitas Borneo Tarakan pasca 
PPL di kawasan perbatasan dalam menghadapi era digital dan merdeka belajar. Jurnal 
Pendidikan Dasar Borneo, 1(2), 103-110. 

Sherly, S., Dharma, E., & Sihombing, H. B. (2021). Merdeka belajar: Kajian literatur. Prosiding 
Konferensi Nasional Pendidikan I, Indonesia, 183-190. 

Simamora, R. M., de Fretes, D., Purba, E. D., & Pasaribu, D. (2020). Practices, challenges, and 
prospects of online learning during Covid-19 pandemic in higher education: Lecturer 
perspectives. Studies in Learning and Teaching, 1(3), 185-208. 
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Siregar, N., Sahirah, R., & Harahap, A. A. (2020). Konsep kampus merdeka belajar di era 
revolusi industri 4.0. Fitrah: Journal of Islamic Education, 1(1), 141-157. 

Suhartoyo, E., Wailissa, S. A., Jalarwati, S., Samsia, S., Wati, S., Qomariah, N., ... & Amin, I. M. 
(2020). Pembelajaran kontekstual dalam mewujudkan merdeka belajar. Jurnal Pembelajaran 
Pemberdayaan Masyarakat (JP2M), 1(3), 161-164. 

Sukmadinata, S. N. (2009). Metode penelitian. PT Remaja Rosdakarya. 

  

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https://doi.org/10.15294/jpe.v9i2.36178
https://doi.org/10.46627/silet.v1i3.46
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Author (s): 

* Defrizal (Corresponding Author) 
Department of Management, Faculty of Economic and Business, 
Universitas Bandar Lampung, 
l. ZA. Pagar Alam No.29, Labuhan Ratu, Kec. Kedaton, Kota Bandar Lampung, Lampung, Indonesia 35142 
Email: defrizal@ubl.ac.id 

 

Appin Purisky Redaputri 
Department of Management, Faculty of Economic and Business, 
Universitas Bandar Lampung, 
l. ZA. Pagar Alam No.29, Labuhan Ratu, Kec. Kedaton, Kota Bandar Lampung, Lampung, Indonesia 35142 
Email: appin@ubl.ac.id 

 

Vonny Tiara Narundana 
Department of Management, Faculty of Economic and Business, 
Universitas Bandar Lampung, 
l. ZA. Pagar Alam No.29, Labuhan Ratu, Kec. Kedaton, Kota Bandar Lampung, Lampung, Indonesia 35142 
Email: vonny.tiara@ubl.ac.id 

 

Nurdiawansyah 
Department of Accounting Faculty of Economic and Business, 
Universitas Bandar Lampung, 
l. ZA. Pagar Alam No.29, Labuhan Ratu, Kec. Kedaton, Kota Bandar Lampung, Lampung, Indonesia 35142 
Email: nurdiawansyah@ubl.ac.id 

 

Yanuarius Yanu Dharmawan 
Department of English Language, Faculty of Teacher Training and Education, 
Universitas Bandar Lampung, 
l. ZA. Pagar Alam No.29, Labuhan Ratu, Kec. Kedaton, Kota Bandar Lampung, Lampung, Indonesia 35142 
Email: yanu@ubl.ac.id 

 

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