MOTIF MAHASISWA MENGIKUTI PROGRAM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM)

(Studi Fenomenologi Tentang Mahasiswa Non Pendidikan mengikuti Program Kampus Mengajar)

STUDENTS' MOTIVES FOR PARTICIPATING IN THE INDEPENDENT LEARNING PROGRAM OF THE INDEPENDENT CAMPUS (MBKM)

(Phenomenological Study of Non-Education Students Participating in the Teaching Campus Program)

Penelitian ini bertujuan untuk memahami motif mahasiswa non pendidikan dalam mengikuti Program Kampus Mengajar sebagai bagian dari kebijakan MBKM. Penelitian menggunakan metode kualitatif dengan pendekatan fenomenologi Alfred Schutz disertai pengumpulan data melalui wawancara semi terstruktur, observasi, dan dokumentasi terhadap mahasiswa non pendidikan yang mengikuti Kampus Mengajar angkatan 6 dan 7. Hasil penelitian menunjukkan bahwa kondisi objektif, pengalaman, serta motif sebab (karena latar belakang keluarga, pengalaman pribadi, dan dorongan sosial) dan motif tujuan (pengembangan diri, konversi SKS, serta kesiapan karier) berperan dalam keputusan mereka mengikuti program. Mahasiswa memaknai keterlibatan ini sebagai proses reflektif dan ruang eksplorasi potensi diri dalam dunia pendidikan. Penelitian ini memberikan kontribusi empiris terhadap pemahaman dinamika keterlibatan mahasiswa non pendidikan dalam program pengajaran dan memperluas wacana tentang fleksibilitas serta pengembangan diri dalam kebijakan MBKM.

Kata Kunci: Fenomenologi; Kampus Mengajar; Kondisi Obyektif; Pengalaman; Motif

This study aims to understand the motives of non-education students in participating in the Kampus Mengajar Program as part of the MBKM policy. The study used a qualitative method with an Alfred Schutz phenomenological approach accompanied by data collection through semi-structured interviews, observations, and documentation of non-education students who participated in Kampus Mengajar batches 6 and 7. The results of the study indicate that objective conditions, experiences, and motives (due to family background, personal experiences, and social encouragement) and motives (self-development, credit conversion, and career readiness) play a role in their decision to participate in the program. Students interpret this involvement as a reflective process and a space for exploring their potential in the world of education. This study provides an empirical contribution to understanding the dynamics of non-education student involvement in teaching programs and broadens the discourse on flexibility and self-development in the MBKM policy.

Keywords: Phenomenology; Teaching Campus; Objective Condition; Experience; Motive