The speaker for this event is Eka Tarwaca Susila Putra, S.P., M.P., Ph.D., a lecturer from the Faculty of Agriculture at UGM, with Satiti Ratnasari, M.Sc., serving as the moderator from the Biology Department at UIN Sunan Kalijaga Yogyakarta. Participants include active Biology faculty members at UIN Sunan Kalijaga who are part of the curriculum and learning team.

Given the uncertainties faced by current graduates due to various disruptions, educators need to adapt. Changes in vision and mission are necessary to produce agile graduates. MBKM facilitates this transformation based on formal policy. MBKM is not a curriculum but rather a tool. At FPN UGM, core courses must be completed by semester 5 for students to participate in MBKM. Learning from partners provides a clearer picture and results in graduates strong in leadership and research.

FPN implements MBKM in a structured manner. In the MBKM curriculum, semester 6 presents a challenge for elaborating on theories from semesters 1-5. Curriculum revisions are needed, especially for elective courses. FPN’s program focuses on student exchange, internships, and research. Academic quality assurance ensures that students achieve learning outcomes. MBKM tools include the MBKM committee, academic advisors, and supervisors from partner institutions.

The internship process begins with candidate selection. Those who do not qualify participate in classical campus learning. The MBKM committee discusses with partners the courses students will take and legalizes them for registration (KRS). Each student is profiled for guidance by their academic advisor and supervisor. Portfolios assess student progress, evaluated by the academic advisor and MBKM committee.

The ideology is that what students receive through MBKM can align with existing courses, but there are competencies not covered by elective courses. Therefore, additional or enriched elective courses are necessary. The two main soft skills in MBKM are managerial behavior and professional conduct. New courses are added by evaluating the competencies gained by students from partners and developing them into new courses. Each course is designed with specific learning outcomes (CPMK) that students must achieve, documented in the syllabus (RPS).

Research programs should build on internships to benefit partners. Ideally, the subject of research activities is students who have completed internships with knowledge of partner conditions. Research projects become theses (skripsi) taken by semester 7 students after their internship in semester 6. Outputs include the thesis, technological innovations, and scholarly publications.

Best practice: Full-time campus learning is recommended for semesters 1-5, followed by internships/research in semesters 6-7. Continuous internships and research ensure partners find value. Identify partner activities to create new study materials and elective courses. Any uncovered activities can be added as new courses, approved by the program and faculty, and registered by students.