Pegem Journal of Education and Instruction, Vol. 12, No. 3, 2022 (pp.

220-225)

RESEARCH ARTICLE WWW.PEGEGOG.NET

The Impact of “Kampus Mengajar MBKM Program”

on Students’ Social Skills
Sumani Sumani1, Asroful Kadafi2*, Lusia K. D. Purnomosasi3, Pinkan A. T. Prasasti4
1,3,4
Universitas PGRI Madiun, Indonesia
2
Department of Guidance and Counseling, Universitas PGRI Madiun, Madiun, Indonesia,

A b s t r Ac t
“Kampus Mengajar” The Campus Teaching Program is a form of program to improve the quality of learning in schools and
equip students to maximize their competencies. One of the competencies built is social competence as a provision for students
to face the era of society 5.0. Based on these problems, this study aims to see the impact of the campus teaching program on
the development of student social skills. The research method used in this research is the ex post facto quantitative research
method. Participants in this study were 142 students consisting of 71 students who participated in the campus teaching program
and 71 students who did not participate in the program. The research instrument used by researchers to measure the level of
social skills is the social skills scale. The research analysis used the t-test to determine the differences in the skills of students
who took part in the campus teaching program and those who did not, as well as to determine the effect of the teaching
program on improving social skills. The test results show differences in the level of social skills between students who take part
in the program and those who do not. The results of this study indicate that the campus teaching program has an impact on
increasing students’ social skills. These results are expected to be used as the basis for institutional policy making to continue
to encourage students to participate in campus teaching programs and participate in the success of the MBKM program from
the Indonesian Ministry of Education and Culture.
Keywords: Kampus Mengajar, MBKM, Social skills.

IntroductIon face the era of society 5.0, social skills also play an important
role in students’ academic achievement (Pasiali & Clark, 2018).
The era of Society 5.0 offers a balance between economic
Social skills are competencies to be able to regulate feelings
progress and solving social problems through a system that is
and thoughts that can be observed in the form of actions or
connected between the virtual world and the real world, in this
actions that do not harm others and themselves (Thomson,
era technology becomes part of humanity itself (Ellitan, 2020).
1994). Social skills can be developed through the Educational
To realize or prepare for the era of society 5.0 in the field of
Board Games Training Program (EBGTP) (Türkoğlu, 2019).
education, especially in Indonesia, individuals need to have the
The Good Behavior Game (GBG) has also been shown to be
ability to think critically, constructively, innovatively, and have
effective for improving social skills (Sewell, 2020). Music
the right understanding of their learning abilities (Nugraha
therapy has also been shown to be effective in improving
& Aminur Rahman, 2021). Learning in the era of society
students’ social skills and academic performance (Pasiali &
5.0 is ideally oriented to the development of life skills and
Clark, 2018). Teacher-student relationships also contribute to
collaboration (Arsana, 2021). The lessons learned to face the era
the formation of social skills (Berry & O’Connor, 2010; Vlachou
of society 5.0 are expected to facilitate the formation of superior
et al., 2016). In addition to the relationship between teachers
human resources (Kemendikbud, 2021). National character is
and students, the condition of the classroom environment
necessary for the midst of Society Era 5.0 which requires people
to be able to control and balance the capabilities of artificial Corresponding Author: [email protected]
intelligence and social intelligence to solve all kinds of national
https://orcid.org: 0000-0001-7755-6558
problems (Falaq, 2020). To deal with the complexities of living
How to cite this article: Sumani S, Kadafi A, Purnomosasi LKD,
conditions in the era of Society 5.0, students are not sufficiently
Prasasti PAT (2022). The Impact of “Kampus Mengajar MBKM
equipped with the ability to read, write and count, but also need Program” on Students’ Social Skills Pegem Journal of Education
to be equipped with global community competencies or also and Instruction, Vol. 12, No. 3, 2022, 220-225
known as skills. chapter 21, namely the ability to communicate,
Source of support: Nil
be creative, think critically, and collaborate (Usmaedi, 2021).
Communication and collaboration skills are important points Conflict of interest: None.
in the development of these skills in addition to knowledge, DOI: 10.47750/pegegog.12.03.23
which shows that social skills can play an important role in Received : 22.02.2022
the success of individuals competing in the era of society 5.0
Accepted : 29.04.2022 Published: 01.07.2022
(Sunawan, 2019). Besides being important as a provision to
 The Impact of “Kampus Mengajar MBKM Program” on Students’ Social Skills

can affect students’ social skills, a democratic classroom has Research Respondents
been shown to have a positive effect on the development of This research was conducted on students of the Faculty of
students’ social skills (Ahmad et al., 2015). Furthermore, what Teacher Training and Education, PGRI Madiun University.
needs to be considered in growing social skills is the pattern of The research respondents were 142 students who were divided
parenting in the family (Hosokawa & Katsura, 2017; Şengönül, into two, namely, 71 student respondents who participated in
2021; Takahashi et al., 2015). From this discussion, it can be the Teaching Campus program and 71 student respondents
understood that social skills can be grown through therapy, but who did not participate in the Teaching Campus program.
it is also necessary to pay attention to aspects of teacher-student Determination of respondents is done using a simple random
relationships, aspects of the school environment, and family
sampling technique, this technique was chosen to provide
aspects. For this reason, a comprehensive and collaborative
equal opportunities to the population (Sugiyono, 2015).
effort is needed as an effort to grow social skills (Buchs &
Butera, 2015). This strategy is reflected in the Teaching Campus Data collection technique
activities of the Merdeka Learning Campus (MBKM) program
initiated by the Ministry of Education and Culture Research Data on respondents’ social skills were measured using a social
and Technology (KemendikbudRistek, 2021). skill scale that was developed and refers to the indicators
The MBKM program is a comprehensive preparation of social skills expected in the Teaching Campus program
program to prepare the best generation of Indonesia. MBKM (KemendikbudRistek, 2021), namely: Communication,
is part of the Independent Learning policy by the Ministry of Collaboration, Solving complex problems, and Social concern
Education, Culture, Research, and Technology of the Republic and love for the homeland. This indicator also refers to three
of Indonesia which provides opportunities for students and aspects that need to be considered in measuring social skills,
students to hone skills according to their talents and interests including: cognitive, affective, and psychomotor (Budyartati,
by going directly into the world of work as preparation for 2015). The social skills scale consists of 20 items and uses a scale
future careers (Kemdikbud, 2021). One of the activities of 4. The results of the validity test of the social skills scale to
or programs for the Merdeka Learning Campus Merdeka 82 respondents showed the lowest arithmetic score was 0.243
(MBKM) is the Teaching Campus program. Campus teaching and the highest value was 0.944 and the r-table within the 5%
activities are activities carried out by students to be able to significance level was 0.220. The results of the validity test of
contribute to the learning process in schools that are part of the social skills scale show that of the 20 items, all of them
the Merdeka Campus program (Hendayana, 2021). Campus are declared valid because the results of the calculation show
teaching activities are carried out using a team-based project that the r-count is greater than the r-table. The results of the
method through making plans and products as external reliability test show a value of 0.883 or greater than the r-table
programs. One of the outputs of this program is that it can of 0.220, which means that the instrument is declared reliable.
grow the skills of students who study with their abilities:
Data analysis
communication, solving complex problems, and social care
and love for the homeland (KemendikbudRistek, 2021). Based The first data analysis uses descriptive statistics to determine
on this problem, the question posed is, do Campus Teaching the magnitude of the difference in percentage between the
activities affect students’ social skills?. percentage difference between groups of students participating
in the Teaching Campus program and groups of students not
Research Methods participating in the Teaching Campus program. Testing the
Research Design difference between the two groups, the researcher used t-test
analysis to determine the difference in students’ social skills
This study uses an ex post facto quantitative research design,
between those who participated in the Teaching Campus
which aims to test a theory (Creswell, 2013; Sugiyono, 2016;
program and those who did not participate in the Teaching
Wiyono, 2007). Ex post facto research is not only to test a theory
Campus program.
but also to see a causal relationship that is not manipulated
or treated ((Creswell, 2013; Sugiyono, 2016; Wiyono, 2007). R e s u lt
This study examines the impact of the Teaching Campus
Descriptive Data Analysis
activities in the Merdeka Learning Campus Merdeka program
on improving the social skills of students participating in The results of the research on participant demographics
the Teaching Campus activities. The test was conducted by obtained information, including age, gender, the origin of
comparing the level of social skills of students participating the study program, and level of social skills, both for students
in the Teaching Campus program with the level of social skills participating in the Teaching Campus program and those
of students who did not participate in the Teaching Campus not participating in the Teaching Campus program. Detailed
program. information is presented in table 1.

Pegem Journal of Education and Instruction, ISSN 2146-0655 221

 The Impact of “Kampus Mengajar MBKM Program” on Students’ Social Skills

Table 1 shows the demographic information of the research take the Campus Teaching program at a vulnerable score of
respondents. In this study, the researcher used 2 research 40-59. This social skill level score shows the respondent’s social
groups, namely the student group who participated in the skill level in the group of students who follow the program
Teaching Campus program and the student group who did not in the high category and students who do not take part in
participate in the Teaching Campus program. Each of these the program are in the medium category. The average score
two groups consisted of 71 respondents. The age of respondents between groups of students who follow the program and not
between 11 and 21 years in the group of students who took part is presented in Figure 1.
in the Teaching Campus program was 60 respondents, and 11 Figure 1 shows that the average score of the social skills
respondents were in the 22-30 year age group. The age of the group of students participating in the Teaching Campus is
respondents in the group of students who did not take part 69.28 and the score for the social skills of non-participants in
in the Teaching Campus program is known: 54 respondents the Teaching Campus is 50.77. This score indicates that the
are in the age range of 11-21 years and 17 respondents are students participating in the Teaching Campus have higher
in the age range of 22-30 years. For the Teaching Campus social skills than students who do not attend the Teaching
participant group, there were 9 male respondents and 62 female Campus. Furthermore, data analysis to determine differences
respondents. Gender in the group of students who did not in social skills between group students who follow the
attend the Teaching Campus 15 male and 56 female. The group program and those who do not participate in the program is
of students participating in the teaching campus comes from descriptively presented in table 2.
the sixth semester as many as 60 students and from the VIII Table 2 shows that N or respondents in each group
semester as many as 11 students. The group of students who amounted to 71 respondents. The mean or average value
did not attend the teaching campus consisted of 50 students of social skills in the group of participants of the Teaching
from semester VI and 21 students from semester VIII. Campus program is 69.28 and for the group of students who do
Table 1 also shows information that the students who were not take part in the program is 50.77. The standard deviation
respondents came from 10 study programs under the Faculty of of the Teaching Campus participant group is 1.43 and the
Teacher Training and Education. The latest information from non-program student group is 2.08. Looking at the results of
table 1 relates to the level of social skills of the respondents, in this descriptive analysis, it is known that there are differences
the group of students participating in the Campus Teaching in the social skills of respondents between groups of students
program, the social skill level is vulnerable to a score of 60-80 who take part in the program and students who do not take
and the social skill level in the group of students who do not part in the program or there is a difference in score of 18.51.
Table 1: Participants Demographic Information
Campus Students who are not
Teaching Campus Teaching
Students Participants
Description ∑ ∑
Age
0-10 Year 0 0
11-21 Year 60 54
22-30 Year 11 17
Gender
Male 9 15
Fig. 1: Average Score of Student Social Skills
Female 62 56
Semester Table 2: Descriptive analysis of the social skills of the group of
program participants and the group of participants who did not
VI 60 50 take part in the program
VIII 11 21 Participating Student Non-Participant
Social Skills Average Score Description Group Student Group
60-80 71 0 N 71 71
40-59 0 71 Mean 69.2817 50.7746
20-39 0 0 Std. Deviation 1.42611 2.07844
0-19 0 0 Minimum 67 50
Data source: Social Skills Scale Data Tabulation Maximum 73 57

222 Pegem Journal of Education and Instruction, ISSN 2146-0655

 The Impact of “Kampus Mengajar MBKM Program” on Students’ Social Skills

the quality of learning (special skills). ), and 6. Maintain

Table 3: Results of Social Skills Analysis through T-test and develop work networks, with superiors, co-workers,
Analysis Sig. Sig. (2-tailed) and colleagues (general skills) (KemendikbudRistek, 2021).
t-test 0.164 0,000 Campus Teaching activities are carried out using a team-based
project method (KemendikbudRistek, 2021). This proves that
project-based learning is effective for developing 21st century
The results of the group of participants in the Teaching Campus
student skills, especially social skills (Bani Issa & Khataibeh,
program showed that the implementation of the Teaching
2021; Lopes et al., 2021; Musa et al., 2012).
Campus program affected students’ social skills.
The results of this research also show the need for
The Influence of Campus Teaching Program Activities comprehensive and collaborative efforts to grow social skills
on Students’ Social Skills (Buchs & Butera, 2015). Social skills can be developed through
the Educational Board Games Training Program (EBGTP)
The results of the hypothesis analysis seen from the difference (Türkoğlu, 2019), The Good Behavior Game (GBG) (Sewell,
test between groups of students participating in the program 2020), traditional sports games (Irmansyah et al., 2020), music
and students not participating in the program through the therapy (Pasiali & Clark, 2018). In addition to therapy or
t-test are presented in table 3. Table 3 shows a significance methods of teacher-student relationships, they also contribute
level of 0.164 or greater than 0.05 which means there is no to the formation of social skills (Berry & O’Connor, 2010;
correlation between the two research sample groups and sig Vlachou et al., 2016). In addition, the condition of the school
level. (2-tailed) of 0.000 or less than 0.05, which means that environment can also affect students’ social skills (Ahmad
there is a difference in the level of social skills between groups et al., 2015). Furthermore, what needs to be considered in
of students participating in the Teaching Campus program growing social skills is the pattern of parenting in the family
and those not participating in the Teaching Campus program. (Hosokawa & Katsura, 2017; Takahashi et al., 2015). From this
discussion, it can be understood that social skills can be grown
Discussion through therapy, but it is also necessary to pay attention to
The results of this study indicate that the level of social skills aspects of teacher-student relationships, aspects of the school
of students has increased after joining the Teaching Campus environment, and family aspects, all of which are integrated
program. This shows that the process and quality of education with Campus Teaching activities.
have an impact on students’ social skills. This finding is Social Skills is one of the priority goals of implementing
in accordance with the results of research by Akelaitis & the Teaching Campus program. This goal is in line with the
Malinauskas (2016) which shows that the level of individual opinion Musa et al., (2012) which states that social skills are
social skills is influenced by the educational process. The one of the 21st century skills that are important for students
quality of the relationship between students and teachers to have as a provision to face competition in the era of society
and the school environment also has a significant effect on 5.0. In addition, social skills can also contribute to students’
improving students’ social skills (Ahmad et al., 2015; Berry academic achievement (Pasiali & Clark, 2018; Zimmerman,
& O’Connor, 2010; Vlachou et al., 2016). Social skills are one 1989). Through the Teaching Campus program, students
of the government’s targets through the Teaching Campus are required to be able to establish effective communication
program in addition to helping improve the quality of learning with various parties, and collaborate with friends, teachers,
in schools. lecturers, and policy makers. In addition to these two things,
The Campus Teaching Program based on this research students are also required to be able to solve complex problems,
can foster students’ social skills which are reflected in their and students are also required to have social care and love for
abilities in: communication, collaboration, solving complex the homeland. All of these skills are a form of social skills that
problems, as well as social care and love for the homeland as must be possessed by students participating in the Teaching
expected by the Government (KemendikbudRistek, 2021). Campus, this activity that distinguishes the achievement of
This achievement can be achieved from student activities the level of social skills between students participating in
during the Teaching Campus program, such as in activities: the Teaching Campus and students who do not attend the
1. Solving complex problems in the field of education Teaching Campus. Students who do not have more experience
(knowledge), 2. Internalizing empathy and social sensitivity in the learning process and are not supported by a conducive
to community problems (attitudes), 3. Internalizing mutual environment find it difficult to develop their social skills
respect in problem solving (attitude), 4. Internalizing the (Ahmad et al., 2015; Vlachou et al., 2016). This finding shows
ethics of communication, collaboration, and social interaction that the Campus Teaching program is proven to be effective
(attitude), 5. Developing leadership, soft skills, and character in improving students’ social skills and also affects their
in innovation and collaboration with teachers to improve academic achievement.

Pegem Journal of Education and Instruction, ISSN 2146-0655 223

 The Impact of “Kampus Mengajar MBKM Program” on Students’ Social Skills

C o n c lu s i o n Falaq, Y. (2020). Education of Citizenship in Higher Education as

A Fortress of Nation Characters in Facing Era Society 5.0.
This research shows that the Campus Teaching program has Journal of Educational Sciences. https://doi.org/10.31258/
an impact on the formation of students’ social skills. This effect jes.4.4.p.802-812
can be seen from the difference in the level of social skills of Hendayana, Y. (2021). Kampus Mengajar Angkatan 1 Tahun 2021,
students who attend the Teaching Campus and students who do Upaya Kemendikbud Libatkan Mahasiswa dalam Penguatan
not attend the Teaching Campus. Social skills are an important Pembelajaran di Sekolah Dasar pada Masa Pandemi. Www.
issue to be researched and grown in students as a provision Kemdikbud.Go.Id. https://dikti.kemdikbud.go.id/kabar-dikti/
kabar/kampus-mengajar-angkatan-1-tahun-2021-upaya-
to face the era of society 5.0 and improve their academic
kemendikbud-libatkan-mahasiswa-dalam-penguatan-
achievement. For this reason, related parties are expected to pembelajaran-di-sekolah-dasar-pada-masa-pandemi/
use the results of this study as a basis for research and policy Hosokawa, R., & Katsura, T. (2017). Marital relationship, parenting
making related to efforts to improve students’ social skills. In practices, and social skills development in preschool children.
this study, the respondents were only students from the Faculty Child and Adolescent Psychiatry and Mental Health. https://doi.
of Teacher Training and Education, Universitas PGRI Madiun, org/10.1186/s13034-016-0139-y
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Thank-you note
org/10.21831/cp.v39i1.28210
The researcher would like to thank the FKIP students, the Dean Kemdikbud. (2021). Apa itu Kampus Merdeka? Kemdikbud.Go.Id.
of FKIP, the Chancellor of the PGRI Madiun University, and https://kampusmerdeka.kemdikbud.go.id/
the Teaching Campus, Team. And we would like to thank the Kemendikbud. (2021). Menyiapkan Pendidik Profesional di Era
Ministry of Education and Culture for funding this research. Society 5.0. In Directorat Jenderal PAUD, Dikdas dan Dikmen
Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi.
KemendikbudRistek. (2021). Buku Panduan Kampus Mengajar.
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