Bridging Academic Learning to Workplace Skills: Lectures’ Perspective to The Role of The Teaching Campus Program in Higher Education

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Keywords:
MBKM, Physics Education, Program Kampus Mengajar
Abstract

Against the backdrop of declining literacy and numeracy performance among Indonesian students, as reflected in recent PISA results and exacerbated by learning loss during the COVID-19 pandemic, the Kampus Mengajar (KM) Program was introduced as one of the key initiatives under the Merdeka Belajar–Kampus Merdeka (MBKM) framework to strengthen literacy and numeracy competencies in educational institutions. This study aims to analyze the level of alignment between the implementation of the KM Program and the Learning Outcomes (CPL) of the Physics Education Study Program. The research employed a qualitative method with a case study approach, conducted at a private university in Garut Regency, West Java. The research subjects consisted of four lecturers from the Physics Education Study Program who were purposively selected. Data were collected through structured interviews using a validated interview guide. The findings indicate that although the KM Program aligns with several learning outcomes, certain aspects require adjustment to strengthen its relevance to the scientific context of physics education. Key findings highlight the need for: (1) preparatory training tailored to the specific needs of the Physics Education Study Program, and (2) Focus Group Discussions (FGD) to harmonize perceptions regarding additional assignments and standardized assessment rubrics. The implications of this study underscore the importance of collaboration between KM program implementers and academic programs to optimize the program’s impact on the academic and pedagogical competencies of Physics Education students

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Published
2026-03-30
Issue
Vol. 1 No. 1 (2025)
Section
Articles