Translating the MBKM Policy into Outcome-Based Curriculum Reform in English Teacher Education

Abstract

Introduced in 2020 by the Indonesian Ministry of Education, Culture, and Technology, the Merdeka Belajar-Kampus Merdeka (MBKM) policy was established as a national educational initiative to promote flexible learning and experiential learning. 

However, many higher education institutions face challenges in translating this policy into curriculum structure aligned with Outcome-Based Education (OBE) principles. This study aims to develop and examine an MBKM-oriented curriculum model in English teacher education through a collaborative curriculum development approach. The study employed a curriculum development research design adapted from the Hannafin and Peck Model, consisting of needs analysis, design, and implementation stages. Data were collected through focus group discussion, interview, documentation, and questionnaire involving lecturers, students, and external partners. Descriptive techniques were applied to examine the quantitative data, whereas the qualitative findings were interpreted through thematic analysis. The findings indicate that effective curriculum reform requires systematic alignment among stakeholder needs, outcome-based curriculum structure, and experiential learning integration. The implementation of MBKM programs such as teaching assistance, internships, and community engagement contributed significantly to students’ professional competence development. However, institutional challenges including administrative readiness and partnership limitations remain significant concerns. This research provides a contribution to curriculum reform literature by proposing an integrative model for translating higher education policy into curriculum practice within teacher education contexts.