The Impact of Merdeka Belajar Kampus Merdeka (Emancipated Learning) and Motivation on Students’ Learning Outcomes in Higher Education in Indonesia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The implementation of Merdeka Belajar Kampus Merdeka (MBKM/Emancipated Learning) with a form of learning activity that is more involved in community life and a hybrid learning model is very likely to influence student learning outcomes. This study explores the impact of implementing the MBKM program, which emphasizes a learning approach integrated with community life and adopts a hybrid learning model. The objectives of this study are to analyze the determinants of students’ learning outcomes in the context of MBKM through hybrid learning and assess factors that affect student learning outcomes in the same learning model. The methodology used was a quantitative survey design. These research steps involved questionnaires that had been proven valid and reliable for data collection. The collected data was then analyzed using descriptive and inferential statistics, with path analysis techniques to understand the relationship between the variables studied. The results reveal that 1) The learning model has a significant influence on student learning outcomes; 2) Learning motivation has a significant effect on learning outcomes; 3) MBKM structure contributes significantly to learning outcomes; 4) The learning model has a significant effect on learning motivation, and 5) MBKM structure affects student learning motivation significantly. This research provides important insights into the effectiveness of emancipated learning (MBKM) and hybrid learning in higher education in Indonesia.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it