Perceptions of Education and Non-Education Students towards the Campus Teaching Program: A Rasch Model Analysis

Isnaini Handayani; Tri Wintolo Apoko; Arum Fatayan; Benny Hendriana; Irdalisa Irdalisa; Isa Faqihuddin Hanif

doi:10.35445/alishlah.v18i1.7894

Perceptions of Education and Non-Education Students towards the Campus Teaching Program: A Rasch Model Analysis

Isnaini Handayani, Tri Wintolo Apoko, Arum Fatayan, Benny Hendriana, Irdalisa Irdalisa, Isa Faqihuddin Hanif

Abstract

The Teaching Campus Program, as part of the Merdeka Belajar–Kampus Merdeka (MBKM) initiative, aims to enhance students’ competencies through direct engagement in school environments. However, differences in academic backgrounds may influence how students perceive the program’s contribution to their learning outcomes. This study examines the perceptions of education and non-education students toward the program.This study employed a cross-sectional survey design involving 235 university students who completed the Teaching Campus Program (Batches 2–8) at a private university in Jakarta. Data were collected באמצעות closed- and open-ended questionnaires using a five-point Likert scale. The instrument’s validity and reliability were analyzed using the Rasch Model with Winsteps software, including item fit, person fit, and reliability indices. Descriptive statistics were used to interpret students’ perceptions.The findings indicate that students from education majors reported strong agreement that the program enhances pedagogical, professional, social, and personal competencies relevant to their future careers as teachers. Non-education students also expressed positive perceptions, particularly regarding the development of soft skills such as communication, collaboration, adaptability, and leadership, although the perceived relevance to their academic discipline was lower. Overall, most participants acknowledged the program’s contribution to skill development and professional readiness.These results suggest that the Teaching Campus Program is positively perceived by both groups, with varying degrees of relevance depending on academic background. The program supports competency development and experiential learning, although improvements in implementation and alignment with students’ fields of study are needed.

Keywords

campus teaching program, students’ perception, education and non-education students

Full Text:

PDF

References

Adiyanta, F. C. S. (2019). Hukum dan studi penelitian empiris: Penggunaan metode survey sebagai instrumen penelitian hukum empiris. Administrative Law and Governance Journal, 2(4), 697–709.

Akbar, A., Sebelas, S., & Sumedang, A. (2021). PENTINGNYA KOMPETENSI PEDAGOGIK GURU (Vol. 2, Issue 1).

Amelia, R. N. (2021). Identifikasi item fit dan person fit dalam pengukuran hasil belajar kimia. Jurnal Ilmiah WUNY, 3(1), 13–26.

Azizah, & Wahyuningsih, S. (2020). PENGGUNAAN MODEL RASCH UNTUK ANALISIS INSTRUMEN TES PADA MATA KULIAH MATEMATIKA AKTUARIA. J U P I T E K Jurnal Pendidikan Matematika, 3, 45–50. https://doi.org/10.30598/jupitekvol3iss1ppx45-50

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (Eight). Routledge.

Dianti, N. D., & Handayani, I. (2025). Perbedaan Coping Stres terhadap Stres Akademik antara Siswa Laki-laki dan Perempuan Sekolah Menengah Atas pada Ujian Matematika. Edumatica: Jurnal Pendidikan Matematika, 15(1), 16–24. https://online-journal.unja.ac.id/edumatica/article/view/35606/20760

Fadhilah, R., Setiawati, & Ahman. (2024). Education_Fadhilah. Jurnal EDUCATIO, 10(2), 158–168. https://jurnal.iicet.org/index.php/j-edu/article/view/4135/2372

Hastuti, K., Susanti, H., & Erfando, T. (2022). Evaluasi Kebijakan Program MBKM dalam Meningkatkan Capaian Pembelajaran Lulusan Perguruan Tinggi. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(6), 7445–7454. https://doi.org/10.31004/edukatif.v4i6.4119

Hidayah, R. N., & Fatimah, N. (2024). Resiliensi Mahasiswa Unnes dalam Mengikuti Program Kampus Mengajar di Sekolah Dasar. Jurnal Basicedu, 8(2), 1581–1591. https://doi.org/10.31004/basicedu.v8i2.7435

Holland, R. M. H. B. (2015). Statistical Analysis and Data Display.

Julita, V., & Dafit, F. (2021). Analisis Kompetensi Sosial Guru Kelas Vb Sdn 001 Pasar Lubuk Jambi Kab. Kuantan Singingi. Jurnal Pedagogi Dan Pembelajaran, 4(2), 290–294.

Kamalia, P. U., & Andriansyah, E. H. (2021). Independent Learning-Independent Campus (MBKM) in Students’ Perception. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(4), 857. https://doi.org/10.33394/jk.v7i4.4031

Kusumaningrum, B., Kuncoro, K. S., Purwoko, R. Y., Chasanah, A. N., Setyawan, D. N., Sari, N. H. I., & Puspita, R. (2022). Apakah Penerapan Program MBKM dapat Meningkatkan Hard Skills Mahasiswa? EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(3), 3712–3722. https://doi.org/10.31004/edukatif.v4i3.2627

Maidiana, M. (2021). Penelitian survey. ALACRITY: Journal of Education, 20–29.

Makhfuza, R., & Hardian, M. (2022). Persepsi Mahasiswa Peserta Kampus Mengajar Terhadap Program Kampus Mengajar di FKIP Universitas Riau. Jurnal Ilmu Sosial Dan Humaniora), 1(2), 313–322. https://journal.ikmedia.id/index.php/jishum

Mansyur, U., Aksel, M., Hijrah, H., Nensi, N., & Pratama, A. (2024). Implementasi Program Kampus Mengajar di Sekolah Dasar sebagai Upaya Mewujudkan Merdeka Belajar-Kampus Merdeka (MBKM). Intisari: Jurnal Inovasi Pengabdian Masyarakat, 2(1), 39–46.

Mia, Y. G., & Sulastri, S. (2023). Analisis Kompetensi Profesional Guru. Journal of Practice Learning and Educational Development, 3(1), 49–55.

Muntazhimah, M., & Ulfah, S. (2020). Mathematics resilience of pre-service mathematics teacher. In Int. J. Sci. Technol. Res. researchgate.net. https://www.researchgate.net/profile/Muntazhimah-Muntazhimah/publication/341412531_Mathematics_Resilience_Of_Pre-Service_Mathematics_Teacher/links/5ebef0d7a6fdcc90d67a1b16/Mathematics-Resilience-Of-Pre-Service-Mathematics-Teacher.pdf

Nurlatifah, S., Supriatna, M., Yudha, E. S., & Julius, A. (2023). Pengembangan Instrumen Kecakapan Kerja Mahasiswa (Rasch Model Analisis). GUIDENA: Jurnal Ilmu Pendidikan, Psikologi. Bimbingan Dan Konseling, 13(4), 792.

Pranatawijaya, V. H., Widiatry, W., Priskila, R., & Putra, P. B. A. A. (2019). Penerapan skala Likert dan skala dikotomi pada kuesioner online. Jurnal Sains Dan Informatika, 5(2), 128–137.

Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1–15.

Reise, S. P. (1990). A comparison of item-and person-fit methods of assessing model-data fit in IRT. Applied Psychological Measurement, 14(2), 127–137.

Riyadi, A., Susongko, P., & Pancasakti Tegal, U. (2024). Model Asesmen Literasi Sains Pada Peserta Didik Sekolah Dasar dengan Aplikasi Model Rasch. In Journal of Education Research (Vol. 5, Issue 3).

Rochaendi, E., Kholik, N., Sari, I. P., Sholihah, D. A., Mahfud, M., & Ma’mun, S. (2024). Studi Evaluasi Program Kampus Mengajar Melalui Pendekatan Kirkpatrick Dari Sudut Pandang Dosen Pembimbing Lapangan. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 762–770. https://doi.org/10.51169/ideguru.v9i2.972

Salsabila, F., Nurihsan, J., & Sunarya, Y. (2023). Pengujian validitas dan reliabilitas instrumen manajemen diri remaja: rasch model analysis. Jurnal Bimbingan Dan Konseling Terapan, 7(1), 15–25.

Shabrina, L. M. (2022). Kegiatan kampus mengajar dalam meningkatkan keterampilan literasi dan numerasi siswa sekolah dasar. Jurnal Basicedu, 6(1), 916–924.

Sharkness, J., & DeAngelo, L. (2011). Measuring student involvement: A comparison of classical test theory and item response theory in the construction of scales from student surveys. Research in Higher Education, 52, 480–507.

Shofia, S., Husnita, L., & Kurniawan Junaidi, J. (n.d.). Partisipasi Mahasiswa dalam Program Kampus Mengajar, Merdeka Belajar-Kampus Merdeka (MBKM).

Simanjuntak, M. R., & Naibaho, D. (2023). Peran kompetensi sosial guru terhadap pembelajaran yang efektif. Jurnal Pendidikan Sosial Dan Humaniora, 2(4), 12748–12757.

Sipayung, K. T., Sianipar, V. M. B., Saragih, R. B., Gultom, S. P., Sitinjak, G., Sitohang, H., & Simarmata, J. J. P. (2023). Persepsi Peserta Kampus Mengajar terhadap Profil Lulusan Program Studi. EDUKATIF : JURNAL ILMU PENDIDIKAN, 5(1), 628–641. https://doi.org/10.31004/edukatif.v5i1.4069

Sukoyo, S., & Juhji, J. (2021). Interaksi Kompetensi Kepribadian Guru dengan Kepuasan Kerja. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 2(2), 95–102.

Sumintono, B., & Widhiarso, W. (n.d.). Ilmu-Ilmu SOSIAL.

Suranto, S., Mustofa, R. H., Sari, D. E., Ulfatun, T., Gano-an, J. C., & Amanda, B. (2023). The Contribution of Kampus Mengajar Program to the Students’ Personal Development and Employability. AL-ISHLAH: Jurnal Pendidikan, 15(3), 2922–2934. https://doi.org/10.35445/alishlah.v15i3.3468

Suwanti, V., Suastika, I. K., Ferdiani, R. D., Harianto, W., & Ketut Suastika, I. (2022). Analisis dampak implementasi program mbkm kampus mengajar pada persepsi mahasiswa. JURNAL PAJAR (Pendidikan Dan Pengajaran), 6(3), 814–822.

Suyatno, S., Wantini, W., Pambudi, D. I., Muqowim, M., Tinus, A., & Patimah, L. (2023). Developing Pre-Service Teachers’ Professionalism by Sharing and Receiving Experiences in the Kampus Mengajar Program. Education Sciences, 13(2). https://doi.org/10.3390/educsci13020143

Tohir, M. (2020). Buku Panduan Merdeka Belajar - Kampus Merdeka. Kemendikbud. https://doi.org/10.31219/osf.io/ujmte

Wibisono, S. (2016). Aplikasi model rasch untuk validasi instrumen pengukuran fundamentalisme agama bagi responden muslim. Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia, 5(1), 1–29.

DOI: https://doi.org/10.35445/alishlah.v18i1.7894