Syntax Literate: Jurnal Ilmiah Indonesia p–ISSN:
2541-0849 e-ISSN: 2548-1398
Vol. 9, No. 11, November 2024
LEARNING METHODS BASED ON WORK PRACTICES OR INTERNSHIP
CAN BE IMPLEMENTED IN ENTREPRENEURSHIP CAMPUS
Universitas Surabaya, Surabaya,
Indonesia1,2
Email: [email protected]1
Abstract
Kampus Merdeka is a work practice or
internship program organized by the Minister of Education and Culture (Kemendikbud) in early 2020, aiming to be a media that can
improve student skills. This article discusses how work practice or
internship-based learning methods can be used on business education-based
campuses. This research uses phenomenological and autoethnography methods by analyzing students' experiences during their internships.
This research shows that : (1) The internship program
motivates students to become entrepreneurs. (2) The internship program develops
students' communication skills through direct interaction with the workforce.
(3) The internship program builds students' confidence to collaborate with
company partners. (4) The internship program encourages students to be creative
in their work. (5) The internship program helps them determine the field of
work they want to pursue after graduating. (6) The internship program is an
option that has a positive impact.
Keywords: Kampus Merdeka; Internship Program;
Motivation
Introduction
In the progress of a country, the role of
entrepreneurs cannot be ignored. As a developing country, Indonesia strives to
improve its citizens' quality of life. Education plays an important role in
this endeavour (Yayang, 2022).
Until now, unemployment has been a major concern in every country in the world,
especially in developing countries. A lack of job seeker skills and an excess
of workers compared to available jobs may contribute to unemployment (Mufida & Nasir, 2023).
Enhancing students’ future-ready skills and knowledge is one strategy to lower
unemployment and boost the number of entrepreneurs. Offering internships or
work-based learning is one way to achieve this. With the help of this
internship-based learning approach, students can be ready and supported to
select the right kind of work.
The kinds of professions that will exist in the
future cannot be predicted with confidence, but students today require a set of
abilities known as " 21st-century skills” (Zaenab et al., 2022).
Universities in the twenty-first century must adapt to the quick modernization,
globalization, and demographic shifts that impact employability, job
availability, and the need for new skills in the workplace (Ilie & Bondrea, 2016).
Universities need to adapt to these developments and help graduates find jobs.
Workers now need to possess the 21st-century abilities that will enable them to
participate, cooperate, and develop as critical thinkers, innovators, and
communicators in order to compete in the global economy (Velez, 2012).
Considering this, the question arises is how to
give students real, distinctive, and creative learning opportunities to promote
the growth of entrepreneurial abilities (Poth, 2019). Kampus Merdeka is the program that comes after the
independent learning policy. To prepare for their future jobs, Kampus Merdeka gives students a chance to refine their
skills in line with their interests and talents through hands-on experience in
the workplace (Vhalery et al., 2022).
According to (Sumarto, 2020), Kampus Merdeka promotes the values of independence and
modernity in addition to tactics. Merdeka is the capacity of every campus to
achieve independence through solid teamwork and, in the end, generate a capable
and independent generation. Because it is necessary, the modern idea at Kampus Merdeka is ingrained in the culture. Kampus Merdeka offers a variety of learning opportunities,
such as research, starting entrepreneurial endeavors,
teaching in teaching units, community service projects in rural areas,
university internships, research, and freelance work (Susilawati, 2021).
Under Merdeka Belajar Kampus Merdeka (MBKM), students are permitted to study
outside of their college for up to two semesters, or the equivalent of forty
credits, in a different study program at another college, in addition to one
semester, or the equivalent for twenty credits, of learning outside of the
college. The one- to two-semester internship program gives students enough
experience. This curriculum is offered to all students, from elementary school
through post-secondary education, with the goal of developing individuals who
are competitive in a variety of life domains. The curriculum was also created
to ensure that future generations could comprehend the material presented and
use it to address difficulties in their daily lives (Anisa, 2023). Students’
hard and soft skills are improved through the internship. At the same time, the
company gains access to talent that, if hired, can be recruited right away,
saving money on hiring and training expenses and enhancing the company’s
reputation among many individuals (Wasih & Tama, 2023). It
is anticipated that this program will offer fresh opportunities for students to
select courses that best fit their traits and passions, inspire drive, and
produce graduates who will benefit their own lives and the communities in which
they live. The program is anticipated to enhance graduates' abilities in both
technical (hard skills) and soft skills (personal skills), making them more
capable and up to date with modern expectations. The program also seeks to
educate its alumni to be future national leaders in excellence, morality, and
integrity (Suhartoyo et al., 2020).
Some economic theories will serve as the basis for
this research to have a deeper understanding of the effects of this learning
approach. First, according to Gary Becker's Human Capital Theory, investing in
education and training will boost production on an individual basis. In this
sense, internships can be viewed as an investment in students' human capital
that advances their knowledge and abilities (Heckman, 2015).
Second, David Kolb's experiential learning theory emphasizes the value of
practical experience in the learning process. Through practical experience
gained from internships, students can enhance their comprehension of
entrepreneurial principles (Kolb, 1984).
Third, according to James Coleman's Social Capital Theory, social networks and
connections made during internships can offer crucial resources and support for
advancing an entrepreneurial career. (Coleman, 1994)
claims that social capital—which takes the shape of connections and
networks—can boost human capital.
This background information provides insight into
the significance of the growth of entrepreneurship education, both in terms of
its academic underpinnings and practical applications (Melliani & Triadi, 2024). This
article aims to comprehend the benefits that internship-based learning
approaches can offer students. The following four subquestions
are included in the main question to help answer it:
(1) How
students might be inspired to become entrepreneurs through the internship-based
learning approach.
(2) Internship-based
learning approaches can aid how student's skill development.
(3) How
approaches of internship-based learning might promote student internship
collaboration with corporate partners.
(4) (4)
How internship-based learning approaches might help students apply what they
learn in the classroom to the real world of work.
Research Methods
This
research uses a qualitative approach to interpret an experience according to
what is interpreted or the participant's point of view. This research consists
of two stages. In the first stage, the first design used was an
autoethnographic study. Autoethnography is a methodology in which knowing one's
culture becomes a research goal (Allan, 2023). This research
method uses autobiographical narratives to explore and understand the
researcher's experiences. The design will be used as a phenomenological study
in the second stage. Phenomenology aims to describe the meaning of experience,
both about what has been experienced and how it is experienced (Neubauer et al., 2019).
Study 1: Autoethnography
Design
The autoethnographic approach allows the researcher to document personal
experiences, reflect on them, and analyze how the
internship was experienced throughout the process. This autoethnographic
approach provides an understanding and description of personal experiences,
providing a platform for the researcher to convey perspectives and provide a
deeper understanding of the personal experience of running an internship.
Research Participants
The
informant in the first phase of the research was the researcher. The researcher
conveyed personal experiences related to internship activities. Researchers who
are currently 21 years old have completed three-month internships in finance at
a property company and three-month internships in administrative activities at
an Import company in Surabaya.
Analysis Technique
By
entering personal experiences in the form of narratives, the analysis procedure
in this study employs the methodology created by (Moustakas, 1994). Subsequently, the existing data is sorted, and themes in this study
are identified. The next phase will be integrating the current data into a
single unit that depicts the phenomenon as a whole.
Study
2: Phenomenology
Design
In
the study's second phase, a phenomenological approach was employed to
investigate the unique interpretations of an experience (Creswell et al., 2015). By concentrating on whether this internship-based learning technique
has a good effect on students, the phenomenological approach in this study
attempts to analyze and understand students'
subjective experiences in the program.
Research
Participants
The
study's data comprise the participants' experiences. Purposive sampling, an
intentional sampling technique used in research, was used in the participant
selection process. Purposive sampling is when samples that meet the
researcher's requirements are chosen. The researcher's prerequisites include
being a man or female between the ages of 20 and 22 and having completed the
internship program for over two months. Eleven questions devised by the
researcher were employed in the participant interviews.
Analysis
Technique
The phenomenological research data analysis technique (Moustakas, 1994), which consists
of four stages—1) Epoche, 2) Phenomenological
Reduction, 3) Imaginative Variation, and 4) Synthesis of Meanings and
Essence—is used in this study's analysis.
Research
Participants
Data from four chosen
informants who were subsequently interviewed are listed in table 1.
Table 1. Research
Participants
|
Name |
Gender |
Age |
Field |
Educational Institutions |
Searching Process |
Internship Time |
|
A |
Man |
21 years old |
Administrator in Import Companies & Finance in
Property Companies |
University of Surabaya |
Searching for Internship Programs Outside the Field
of Study |
3 Months |
|
B |
Woman |
21 years old |
Budgeting and Tally Logging in a Manufacturing Firm |
University of Ciputra |
Searching for Internship Programs Outside the Field
of Study |
3 Months |
|
C |
Man |
21 years old |
IOS Programmer at Tech Business |
University of Ciputra |
Joining the Internship Program in accordance with
the Fields of Study |
10 Months |
|
D |
Man |
21 years old |
Participant in the Matching Fund Program at MBKM
Destination |
University of Surabaya |
Taking Part in a Lecturer’s Internship Program |
3 Months |
Results and Discussion
The
researchers separated the interview results into six prepositions based on
their findings.
Proposition 1: The method of applying work
or internship motivates students to become entrepreneurs through interacting
with mentors and businessmen who become role models
A: My mentor or boss always helps me and teaches me
how to work in this field. I also learned how to build a team, how to manage a
team, etc. This motivates me to be an entrepreneur who has my own bigger team.
B: I agree; my role model during my internship was
my boss and the workers around me. They always bombed me on how to work in the
budgeting and tally log section. Especially my boss, who has an example of a
leader who is thorough and kind but firm, which certainly motivates me more to
become an entrepreneur.
C: During my internship as an IOS Engineer, I
learned a lot from my mentor. My field requires accuracy, and my mentor always
reminds me if I am not careful and corrects me if I am wrong. There is a leader
here who keeps me motivated.
D: My mentor during my internship really helped me.
In the place where I interned, my mentor always cared about his subordinates. I
learned from him how a mentor can give clear and firm directions. I became
motivated after seeing firsthand how a mentor must have a good leadership
attitude.
From the answers of 4
participants, it can be concluded that the presence of a mentor provides
knowledge about working in their respective fields; they also learn about
building and managing teams. Their mentors also show leadership traits, such as
rigour, assertiveness, and the ability to provide
clear directions. Interacting with mentors gave the participants valuable
lessons and motivated them to become entrepreneurs.
Proposition 2: The internship program
develops student’s communication skills through direct interaction with workers
A: During my internship, I encountered workers who
had their own groups, which made it a bit difficult for me to interact with
each other. However, several coworkers helped me get acquainted with each other
and dare to interact with superiors and other coworkers. I felt an improvement
in the way I talked to my coworkers and greeted people at the office. I also
learned how to conduct an interview when applying for an internship and
introducing myself.
B: I agree because where I interned, my coworkers
helped me be more courageous in speaking and expressing my opinions to each
other. With them, I could easily practice my communication skills. For example,
when I have difficulty, I am embarrassed and confused when asking; they usually
remind me to ask when it is difficult and not let it go. From here, I became
more active in interacting with others.
C: I am very grateful for this internship
opportunity because many of my coworkers and mentors are approachable. During
this internship, I learned to communicate properly and politely when
interacting with coworkers, mentors, and others outside the workplace.
D: Interacting with the workforce at my internship
helped me be bolder, more polite, and more organized when speaking.
From the answers of the 4
participants, it can be concluded that the internship experience can develop
the participants' communication skills with the help of approachable coworkers
and mentors, which can help them be more confident when communicating, and they
also learn how to communicate more politely and orderly.
Proposition 3: The internship program
builds students’ confidence to cooperate with company partners
A: At the beginning of my internship, I was afraid
of being wrong, afraid of not being able to make a good impact, etc. However,
through my supervisor's guidance, he introduced and guided me. However, through
the guidance of my supervisor, he introduced me and directed me; from here, I
became more confident again when doing tasks and making decisions. Moreover,
after going through a period of shyness at the beginning of the internship, I
became more confident and prepared for the future.
B: When I first started my internship, I was afraid
of choosing the wrong field for my internship, but my fear began to disappear
when my mentor gave me direction and learned about how to work in my field. My
confidence slowly built from here, and now I am brave enough to make decisions.
C: Interning at a technology company in the IOS
Engineer section initially created a sense of fear, such as fear of making
mistakes or being unable to help properly. However, I felt more confident after
getting to know my coworkers and mentors better. I got used to it after getting
to know my coworkers, mentors, and the environment, and my fear disappeared. I
became more confident in my work and more prepared to make my own decisions.
D: My internship center has many workers, and my
first challenge was my lack of confidence. However, my mentor always
accompanied, educated, and helped me build relationships with my coworkers.
Thanks to my mentor's guidance, I became more confident.
From the answers of 4
participants, it can be concluded that all participants experienced fear and
lack of confidence at the beginning of the internship, worried about making
mistakes or not having a good impact on the place of internship. Then, the guidance
from the mentor helped increase the participants' confidence and readiness to
overcome fears, face challenges, and be confident enough to make their own
decisions.
Proposition 4: The internship program
encourages students to be creative in their work by applying the knowledge they
have gained to real situations
A: The field I chose for my internship is different
from my studies, and there is much knowledge that I have to learn while
working. My soft skills include communication, maintaining an attitude, respect
for others, etc. I try to apply all of them when working at the internship
site. I try to apply all of them when working at the internship site.
B: Of course, while I was in college, I learned how
to manage my time well when doing assignments, attending classes, etc. Then, at
the internship site, I faced piles of work and deadlines for submitting my
work. The knowledge I had learned made it easier for me to complete tasks with
the time I used well.
C: That is right. At my internship, I was instructed
to create coding that could include images in the application and create
application designs. The coding knowledge I had learned during college finally
helped me complete the task at the internship site easily.
D: In college, I participated in several activities
that required me to manage a team and how my communication skills were needed to
complete the work in one direction. In my internship, I worked under the
guidance of my mentor, and we were formed into a team. Sometimes, difficulties
and confusion arise, but I use my communication skills to ask questions and
express opinions. This helped me to more easily assist my mentor and coworkers
in achieving work goals.
From the answers of the 4
participants, it can be concluded that although the chosen internship field
differs from their studies, all participants could apply the knowledge and
skills gained during college to complete tasks at the internship site. Participant
A emphasized the importance of soft skills such as communication and a good
attitude; Participant B underlined good time management skills; Participant C
pointed out the benefits of the coding knowledge learned; and Participant D
emphasized the importance of communication skills in managing teams and
collaborating with mentors and colleagues. These skills and knowledge helped
them face the challenges of the internship more effectively.
Proposition 5: The internship program
encourages students to explore new things that help them determine the field of
work they want to pursue after graduation
A: I agree because I am interning in a different
field from my studies. Gaining knowledge in a new field motivates me to learn
more about other fields. This helps me determine the field of work I will
choose after graduating college.
B: Definitely this, because from my experience of
interning in a field different from my studies, I learned new things that I have
not learned in college. Having the opportunity to learn new things makes it
easier for me to find the fields I want to master and pursue after I graduate
from college.
C: I totally agree. I participated in my internship
program according to my field of study in college, but the experience of
working in this internship gave me a broader view to try other fields. With
this internship, I can try to master other fields, and in the future, it can
help me determine my career to work as an entrepreneur in my chosen field.
D: At my internship, I worked as a training member
of the matching fund program. During this internship, I got used to the real
working atmosphere, which is different from learning in the classroom. In the
future, I want to try several other fields that can give me more knowledge in
the world of entrepreneurship.
From the answers of the 4
participants above, it can be concluded that the internship experience enriched
their knowledge and readiness to determine their future careers. Although the
field of work differed from the major studies taken, the participants felt that
this opportunity was good because it helped them explore new things, broaden
their views, and explore the world of entrepreneurship.
Proposition 6: Is choosing this internship
program a choice that has a positive or negative impact?
A: Certainly, this internship positively impacts us
students, as we get the opportunity to try working in the real world. Moreover,
I feel that my experience will provide useful learning for my future.
B: Agreed. The internship gave me real work
experience, which helped me prepare for and improve my skills after college
graduation.
C: Absolutely right; this internship program honed
my skills and improved my soft skills, positively impacting us students who are
confused about what field to work in after graduation. This internship
experience provides more learning than just learning in the classroom.
D: At the beginning of my internship, I was just
following a friend, but after going through my internship journey for 3 months,
I feel that this internship helped me improve my hard skills and soft skills.
From real work experience and a friendly work environment, the learning I got
during the internship was very helpful in determining my future career
direction.
Four participants' answers
suggest that the internship program significantly impacts students. The program
provides valuable learning and real-world work experience that helps students
improve their hard and soft skills. Internships also help students determine
their future career direction, prepare themselves for the world of work, and
work in a friendly environment. Overall, internships are very beneficial in
preparing students for their careers after college.
Conclusion
This study discovered that students benefit
greatly from internship-based learning. Every participant has a mentor who
encourages them to start their own business and sets an example of good
leadership. They can also develop their courage in problem-solving and
communication abilities during the internship. The fact that the internship
field is unrelated to the student's topic of study is not a concern; in fact,
the students believe that this experience will assist them choose their
profession and career path. The participants believed that by taking part in
this internship program, they could enhance both their hard and soft abilities
and get ready for the working world.
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