Proceedings of the 4th International Conference on Science Education in The Industrial Revolution 4.0, ICONSEIR 2022, November 24th, 2022, Medan, Indonesia

Research Article

An Evaluation of Implementation of MBKM Program Using Countenance Stake Evaluation Model

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  • @INPROCEEDINGS{10.4108/eai.24-11-2022.2332587,
        author={Leni  Permana and Susanti  Kurniawati and Kinanti Geminastiti H},
        title={An Evaluation of Implementation of MBKM Program Using Countenance Stake Evaluation Model},
        proceedings={Proceedings of the 4th International Conference on Science Education in The Industrial Revolution 4.0, ICONSEIR 2022, November 24th, 2022, Medan, Indonesia},
        publisher={EAI},
        proceedings_a={ICONSEIR},
        year={2023},
        month={6},
        keywords={evaluation mbkm countenance stake implementation},
        doi={10.4108/eai.24-11-2022.2332587}
    }
    
  • Leni Permana
    Susanti Kurniawati
    Kinanti Geminastiti H
    Year: 2023
    An Evaluation of Implementation of MBKM Program Using Countenance Stake Evaluation Model
    ICONSEIR
    EAI
    DOI: 10.4108/eai.24-11-2022.2332587
Leni Permana1,*, Susanti Kurniawati1, Kinanti Geminastiti H1
  • 1: Universitas Pendidikan Indonesia, Bandung, Indonesia
*Contact email: permanaleni@upi.edu

Abstract

The MBKM program aims to improve the competence of graduates, both soft skills and hard skills, to be more prepared and relevant, especially with regard to the demands of 21st century skills and the Industrial Revolution 4.0. The MBKM program allows students to learn through experiences in society, business, and industry, which will build continuing education. The research was motivated by the need for an evaluation of implementation of MBKM program to assess the effectiveness of achieving the program's objectives. The study was conducted at the Economic Education study program, Faculty of Economics and Business Education, Universitas Pendidikan Indonesia. This evaluation research used a countenance stake model. Collecting data used questionnaires, interviews, and documentation techniques. The data was analyzed by descriptive quantitative. The results indicated that the implementation of the MBKM program has been carried out quite well. (1) Antecedents component, preparation of the MBKM program is in the high category; (2) Transaction component, the implementation of the MBKM program is categorized as moderate; (3) Outcomes component, the student’s learning outcome is in the high category.