The existence of students as learners in University has a very important role in the existence and development of the university. Students according to the Law in Indonesia Number 12 of 2012 concerning Higher Education, students are learners at the higher education level. Students can also be understood as someone who is in the process of gaining knowledge or studying and is registered to be undergoing education in one form of higher education consisting of academics, polytechnics, high schools, institutes and universities. In general meaning, students are learners who have completed senior secondary education in the adult age category. The approach in the process of students as adult learners has a significant difference with children aged learners (pedagogy). These conditions make andragogy the most effective adult learning method implemented throughout student learning activities at university, including learning activities at Narotama University Surabaya, Indonesia.

Narotama University has a vision, which is "The Realization of a Modern and Quality University based on Information and Communication Technology in 2025". It has an impact on the implementation of Hybrid-based learning. Elina (E-learning Narotama) is one of the real forms of implementing hybrid-based learning. Elina is basically a Learning Management System which is a software  application   for   online   activities,   electronic learning programs and training content. In addition, special software called Learning Management System (LMS) is commonly used in most institutions that provide web-based learning [1]. A strong LMS should be able to do the following: use self-service and self-guided services collect and deliver learning content quickly (Figure 1).

The presence of Merdeka Belajar Kampus Merdeka (MBKM) Independent Learning, Independent Campus- in the form of a curriculum makes the implementation of hybrid learning through Elina at Narotama University has a bit of a challenge, especially related to the effectiveness and quality of student learning outcomes as adult learners. The activities prior to MBKM, of course, there were not too many significant problems in the implementation of andragogy principles. However, new problems become very meaningful when there is a new curriculum such as MBKM. The Covid-19 pandemic condition also makes an interesting phenomenon to be studied scientifically for its influence on the implementation of hybrid learning with an andragogy approach for all students who take part in MBKM in every field of study at Narotama University.

Objectives

This study aims to describe the implementation of andragogy principles in Merdeka Belajar Kampus Merdeka (MBKM) curriculum which has been running through a hybrid learning model or Elina (E-learning Narotama) at Narotama University Surabaya, Indonesia.

Literature Review

Andragogy Principles: The meaning of andragogy is defined as the art and science to help adults learn [2]. The context of andragogy is learning process for adults or how they acquire the process, adapt and change the knowledge, skills, attitudes and values provided by education. The discussion of the implementation of andragogy as an adult learning approach cannot be separated from many assumptions. Based on Laurie and Blondy andragogical assumptions are very different from pedagogical assumption; pupils are dependent individuals who have little or no experience in educational activities; or pupils are present due to obligatory [3]. Andragogy has several principles that are often used as the basis for implementing it, which include: (1) adult learners have a learning orientation that is relevant to the problem, (2) have a more mature and diverse concept and readiness for learning, (2) have knowledge and experience as teaching and learning capital, (3) have internal motivation and need external motivation, (4) need respect and appreciation in learning, (5) need a representative learning situation, (6) safe and comfortable. (7) Adult learners will also be more effective and optimal in their learning if there is certainty of learning outcomes. The principles of andragogy adjust the diversity of learning objectives and needs to the characteristics of adult learners (Figure 2).

The needs of adult learners can be addressed with Knowles’ assumptions [4]. First, adults learn what they need to know. Learners must be aware of this essential need and those facilitating adult learning should take this principle into account in the design of adult learning programs [5]. Students must be advised of specific requirements to pass the class but are encouraged to select assignments they feel will be more beneficial to their overall learning outcomes. The second assumption is that adults are responsible for their own leaning. Based on the assumption adults have their own concept of self that is responsible for the direction of their own lives [4]. Self-directed learning is more aligned with an adult’s sense of autonomy [4]. Students should be active contributors in the learning process for learning to be meaningful. The third assumption is the role of the learners’ experiences is also very important in the process of adult learning [4]. “Adults have a wide range of diverse experiences from which to draw upon” [5]. Knowles et al. [4] point out that learners will have many different backgrounds, learning styles, motivation and needs that must be considered in the learning process. One example is to provide a classroom environment where learners can share their experiences with each other through collaboration and scaffolding.

Figure 1: Structure of the Learning Management System [10]

The fourth assumption is that adult learners must be ready to learn. Thus, it is important to schedule learning experiences to coincide with periods of readiness to learn [4]. For example, learners need to be ready to make a commitment to attending classes and completing all assignments. The fifth assumption is that adult learners are problem centered in their orientation to learning. Learners are motivated to learn if they perceive what they learn will be immediately applicable to their lives and work situations [4]. A classroom example was designing curriculum to help learners connect a concept or theory to their work place or in their home. A few examples of applied learning in the classroom included introducing the class to applying math in architecture, cooking, film and art. The sixth assumption is that adult learners respond to external motivators, but internal motivation is more powerful [4]. External motivators could include obtaining academic credit, a diploma, a better job, a salary increase or a promotion. Examples of internal motivators include a desire to grow, improved self-esteem and quality of life. However, barriers such as time constraints and programs that ignore adult learning principles and attitudes toward learning may have a propensity to block internal motivators [4]. The understanding of all parties in the learning process makes adult learning activities run more effectively and achieve learning objectives.

Figure 2: Andragogy in Execution

MBKM Based Hybrid Learning 

The legal basis for implementing MBKM curriculum is Permendikbud Number 3 of 2020 concerning Higher Education standards; Permendikbud Number 4 of 2020 concerning Changes in State Universities to Legal Entities Universities; Permendikbud Number 5 of 2020 concerning Accreditation of Field of Study (study programs) and Universities; Permendikbud Number 6 of 2020 concerning New Student Admissions for Study Programs at State Universities; Minister of Education and Culture Regulation Number 7 of 2020 concerning the Establishment, Amendment, Dissolution of State Universities and the Establishment, Amendment, Revocation of Private Higher Education Permits [6]. The Kampus Merdeka (Independent Campus) is one of the policies of the Minister of Education and Culture ‘Nadiem Makarim’ who gave a university policy to give the right to study for three semesters outside the study program. The independent campus has basically become a new concept that allows students to gain the freedom to study in higher education. This concept is a continuation of the previous concept, Merdeka Belajar (Independent Learning). The planning of the Kampus Merdeka concept is basically a learning innovation to improve quality in learning.

MBKM based Hybrid Learning emphasizes the three rights of learning outside the campus through an educational model approach that combines online learning with classroom learning. The Hybrid Learning Model is an interactional model that encapsulates teaching and learning in a plain English format and captures the processes from the learner and the teacher perspective. The Model and its capabilities in addressing the challenges associated with capturing and describing teaching and learning practice for dissemination and redesign are examined [7]. Hybrid learning is a learning method that combines online learning with classroom learning (Figure 3).

Figure 3: Hybrid Learning Concept

Blended and hybrid learning are used interchangeably, however, there is a difference as online components of hybrid courses intend to substitute in-person class time. Online interactions in hybrid medium of instruction can be completed either synchronously using real time meeting sessions or asynchronously where students interact at different times [8]. The concept of hybrid learning is an alternative way as an ideal model of learning during a pandemic. This concept combines online and classroom learning. Future plans for learning patterns will be made with a shift system where there are online shifts and classroom shifts alternately every week. Thus, this concept minimizes the presence of classroom meetings, but on the other hand it also does not eliminate students' psychological bonds with their schools.

This research uses a combination research method (mixed method), a combination of qualitative and quantitative research methods. The type of combination research used is Sequential Exploratory Design, in the early stages of research using descriptive quantitative methods and the next stage using qualitative methods. Technical data collection in this study using observation, documentation and questionnaires (online) (Figure 4).

The population in this study were all Narotama University students who were carrying out learning with the MBKM curriculum based on hybrid learning in the 2021/2022 academic year. The sampling technique used in this study is probability sampling, which is a sampling method or technique using the probability rule in determining the sample elements. This technique provides equal opportunities in every study program that implements MBKM at Narotama University, including PG-PAUD study program, Accounting study program, Management study program, Civil Engineering study program, Computer Engineering study program, Computer Systems study program, System Information study program and Law study programs. The analytical technique used in this study as a mixed method includes simultaneous mixed analysis, stepwise qualitative-quantitative analysis and stepwise qualitative quantitative analysis.

Data Collection 

Data collection technique in the implementation of this research are very diverse. The questionnaire technique used in this study produced some data, including descriptive narratives about student experiences as adult learners while participating in hybrid learning-based MBKM activities. 

The existence of the observation technique and the documentation of descriptive quantitative data is a reinforcement of the descriptive narrative produced previously by the interview data collection technique.

Figure 4: A Visual Model of the Explanatory Sequential Design used in a Mixed Methods Study [11]

Currently, MBKM-based hybrid learning has not been fully realized optimally. Based on observations, only MBKM in the form of research and lecture activities outside the study program that students can really feel the benefits during the pandemic, which is through the implementation of Elina. MBKM activities such as internships, entrepreneurship, humanitarian projects, independent projects, thematic Community Service Program and teaching assistance cannot be felt in an internal hybrid system but can be felt through the government's Online Learning System (SPADA) which is also embedded in Elina. The substance of Elina as a hybrid learning is used as far as observations and trends are seen on statistical graphs. The graph shows that learning is dominated by conventional subjects such as Pancasila and Citizenship, as well as Islamic Religious Education. While the Introduction to Business and Introduction to management courses as part of the MBKM lectures conducted outside the study program are still far behind but quite positive (Figure 5).

Figure 5: Statistic Course Elina.narotama.ac.id

Thus, students as adult learners who are taking MBKM lectures such as in student exchanges (introduction to business and introduction to management courses), as well as research become relevant to explore the extent of their learning experience so far. The results of interview transcripts in general also show the pattern of their various arguments. Researchers try to make coding with the assumption that they will find a definite pattern of keywords in each argument. This approach is quite familiar in qualitative research with the type of grounded theory. Coding in grounded theory methodology is a process of conceptual abstraction by assigning general concepts (codes) to singular incidences in the data. After having collected some (not necessarily all) data, the evaluation process may begin [9]. Narotama University students throughout the unstructured interview process played a pretty good role in sharing their experiences and the impact they felt as adult learners in participating in hybrid-based student exchange MBKM lectures (Figure 6).

Figure 6: A Coding of the Principles of Andragogy in Universitas Narotama

Students as adult learners as well as MBKM participants in lectures outside of study programs and research, have a learning orientation that is relevant to the problem. They have a learning orientation that is centered on solving life problems (problem-centered-orientation). One argument from the interview that was quite representative was “…our interest in joining MBKM even though through Elina is because we do not have an introduction to business course in the curriculum of the study program at PG-PAUD. Meanwhile, we need more skills in the future.” These arguments often appear in the interview process which is conducted randomly and it gives a message that is quite representative among the existing arguments. This is because learning for adults seems to be a necessity to face life's problems.

Students as adult learners and participants in MBKM lectures outside of study programs and research, have unique motivations. Students during hybrid lectures have intrinsic motivation, where this motivation can persist in completing learning tasks without any external pressure in the form of rewards, sanctions or punishments. One of the students said that a very common statement that appears at the time of the interview is “…. the assignments given at the end of Elina until the end of the semester's final exams, we almost never miss them, there is a kind of enthusiasm that is hard to explain." Adults can continue learning activities and are able to postpone or stop other interests for the sake of continuing their learning activities.

Students participating in MBKM lectures in subjects outside of study programs and research, have knowledge and experience as motivation to learn. Experience as a source of wealth for learning. As a student during the MBKM student exchange program, Elina was used as a hybrid learning facility. “…The fun that we felt throughout this lecture, seemed to be repeating the past when we were members of the app teacher room. In this application learning is easier but still effective according to our learning goals and we feel that again in the introduction to Business course in this student exchange MBKM program.” Students as adult learners learn from everyday experiences, so that new knowledge must be based on daily or previous life experiences (The role of the learner's experience).

Students participating in the MBKM lecture program in subjects outside the study program and research will also be more active in learning if there is certainty of learning outcomes. Students have confidence that in each person has the ability to do something or overcome a situation that he will succeed in doing it. This phenomenon is seen throughout lectures in the introduction to business and introduction to management courses as an MBKM lecture program- outside the study program through the most frequently appearing keywords. One of the class leaders in the introduction to business course as an MBKM course - a course outside the study program said “…the presence of a lecturer who is competent to teach management is a lecturer who has successfully managed an institution. We did not find this in our study program (Civil Engineering study program) which generally have an architectural background, which of course is weak in the context of introductory management science.” The last principle in the andragogy principle by students based on hybrid learning who implement MBKM is the belief of students in their ability to complete a hybrid learning with material that is relevant to their passion.

The implementation of andragogy principles in MBKM-based hybrid learning at Narotama University is very clear in the form of research MBKM and student exchange between study programs. This condition is a new curriculum at Narotama University and it takes time to be adapted to the Elina system as an internal hybrid learning medium. Having a learning orientation, knowledge and experience as learning motivation, strength of intrinsic motivation and belief in learning outcomes are andragogy principles in MBKM-based hybrid learning that has been present at Narotama University.

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