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Vol. 15, No. 1, Januari 2024, Page: 1072-1081

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Patricia Robin et.al (Hegemony of Independent Campus Learning….)

Hegemony of Independent Campus Learning (Antonio

Gramsci's Hegemony Study in the Indonesia

Education System)

Patricia Robin

a,1

, Andi Mirza Ronda

b,2

, Frengki Napitupulu

c,3

a, b, c

Universitas Sahid Jakarta, Jl. Prof. DR. Soepomo No.84, Kec. Tebet, Kota Jakarta 12870, Indonesia

[email protected];

pt.pabbicarae@gmail.com;

frankie_mangunshal@yahoo.com

INFO ARTIKEL

ABSTRAK

Article History:

Accepted: February 20, 2024

Revised: March 29, 2024

Approved: May 19, 2024

Available Online: June 24, 2024

Freire once revealed how education could liberate with the essence of "free";

truly "free". The existence of opportunities, challenges and demands

continues to grow, especially for outsider students whose numbers continue

to increase from year to year and need to be reviewed by the government.

Through the MBKM, the government as the highest political society holder

becomes an agent capable of making elements within it to submit and obey

any policy made. The objective of the research is to explore the MBKM

program that is proposed as a way out of the educational problem that has

long been considered not to be able to meet the needs of the post-graduate

student industry and titles as a Bachelor's. The goal of the researchers is to

critically uncover and analyze the intellectual agents in the education system

that dominate the element of the College through the practice of MBKM. The

research method uses qualitative descriptive methods by borrowing the

concept of Gramsci that produces descriptive data in the form of written and

oral words of people and observable behavior. The results of the research

show that the MBKM is an extension of the political practice of the state that

is playing its role of power. MBKM is a neo-liberalization of education

because the role of the state is increasingly diminishing and replacing with

the private role. Students are no longer expected to contribute to the self-

development or intellectuality of the nation, but what is important is to serve

the private.

This is an open access article under CC BY-SA license

Kata Kunci:

Antonio Gramci's hegemony

Historically Indonesian

Education

MBKM Capitalists

Educational Identity Crisis

Reflections on National

Education

Introduction

Education is a citizen's right that becomes a public affair and the interest of all.

Individually, education is necessary for developing both the external and internal potentials of

individuals. Socially, education is required for the development of society. And nationally,

education is needed to drive the progress and productivity of the nation socially, economically,

politically, and culturally (Iriantara, 2013). It becomes ironic when education in schools is

nothing more than an advertising bureau that systematically injects a false consciousness that

education conducted by schools is the way to progress. In the book "Deschooling Society"

(1971), Illich also explains that schools are nothing more than advertising agents that make

everyone believe that we need society as it is and produce "needs" to the society, convincing

them that society greatly needs schools (Ura & Sudirgo, 2022, p. 63). Education is fundamentally

inseparable from political elements. Formality, institutionalization, and full management

intervention by the government are "voiced" in the "hidden curriculum" which seems to be the

curriculum and the hope of society burdened upon schools, whereas it is actually a false

manifestation of a political policy that distances society from learning in the true sense. The

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institutionalization of educational institutions strengthens the power of state institutions and

weakens the academics within (teachers, students), as well as society. The important narrative

of schools as spaces for nurturing knowledge, skills, and values for the progress of individuals

and society ultimately becomes an empty vessel. Educational institutions never promise job

opportunities or prosperous lives for their participants, but continuous indoctrination that roots

deeply, making everyone believe that "if you go to school, you will succeed" (Ura & Sudirgo,

2022, p. 64).

National education from primary to tertiary levels experiences symptoms of capitalism,

privatization, and liberalization post-political reform on May 21, 1998, coinciding with the fall

of the Soeharto regime. The "hand" working behind it is so subtle that it is imperceptible, but

suddenly makes education exclusive and inaccessible to those from poor backgrounds. It is not

easily deciphered by the public because it operates silently and piggybacks on the pro-democracy

movement by activists, thus giving the impression that it is always in good condition. The

specific context discussed here also involves State Universities that were initially accessible to

any group, as long as they passed the selection, suddenly becoming accessible only to those with

financial means. State Universities become commodities traded or capitalized upon

(Darmaningtyas et al., 2014, p. 1). The stern face of globalization is inseparable from the

ideology of neoliberalism, which refers to the political economic philosophy that rejects

government intervention in economic activities. The educational philosophy, which essentially

transforms individuals from ignorance to knowledge, from incapability to capability, shifts to

seemingly obliging the preparation of Human Resources ready (to be squeezed) into the

workforce. Education should ideally make individuals better than before, where obtaining a

diploma and a job suitable to one's aspirations and graduation profile is a bonus. When

employment becomes the ultimate goal that must be achieved, educational plans no longer aim

at enlightening but at producing laborers, not workers, let alone pioneers. The weakness in our

governance is always taking everything in fragmented forms. What Freire advocates is how

education should liberate with the essence of true "freedom". Digging deeper, the government

sees that opportunities, challenges, and evolving demands are necessary, especially for the

outputs of students, whose numbers increase from year to year. Students are required to possess

both soft and hard skills to be suitable for the industrial world, job market, and a future full of

competition. Therefore, educational institutions, including universities, are required to innovate

in conducting teaching and learning processes covering attitude, knowledge, and skills aspects

to be optimal and relevant (ASPIKOM, 2022).

Through MBKM, the government as the highest holder of political society becomes an

agent capable of making elements within it obedient to every policy made. This attitude arises

from accepting the situation without critically questioning anything further. Upper-class

ideologies are swallowed wholeheartedly (Asrida et al., 2021, p. 134). Ultimately, MBKM

simply aims to seek knowledge in different disciplines in an effort responsive to demands,

challenges, technological advancements, and the job market and business world, demanding

every campus to continuously improve the quality of education and graduates to have strong

competitiveness with external parties (ASPIKOM, 2022). The MBKM program implemented in

the millennial era is intended to address the challenges of the times and is considered a way out

of educational problems. Humans cannot rely solely on the process of technological

modernization. Education should warn humans of the dangers of the times and provide the

strength to face these dangers; education should not make us surrender obediently to the

decisions of others (Directorate General of Higher Education, 2020:2). Ki Hadjar Dewantara

once mentioned "freedom in learning," which means rejecting educational practices that rely on

violence. This violence is not only physical and verbal but also when someone is not given the

opportunity to develop their talents, it also becomes a form of violence. Talent becomes the key

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point that educators must pay attention to. Providing encouragement and strengthening while

still limiting control so that human hope remains intact is the teacher's duty to the student. The

need for talent development must be fulfilled by teachers, where children also feel "free".

According to Ki Priyo, MBKM promoted by Nadiem Makarim makes the word "freedom" too

subjective and tends to be wild. From the issues and data presented above, the researcher is

interested in conducting research to further analyze how intellectual agents in the education

system hegemonize elements of higher education through the practice of MBKM. Therefore, the

researcher is interested in adopting the research title "Autonomous Learning Hegemony in Free

Campus (A Study of Antonio Gramsci's Hegemony within the National Education System)".

Method

The researcher employs a qualitative descriptive research method, utilizing Gramsci's

concept to complete the study. The main point of this method is to uncover elements that conceal

the inhuman reality within the consciousness and thoughts of modern humans. The objectivity

of Marx existing is considered erroneous or false because it is driven by the interests of one's

own class or group. Critical theory advances by also critiquing science, economics, sociology,

technology, psychology, and philosophy. All of these are criticized for their inability to see the

dehumanization or alienation of modernization from the status quo (Napitupulu, 2022, p. 61).

The data and sources of the researcher are focused on discussing the topic of social

communication. With a deep understanding of interviews, the researcher will examine subjects

aware that MBKM is not as pure a project as it seems. The first key informant is a Representative

of DIKTI as the macro level, who is the policy owner of MBKM. The researcher will conduct

in-depth interviews both pre and post-MBKM implementation. The second key informant is a

Representative of Educational Institutions. At the meso level, the researcher is expected to meet

the highest representative as a stakeholder, up to field agents, namely lecturers as the forefront

of Higher Education. Critical research requires informants as complements to data because the

interpretation and reasoning of the researcher play a much more significant role. Literature

review from previous research and relevant books or journals is one of the data sources

considered. Not detached from historicity, this research is also closely related to previous

phenomena.

In the implementation of the research, data collection will be conducted through interviews

also referring to the categories of critical approach elements. The activities performed

correspond to the four elements: (1) Dialectical Element: conducting interviews with educational

observers who have experienced, observed, and analyzed the development of the national

education system in Indonesia over time; (2) Historical Element: interviews are conducted to

construct people, organizations, events, activities, motivations, demands, concerns, future hopes,

verification, changes, and expansion of information from different sources; (3) Teleological

Element: the researcher discovers and excavates critical data and information especially

regarding issues of freedom. Not only from the informant, but also data and information about

the commodification process are required; (4) Theory-Practice Integration Element: the

researcher pragmatically compiles advocacy steps with organizational data sources in activities

of ethics, morality, social politics, justice, and humanity. The research conducted employs

narrative analysis method related to the sequence of events (historical-comparative) and used in

anthropology, archaeology, history, linguistics, literary criticism, political science, psychology,

and sociology. Narrative analysis is a type of historical writing that tells a story and a type of

qualitative data analysis by presenting a chain of events chronologically, where individual or

collective social actors play a significant role (Neuman, 2014, p. 494). The researcher utilizes

the historical contingency analysis tool in analyzing the Implementation of MBKM with an

emphasis on Gramsci's theory.

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Result & Discussion

Critical Analysis of the Crisis of Educational Philosophy within MBKM

Educational philosophy and the social mission of higher education institutions entail a

commitment to society. Education is a right of citizens and a duty of the state to fulfill

indiscriminately. The best education occurs when the education provider can develop and utilize

their abilities for the benefit of others or society as a whole. In Ki Hadjar Dewantara's

philosophy, the distinction between a teacher and an educator is presented. What needs to be

fulfilled are educational or spiritual aspects such as autonomy of thought and decision-making,

dignity, and democratic mentality. If capable of shaping individuals in this manner, education

has truly succeeded. What is essential to shape is an independent individual willing to undergo

a lengthy process to achieve goals through hard work. Education never hopes to produce instant

generations. Indonesia already possesses the strength of Pancasila, which unfortunately is not

realized as a foundation for education. What often occurs is that education is nothing more than

a manifestation of perpetuating social disparities. The wealthy and affluent will have better

values and jobs; the poor will struggle to catch up as they sink further in terms of cognition,

material, and even fate. Opportunities for experiencing education and a more decent life seem

closed off due to the cultural tradition of prioritizing the rich over the poor. Education needs to

foster trust and self-development in every individual through the patterns of educate, cultivate,

nurture. Education must not erase the uniqueness and personality of each student. MBKM is one

of the hurdles that obstruct the realization of this educational ideal because ultimately it

homogenizes the abilities of students based solely on quantitative numerical reports far from

humanistic accuracy. This also results in high intellectuality eroding the morality of today's

youth. They are born in an era of despair and government incapacity to create beneficial

educational beings. Coupled with a government claimed to be the most advanced, ultimately

grappling with the mass production of robots for the industry.

This courage should also be supported and nurtured within university environments so that

students can also become agents of change and not merely recipients. Thus far, students have

been invited only to accept rules and policies without ever being engaged in discussion or direct

involvement in any issues. On the other hand, universities also never serve as examples and tend

to simply comply with the government. What is mostly dealt with, in the end, are formalities

such as irrelevant documents to political activities. It's ironic when PTs with their leading

programs teach Political Communication, yet freedom of speech is stifled. Referring to Freire,

it is seen that MBKM does not actually provide liberation to students. Freire's logic prioritizes

the development of a child from within the child according to their potential and needs; whereas

MBKM is born not from the students themselves but from industry needs (link and match).

MBKM should prioritize creativity and learning new things, not reinforce bureaucratization

through vocationalizing higher education. Students are urged to be free amidst policies that are

not free. The Minister of Education with his power legitimizes this practice under the guise of

the Curriculum. This is a form of hegemony, where all MBKM recipients align with what

MBKM declares, unaware that their own freedom is being eroded. The end result of MBKM is

nothing more than satisfying the interests of certain political agents, NOT the interests of the

actors themselves. MBKM is a form of "liberation" that is not truly liberated because it still

regulates in great detail. Bureaucracy becomes increasingly evident and prevalent in MBKM

because it also involves approvals from institutions. The concept of MBKM education should

make individuals free, not turn them into "corporate slaves" solely. MBKM is the opposite of

the educational ideal introduced by Ki Hadjar Dewantara.

The primary quest is the formation of hegemony by educational institutions as dominant

agents over their students who are "pushed" into the workforce prematurely. It is important to

observe how the practices of those in power, laden with economic and political elements,

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maintain the cultural sphere of the state organization to avoid losing its edge and ability to

provide false consciousness to the people. Hegemony is not just about coercion, but often

manifests in everyday life as what is considered the truth. The curriculum is the clearest example

because of government intervention there. MBKM is the perfect form of this hegemony because

it ultimately leads to the government's success in providing free supplies to the industry. A pure

win-win situation in a capitalist state. At the very least, those who experience the "win"

phenomenon are the industries as they receive free human resources, and the government which

gains moral support from the market. Gramsci's concept of hegemony also involves the

dimensions of class and national populism. The capital class must have the will and ability to

look at the interests of other classes. This applies to those who are already in a capital position

and are defending their power, as well as those who are striving to achieve that power. The

interests of other classes must be forefronted but not overtly stemming from production relations.

Unknowingly, MBKM so tangibly carries out this hegemonic action. The government, as

capitalists and national leaders, seeks to approach educational institutions and industries by

seemingly accommodating the needs of both the industrial world and the needs of PTs that want

to produce graduates who are ready (even quickly) to work. Referring to previous research on

Challenges and Expectations in the "Freedom to learn - Independent Campus" Program for

Higher Education Managers, the researcher also sees that MBKM is a practice of universities in

seeking superior commodity products, rather than aiming to fulfill the primary role of education

as a nation-building agent. With the passage of time, digital media is increasingly prevalent in

the era of globalization. Youth as the main product who understand the digitalized world are

often glorified. The transition from traditional to digital is not entirely wrong, but it turns out

that this dynamic changes the mindset of society, suggesting that youth can be targets for labor

to cultivate digital information media.

Nadiem Makarim's policy on MBKM is a shackle to education itself as it forces students

into the workforce without ever fully developing organically. Organic development is

characterized by a natural and gradual process; MBKM circumvents that. It's as if Minister

Nadiem is driven by time and always in a hurry to produce instant generations. The researcher

also adds another aspect that makes MBKM akin to an empty shell disguised as a revolution.

One aspect overlooked by the existence of MBKM is the use of language. From previous

research on the Implementation of MBKM and the Relationship of Curriculum Policy based on

a Case of EFL Education in Japan, the importance of the existence of language in running an

independent curriculum is discussed. Students released into the workforce will have their own

jobs, interests, preferences, and skills that sometimes cannot be categorized or translated

equivalently into university courses. This also makes conversion imperfect because of overly

rigid systems. Bias occurring in MBKM is that students are part of the campus but have their

own abilities and willingness to register through the MBKM website, which means the

relationship with Partner Firms can only be tracked via the system. The Department's mission to

provide the best learning outcomes for students is seemingly hindered because they cannot

monitor students' achievements in detail. When conducting internships, communication with

partners seems cut off and closed. Furthermore, another important concept to discuss is Antonio

Gramsci's Hegemony. Gramsci is synonymous with great thinkers like Karl Marx. As lofty as it

may seem, his figure as a socialist makes his dream hoped to be realized, namely a society

without classes. Workers are not exploited and dominated by the bourgeoisie, nor is there

domination and exploitation by anyone. Gramsci's Hegemony is a consensus organizational state

that obtains subordination through the mastery of ideology over the hegemonic class. In this

study, what hegemonizes is the national education system that changes depending on the

interests of the ruling government. The existence of the government is the center of this

hegemony.

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The exposition of Gramsci's hegemony criticizing the educational system and organization

by the government will be seen from the perspective of DIKTI and regulations; Not discussing

Gramsci on the side of students because it is not the main focus. The primary quest is the

formation of hegemony by educational institutions as dominant agents over their students who

are "pushed" into the workforce prematurely. It is important to observe how the practices of

those in power, laden with economic and political elements, maintain the cultural sphere of the

state organization to avoid losing its edge and ability to provide false consciousness to the

people. Hegemony is not just about coercion but often manifests in everyday life as what is

considered the truth. The curriculum is the clearest example because of government intervention

there. MBKM is the perfect form of this hegemony because it ultimately leads to the

government's success in providing free supplies to the industry. A pure win-win situation in a

capitalist state. At the very least, those who experience the "win" phenomenon are the industries

as they receive free human resources, and the government which gains moral support from the

market.

Reflection on Indonesian Education Policy

This research carries a critical nuance, closely tied to catalytic validity, where the research

results compel the researched parties to understand the world and how it is shaped so that they

can change it. The impact of this research process is to alter reality while guiding and providing

self-understanding and direction to the subjects being studied. The world of education today is

far removed from the past education that prioritized the freedom and independence of students.

As time progresses, education becomes nothing more than a platform for mining attention and

energy from various layers of society and sectors. This change is also affirmed in Antonio

Gramsci's counter-hegemony. A small step that can be taken to make Indonesian education better

is consistency in curriculum implementation. Several times in this research, curricula are

presented that change every time there is a change in individual officeholders. However, from

the researcher's analysis and informant information, the ideal curriculum should last for a

minimum of 10 years before evaluation. In the first and second years, the curriculum should be

socialized to all regions without exception. This is considering regional autonomy and

decentralization are merely nihilistic aspirations for the Indonesian nation; The third year is the

initial stage for introduction and implementation, while noting any deficiencies or excesses in

the implementation of the curriculum. If elections are held every 5 years, then policies have only

been in place for 3 years, so educational policies must also be changed. This seems less than

ideal because it's not uncommon that when the curriculum changes, there are changes in subjects

and even textbooks. Eventually, people tend to be overwhelmed by the rapidly revolving wheel

of education, with various political and business interests involved.

What the researcher presents in the terminology of educational philosophy discussion is

that the freedom of Indonesian children's education must be guided through a lengthy process.

Ki Hadjar Dewantara's emphasis is on liberating children, requiring certainty and support from

nature, the uniqueness, and the character of each child. It is also important to pay attention to the

order and peace of children and introduce them to their own culture. A simple example that can

be done is using traditional games and songs as learning media. Ki Hadjar Dewantara believes

that when aware of culture, children become aware of developing culture originating from their

own land. In interviews conducted by the researcher, misunderstandings often occur in Indonesia

regarding educated and uneducated figures. Actually, measuring whether someone is educated

or not is not based on wealth or profession. It's based on their character, which must be excellent

and not forsake the nation's philosophy. In the early days of independence, humans built were

democratic and moral (maintaining values of decency, religiosity). Now, because eroded by

time, technology, and globalization, everything seems to disappear.

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Give students more time to learn independently, without coercion and pressure. The

current trend is that students are becoming more accustomed to being "fed" and just knowing

the end result. Because everything has been accustomed to being instant, without effort. There

are hidden hands in every aspect of life, which ultimately assist without being asked. Imagine

the mentality of being "used to being helped" growing as a weak (tempe) generation that is easily

swayed. The ideal education fosters critical emancipatory thinking in students and makes them

skilled and imbued with national historical values. The end result is the birth of a free individual,

both in body and mind. This does not emerge in the practice of MBKM promoted by the Minister

of Education. This is reflected in a culture that is no longer the main focus of child development,

but rather technological progress. It's no longer about fostering critical emancipatory thinking in

students or emphasizing freedom, but rather the ability to comply with rules and corporations or

industries. Capitalism permeates every aspect of human life, even in education. PTs are

accustomed to providing package systems in every semester of learning, so when MBKM

happens (internship outside of Campus for 2 semesters up to 20 credits), the payment does not

decrease but remains the same. What cannot be stopped is the issue of self-financing by students

who may have to move or spend money on transportation. Internship activities, which in essence

provide experience, result in increased expenses. What is highlighted is whether the government,

industry, or PT bear this burden? In reality, no, because this would be considered a reasonable

sacrifice for students who experience the warmth and excitement of the working world.

In the author's rationale and idealism, creating a good generation requires a long time and

cooperation from various parties. Students from Kindergarten to Elementary School should

ideally be shielded from all forms of ideological imprisonment, let alone verbal crimes by calling

children "wrong", "stupid", incapable, and other verbal violence that belittles their intellect.

Provide as much space as possible for each child to develop according to their desires, within

the boundaries of norms. The fundamental mistake in education, especially in Indonesia, is

forcing them to do things they don't even know the basic essence of. As long as there is

memorization, the grades will be good. This is something that should be avoided so that

education does not become a lifelong burden. Freire's "Facing Problems" is not about thrusting

children into real-life situations without guidance but directing them so that "the child" from a

young age can form their own personality as responsible individuals. The student or student

becomes a learner who is removed from all educational "insults". This is what is missing in the

essence of MBKM. Freire's "Facing Problems" assumes that students are fully prepared to face

challenges in the workforce after graduating and having a bachelor's degree, which means they

have also gone through tests within the confines of campus itself. Meanwhile, for MBKM in

Minister Nadiem Makarim's version, students are truly "confronted with problems" in the

workforce without guidance and support. They are released into a wide area to seek knowledge

in the industry on their own. What's even more frightening is that these "guinea pigs" are

ultimately judged and must meet abstract standards set by the government without clear

foundations. Even in the 2024 Presidential Debate, the presidential candidates presented how

education is being considered an investment in the future. What's the difference between this

mindset and the banking style criticized by Freire decades ago? Investment implies a desired

outcome; with specific targets and even allowing the process to ultimately betray the pure dignity

of education because what matters is profit. Is it fair for students and students to experience this?

In the midst of great hope that education will lead to a better life. Should the government turn

that hope into mere steps towards achieving political goals?

Conclusion

This research focuses on the class that has attained the highest position within society,

namely the seats of government. Those who hold these positions are individuals who have

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achieved national leadership, eventually becoming hegemonic. The journey undertaken reveals

that when this class only considers its own interests, it cannot achieve hegemony. Attention must

be paid to other, weaker parties for hegemony to be legitimate. Hegemony is realized when the

dominant group "gains" approval from the dominated group by presenting a political vision,

namely an ideology that claims to speak for everyone, resonating with widely held beliefs in

popular political culture. Hegemony is inseparable from the class dimension and the dimension

of the people, where the capitalist class and all its members either seize state power or maintain

existing power. Education plays a key role here because it becomes a contested position for

articulating political visions freely without the interference of other elements. The hegemony

that occurs between the Government (Ministry) and PT is manifested in a relationship of

domination where the lower group actively approves and supports a system of belief and power

relations that (actually) contradict their interests. As of the presentation of this research, there

has been no form of counter-hegemony carried out by educational insiders due to their defeatist

position against the Ministry of Education. Those who often speak publicly are mostly organic

intellectuals, who are often disregarded by traditional intellectuals.

In terms of educational practice, the researcher observes that the chaos in Indonesian

education stems from the government's inability to accommodate the difference between self-

satisfaction and the needs of the people. Political practices should be separated from educational

practices because continued overlap results in ideological chaos. In addition to the government,

society must also be more concerned with education. The nuances of togetherness, mutual

assistance, and consensus-building must not be lost from the social life of the community, as

these are the strengths of Indonesian education. Competition and competence, which often form

the basis of learning, should also be adjusted because ultimately, education must benefit society.

For further research on MBKM, there are many aspects that could be explored, whether

historically (like this research, but with a focus on national leadership figures and the economic-

political climate), mapping the success (or failure) of MBKM after being implemented for a

period of four years, the process of disseminating information from the center to all regions

regarding MBKM, or other interesting themes to be examined quantitatively and qualitatively.

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