Lecturers’ Perceptions of the Implementation of MBKM in Improving Hard Skills, Soft Skills, and Fulfilling Graduate Learning Outcomes

Abstract

The purpose of this study was to identify lecturers’ perceptions of the implementation of MBKM in improving hard-skills, soft-skills, and fulfillment of graduate learning outcomes (CPL) based on gender, tenure, and lecturer’s functional position. This study uses an online survey approach. The sample of this study consisted of 308 lecturers at the Islamic University of Malang. The data collected in this study were the results of filling out a questionnaire. The results of filling out the questionnaire were analyzed based on gender, years of service, and functional positions of lecturers. The results showed that the percentage of the results of filling out the hard-skills and soft-skills questionnaire was 75.19%, which means that the lecturers’ perceptions of the implementation of MBKM were in the good category in improving hard-skills and soft-skills. While the results of filling out the CPL fulfillment questionnaire showed 92.34%, which means that the lecturers’ perception of the implementation of MBKM is very good in increasing the fulfillment of CPL. Based on gender, it was found that male lecturers had a higher perception of the implementation of MBKM in improving hard-skills and soft-skills. Meanwhile, female lecturers have a higher perception of the implementation of MBMK in fulfilling the CPL. Based on the years of service; it is found that all lecturers with different tenures have the same perception that the implementation of MBKM is more beneficial for CPL than improving hard-skills and soft-skills. Based on the functional positions of the lecturers, it was found that lecturers who do not have functional positions and are expert assistants have the perception that the implementation of MBKM is in a good category for improving hard-skills and soft-skills, while lecturers who are lectors, head lectors, and professors have the perception that implementation MBKM is quite good at improving hard-skills and soft-skills. Based on functional positions, it is also found that all lecturers have the same perception, namely that the implementation of MBKM is very useful for fulfilling CPL. In general, it is concluded that the implementation of MBKM is more beneficial for fulfilling CPL than increasing hard-skills and soft-skills.