DISRUPTING CURRICULAR INERTIA: PT. STECHOQ’S LEARNER-CENTRIC APPROACH WITHIN INDONESIA’S MBKM POLICY FRAMEWORK

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) curriculum in Indonesia aims to transform higher education through learner-centric, competency-based learning. However, a gap persists between policy ideals (e.g., student agency, industry alignment) and reality, where rigid curricula and institutional inertia dominate, particularly in Islamic state institutions. This study examines PT. Stechoq Robotika Indonesia’s Magang Bersertifikat dan Studi Independen (MSIP) program as a novel corporate-driven intervention to bridge this gap. By embedding its vision of innovation and national pride into the MSIP, PT. Stechoq employs first principle thinking to disrupt traditional education models, prioritizing student agency through real-world project design, ecosystem-building, and competency-based assessments. Using a scoping review and stakeholder interviews, the research analyzes the program’s alignment with MBKM goals and its impact on addressing curricular stagnation. Findings reveal that the MSIP fosters self-directed learning, enabling students to design personalized curricula and develop industry-relevant skills, thereby challenging outdated pedagogies. The study underscores PT. Stechoq’s corporate vision as a catalyst for policy-relevant innovation, offering a model for how startups can partner with governments to engineer disruptive educational ecosystems. This work fills a critical gap in education policy research by highlighting corporate-driven solutions to systemic curriculum challenges.