STUDENTS’ PERCEPTIONS ON THEIR PEDAGOGICAL KNOWLEDGE IN THE MBKM TEACHING ASSISTANCE PROGRAM (CASE STUDY AT ENGLISH DEPARTMENT UNIVERSITY OF BENGKULU)

The implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Teaching
Assistance Program is urgently needed to strengthen teacher candidates’
pedagogical competence by providing real classroom experience and bridging the
gap between theory and practice. However, students’ perceptions regarding their
pedagogical development through this program remain underexplored. Therefore,
this study aims to investigate how English Department students at the University of
Bengkulu perceive their pedagogical knowledge after participating in the program,
guided by the research question: What are the perceptions of English Department
students at the University of Bengkulu regarding their pedagogical knowledge
gained through the MBKM Teaching Assistance Program? This research employed
a descriptive quantitative design, using a closed-ended questionnaire distributed to
80 eighth-semester participants. Data were analyzed using descriptive statistics
based on percentage interpretation. The results indicated that students hold a
positive perception (80%), reflecting meaningful improvement in lesson planning,
classroom management, diverse teaching strategies, assessment techniques,
motivation, confidence, and professional collaboration. These findings contribute
to a deeper understanding of how experiential learning strengthens pedagogical
competence in teacher education programs. In conclusion, the MBKM Teaching
Assistance Program positively contributes to students’ pedagogical development
and is recommended to be continuously supported. Future studies are encouraged
to explore qualitative insights and long-term classroom challenges to enrich further
pedagogical growth.
Keywords: MBKM, Teaching Assistance, Pedagogical Knowledge, Student
Perception, Teacher Education.