Building Resilient Communities: Rapid Response to a Crisis through Nusantara Module’s Character Education and Social Contribution Initiative

Abstract

The primary objective of this research was to investigate the execution of the Nusantara Module program at Universitas Padjadjaran (Unpad), Indonesia, and examine its impact on participating students, emphasizing the program’s adaptability and response to the Cianjur earthquake catastrophe in 2022. This study used a mixed-method approach, combining the qualitative analysis of program papers and communication with the quantitative analysis of post-program surveys and verbatim analysis of student responses. This research revealed systematic methods such as regular meetings, rapid issue resolution, monthly reporting, rigorous evaluation, and post-program surveys. The findings show that students were quite satisfied with the cultural interchange, academic and non-academic learning experiences, hospitality, excursions, and amenities provided. However, areas for improvement were highlighted, including extending module destinations, resolving financial issues, addressing social integration obstacles, improving communication, addressing facility concerns, and improving program management. The contributions of this study extend to both academia and practice. Academically, this research augments the understanding of program management, student mobility, disaster response, and community engagement within the Indonesian educational landscape. Practically, this study provides a blueprint for educational institutions aiming to enhance the resilience and effectiveness of their programs in times of crisis. By elaborating on the implications and contributions of this research, we underscore its significant and far-reaching impact on educational practices, disaster management strategies, and community well-being.

1. Introduction

Indonesia, with its vast archipelago and rich tapestry of ethnicities and cultures, presents a unique and challenging educational landscape. The nation’s education system, spanning over 17,000 islands and catering to a diverse population representing hundreds of ethnic groups and languages, grapples with ensuring inclusivity, quality, and adaptability. Geographical disparities are evident, with a pronounced gap in the educational resources and infrastructure between bustling urban centers and remote islands. Whereas urban areas like Jakarta and Surabaya boast advanced educational facilities, many rural and isolated regions often confront challenges related to inadequate infrastructure, limited access to trained educators, and technological constraints.

The linguistic and cultural diversity of Indonesia further complicates the educational scenario. Although Bahasa Indonesia serves as the primary medium of instruction, the country’s mosaic of local languages and traditions necessitates an educational system that respects and integrates this diversity. Moreover, while enrollment rates have seen commendable growth, concerns about the overall quality of education, as reflected in international assessments like PISA, remain.

In this intricate milieu, the role of character education emerges as pivotal. Education is not just about academic excellence; it is about molding individuals who resonate with the values of tolerance, unity, and mutual respect—essential attributes in a nation as diverse as Indonesia. Yet, the current approaches to character education often seem theoretical, lacking the practical touch that resonates with students’ real-world experiences. Adding to the complexity is Indonesia’s vulnerability to natural disasters, given its geographical positioning. Its education system therefore bears the added responsibility of being a pillar of support during crises, necessitating strategies that seamlessly integrate disaster preparedness and response [1]. Despite the increased interest in character education and exchange programs, there is a noteworthy dearth of research on the impact of these activities, particularly during crisis situations. Furthermore, there is little research on how these programs may be effectively deployed to respond to emergencies, particularly in Indonesia’s specific context.

Setiadi et al. [2] embarked on an exploration of the challenges posed by online learning environments in fostering character, particularly during the tumultuous transition induced by the COVID-19 pandemic. Their findings underscored the disparity between students’ spiritual character and their performance and collaborative attributes. On a different note, Witono et al. [3] delved into the intricate relationship between Pancasila, Indonesia’s foundational philosophical theory, and its role in shaping economic policies that promote fair saving habits among university students [3]. Their research accentuated the pivotal role of familial influence, especially fathers, in imparting financial character education.

Diving deeper into the religious educational landscape, Purwanto et al. [4] evaluated the efficacy of character education within Islamic boarding schools, emphasizing the dual approach of programmed and incidental character education. Their findings championed the success of Islamic boarding schools in molding students’ character and religious understanding [4]. Meanwhile, Rabiah [5] turned the spotlight on the integration of character education within the Indonesian language course at Universitas Muslim Indonesia.

However, while these studies have significantly contributed to the discourse on character education in Indonesia, a broader research gap remains. Merely acknowledging the limited studies on the topic does not capture the full scope of the issue. A more comprehensive understanding is needed on how these individual educational endeavors can converge to form a holistic character education framework. Furthermore, research is scant on the adaptability of these character education methodologies across diverse educational settings and demographics beyond the contexts of the aforementioned studies.

The Nusantara Module is part of the Pertukaran Mahasiswa Merdeka (PMM), a nationwide student exchange program administered by the Republic of Indonesia’s Ministry of Education, Culture, Research, and Technology as part of the Merdeka Belajar Kampus Merdeka (MBKM) project. One of the universities hosting the PMM is Universitas Padjadjaran (Unpad), a state university with a legal entity status (PTNBH). Unpad uses the Nusantara Module as an innovative character education component inside the PMM, with the goal of encouraging students’ tolerance, cultural understanding, and social contribution. Kebhinekaan (Diversity), Inspirasi (Inspiration), Refleksi (Reflection), and Kontribusi Sosial (Social Contribution) are the program’s four modules.

The purpose of this research is to investigate the implementation of the Nusantara Module program and its influence on participating students. It focuses on how the program was changed and deployed to respond to the Cianjur earthquake catastrophe in 2022, as well as the outcomes of that response.

The Cianjur earthquake in 2022 was a significant event that impacted countless lives and infrastructure. Given the immediate and long-term implications of such a disaster, understanding the response mechanisms, especially in the realm of education, becomes crucial. The Nusantara Module, as an educational program, presents a unique opportunity to explore how established educational initiatives can adapt and contribute to disaster response and community rebuilding.

By analyzing the Nusantara Module’s response to the Cianjur earthquake, this study aims to offer actionable recommendations for educational institutions, policymakers, and community leaders. The findings could guide the development of future educational programs, ensuring they are not only robust in regular times but also agile and impactful during crises. In an era where uncertainties are the only constant, this research stands as a beacon, emphasizing the need for adaptive educational frameworks that can withstand and respond to the challenges of our times.

However, there is a glaring gap in understanding how such programs can be effectively leveraged during emergencies. This research is not just timely but also urgent. It seeks to fill this knowledge void, providing insights that could shape the future of education in Indonesia and other disaster-prone regions.

Given this backdrop, several pivotal questions arise: How does the implementation of the Nusantara Module program at Universitas Padjadjaran influence student satisfaction, especially in comparison to other character education and community engagement programs? How does the impact of the Nusantara Module program on participating students compare to the outcomes observed in other character education and exchange programs? How did the Nusantara Module program at Universitas Padjadjaran adapt and respond to the challenges presented by the 2022 Cianjur earthquake crisis? This research seeks to address these queries, delving into the intricacies of the Nusantara Module and its impact on students.

This study contributes to a better understanding of how character education and exchange programs can be used to encourage not only personal growth and cultural awareness but also crisis response and social involvement. The findings will be useful for educators, politicians, and academics attempting to maximize the potential of such initiatives in various cultural settings such as Indonesia.

This paper is structured as follows: The next section examines previous research on character education, exchange programs, crisis response initiatives, and student-led social involvement. An overview of the Nusantara Module follows, with a detailed assessment of its response to the Cianjur earthquake in 2022. This paper delivers its findings after detailing the methodology, followed by a discussion and the conclusion.

2. Literature Review

The landscape of character education in Indonesia is both intricate and multifaceted, shaped by the nation’s diverse cultural and religious tapestry. This literature review delves into the current discourse on character education, exchange programs, crisis response initiatives, and student-led social contributions, particularly within the Indonesian context.

Lickona’s [4] definition of character education as the “deliberate effort to develop virtues that are good for the individual and good for society” sets the tone for its significance. Whereas the overarching importance of character education in nurturing well-rounded individuals is well established [5], studies by Zurqoni et al. [6] highlight the unique challenges posed by Indonesia’s multi-ethnic and religiously diverse environment. However, the literature lacks a comprehensive exploration of how these challenges can be effectively addressed in the Indonesian educational setting.

Student exchange programs have been lauded for their role in fostering cross-cultural understanding and tolerance [7]. These programs, through experiential learning, can profoundly shape participants’ perspectives [8]. However, the literature underscores the need for a more localized approach, which is tailored to Indonesia’s unique socio-cultural milieu, to enhance the efficacy of these programs.

The role of higher education institutions during crisis responses has gained prominence, especially in the wake of global crises like the COVID-19 pandemic [9]. Yet, there is a conspicuous absence of the literature on structured methodologies to engage students in crisis response, particularly in Indonesia. This gap accentuates the novelty and potential significance of initiatives such as the Nusantara Module.

Engaging students in social contributions fosters a sense of social responsibility and active citizenship [10]. Whereas the benefits of such engagement are well documented [11], studies like those by Saltmarsh [12] indicate a pressing need for more structured approaches within the Indonesian higher education framework.

Recent studies, such as those by Setiadi et al. [2] and Rabiah [5], have enriched the discourse on character education in Indonesia. These studies have illuminated various facets of the subject, from the challenges of online learning to the role of familial influence in financial character education. However, a broader research gap remains. The literature does not adequately address how these diverse educational strategies can be integrated into a cohesive character education framework tailored for Indonesia. Moreover, there is limited research on the adaptability of these methodologies across different educational settings within the country.

This literature review sets the stage for a deeper exploration of the Nusantara Module program’s implementation and impact. By identifying the existing gaps in the literature, this research aims to contribute a nuanced understanding of character education’s role in crisis response and social contribution, especially within the unique context of Indonesia.

3. Nusantara Module: An Overview

In 2021, the Ministry of Education, Culture, Research, and Technology (MoECRT) launched a student mobility program called Pertukaran Mahasiswa Merdeka (PMM—Independence Student Mobility). The PMM is a domestic undergraduate student mobility program that spans one semester, inviting students who will contribute to and lead Indonesia’s future to gain academic experiences at higher education institutions (HEIs) across the country. The objectives of the PMM are to enhance HEIs’ ability to manage student exchange programs, promote student diversity at receiving HEIs, facilitate interactions between students from receiving and sending HEIs, and improve students’ perspective in respecting and celebrating the diversity of Indonesian society while expanding their academic knowledge. The PMM aims to immerse undergraduate students in Indonesia in engaging with educational experiences at other HEIs while embracing the sense of unity in diversity, considering the vast cultural diversity and regional development in Indonesia. The learning experience of the first batch of students in 2021 was mostly conducted online (distance learning), with a few in-campus activities due to the COVID-19 pandemic. The learning experience of the second batch of students in 2022, which is discussed in this study, was conducted entirely using an in-campus mode.

The PMM program comprises five pivotal elements: mobility across inter-island clusters; credit transfers up to 20 credits; mobility from state-owned to private-owned HEIs and vice versa; eligibility for students in their third, fifth, or seventh semester; and exploration of diversity through the Nusantara Module. Students participating in the PMM program are funded by the Indonesia Endowment Fund for Education (LPDP), which covers partial tuition fee subsidy, return tickets for economy flight, living allowance for one semester, health insurance, and the prerequisite COVID-19 test fee. Additionally, participating students directly experience the cultural diversity of the archipelago through a special Nusantara Module organized by the receiving HEIs (four credits).

The Ministry of Education, Culture, Research, and Technology (MoECRT) issued a call to higher education institutions (HEIs) to invite them to become receiving HEIs for the PMM 2022 program. Universitas Padjadjaran promptly responded by submitting a proposal. Following a desk evaluation and interview conducted by the MoECRT, Universitas Padjadjaran was selected as one of the receiving HEIs for PMM 2 (2022).

Initially, Universitas Padjadjaran allocated a quota of 260 students. The list of awardees was provided by the MoECRT after a registration and administrative selection process conducted through the PMM platform (https://program-pmm.id/ Accessed date 27 August 2023). However, there were some resignations along the way, as several awardees had to withdraw due to health and family issues. As a result, the number of participants for the PMM 2022 was reduced to 245 students who came from 57 HEIs across Indonesia. The PMM program at Universitas Padjadjaran was officially inaugurated on 29 August 2022, at the Rectorate Building of the university.

Table 1. Distribution of Nusantara Module participants by province.

Province	Number of Students
South Sulawesi	42
North Sumatera	36
Jambi	25
Aceh	24
Papua	21
West Sumatera	19
Riau	13
South Sumatera	13
Bali	12
South Kalimantan	5
West Nusa Tenggara	5
West Sulawesi	5
Southeast Sulawesi	5
Gorontalo	4
Central Sulawesi	4
North Sulawesi	3
Lampung	2
West Papua	2
West Kalimantan	1
Central Kalimantan	1
East Kalimantan	1
Riau Islands	1
East Nusa Tenggara	1
Grand Total	245

shows the number of students from each province who participated in the student exchange program. South Sulawesi had the greatest participation among the provinces, with 42 students, followed by North Sumatera, with 36 students. Jambi sent 25 students, while Aceh and Papua sent 24 and 21 students, respectively. West Sumatera sent 19 students, Riau and South Sumatera both sent 13 students, and Bali sent 12 students. Several provinces had fewer students, including South Kalimantan, West Nusa Tenggara, West Sulawesi, and Southeast Sulawesi, with each sending five students. Gorontalo and Central Sulawesi each sent four students, while North Sulawesi sent three. West Papua, East Kalimantan, and Lampung each sent two students, while West Kalimantan, Central Kalimantan, Riau Islands, and East Nusa Tenggara each sent one. In total, 245 students from various areas in Indonesia participated in the program (Figure 1 and Table 1).

The central PMM committee at the MoECRT provided a standardized operating procedure, which involved transferring the funding allocated by the LPDP for each student to the respective lecturers responsible for supervising each group of students. These funds were intended to facilitate the activities of the Nusantara Module. However, unlike other receiving HEIs, Universitas Padjadjaran took the liberty to centrally manage all the funding, thereby relieving the lecturers (group supervisors) from the burden of financial reporting. This decision was met with positive feedback from all group supervisors.

The Nusantara Module consists of four main themes: diversity in culture and religion (14 sessions), reflection (7 sessions), inspiration (3 sessions), and social contribution (1 session). The Diversity Module allows students to participate in diversity promotion activities organized by the receiving HEI. The Inspiration Module provides students with talk shows featuring inspirational figures from the local area. The Reflection Module enables students to reflect on their experiences of diversity to understand and appreciate it. The Social Contribution Module facilitates student engagement in social contribution activities at the receiving institution. The LPDP provides financial support for the implementation of the Nusantara Module, which includes a total of 25 learning activities. The final grade for this module is produced by each group supervisor [6].

The 245 inbound PMM students were hosted by 34 undergraduate study programs from 14 faculties at Universitas Padjadjaran. The gender distribution was 71 males and 174 females. The awardees were divided into 13 groups, as advised by the central committee at the MoERT, with each group being led by one lecturer and one student mentor.

The Nusantara Module offered by Universitas Padjadjaran provided exciting diversity activities for students who were not originally from the island of Java. The program included visits to the Universitas Padjadjaran campuses, various regencies in the West Java province, places of worship, museums, and tourist attractions. Students had the opportunity to interact with prominent leaders from various professions in West Java through inspirational lecture sessions. They also attended classes where they reflected on their experiences at Universitas Padjadjaran through group discussions. A student-led cultural festival was organized during the program, showcasing traditional dances, clothing, songs, and food from each region represented by the awardees’ places of origin. As the culmination of the Nusantara Module, students were tasked with organizing a community outreach program, which had been planned since the beginning of the mobility program and was scheduled to be implemented in December 2022, targeting villages in the West Java region.

4. Methods

In this study, a mixed-method approach was employed to delve into the Nusantara Module program’s influence on its participating students and its adaptability in the face of the 2022 Cianjur earthquake catastrophe. The chosen research design, supported by Creswell’s methodology [7], offers a comprehensive understanding by amalgamating both quantitative and qualitative data.

The primary participants of this research were 245 students who had engaged in the 2022 Nusantara Module program. These individuals, representing the diverse cultural spectrum of Indonesia, provided invaluable insights into the program’s impact. To gather data, two main instruments were utilized. First, an in-depth qualitative review of program documentation, including internal documents, meeting minutes, and other relevant communications, was conducted. This analysis aimed to shed light on the program’s structure, its objectives, and the strategies employed to achieve them. Second, a self-reported survey was administered to the participants. This survey comprised nine Likert-scale items with a range from 1 to 6, where 1 indicated “strongly disagree” and 6 indicated “strongly agree”. Additionally, three open-ended questions were included in the survey.

Once the data were collected, the quantitative responses from the survey underwent a cleaning process to ensure consistency and reliability. Descriptive statistics were then computed for each Likert-scale item, providing an overview of the response distribution.

The qualitative data, on the other hand, were subjected to a thematic analysis. Responses from the open-ended questions were meticulously coded, and patterns were discerned to fathom the students’ experiences, the challenges they faced, and their suggestions for the program’s enhancement. This qualitative analysis, rooted in the methodology proposed by Braun and Clarke [8], enriched the study by offering nuanced narratives from the participants’ perspectives.

A significant aspect of this research was understanding the program’s adaptability, especially in the wake of the 2022 Cianjur earthquake crisis. By analyzing internal documents and conducting a self-report survey, this study discovered how the program’s trajectory shifted in response to the disaster. This included logistical adjustments and a recalibrated focus toward disaster relief efforts.

5. Results

5.1. Findings on Program Implementation Assessment

The assessment of the Nusantara Module program at Unpad during the first semester, from August to December 2022, yielded several significant findings that provided insights into the program’s implementation. One of the standout aspects was the commitment to regular communication. The PMM Unpad committee ensured effective program management by conducting both online and offline meetings. This proactive approach meant that any concerns or issues raised by stakeholders, be it student participants, study program coordinators, faculty members, or supporting bodies, were addressed and resolved promptly.

Another systematic approach was the emphasis on monthly reporting and the approval process. The students and group supervisors had the responsibility of submitting detailed monthly reports through the PMM platform, which highlighted the students’ learning activities and progress. These reports were not just a formality; they underwent a thorough review by the receiving HEI’s coordinator for approval.

Assessment and grading were also meticulously handled. Each group supervisor was tasked with evaluating their students’ learning activities, culminating in the assignment of final grades for the modules studied at Unpad. These grades were then integrated into the academic system, ensuring that the assessment was reflective of the students’ performance and achievements during their time in the program.

As the program neared its conclusion, the students gradually made their way back to their respective sending HEIs between 23 and 25 December 2022. Before they departed, they had one more task: completing a post-program survey. This survey, which utilized a six-point Likert scale, was designed to capture feedback on their overall experience and evaluate various facets of the program.

Lastly, in the third week of January 2023, the students received their final grades for all the modules they had undertaken at Unpad. It was then up to them to report these grades to their respective study programs at their sending HEIs.

In summary, these findings offer a comprehensive view of the Nusantara Module program’s implementation at Unpad. The structured procedures for program administration, combined with regular communication, reporting, and feedback mechanisms, contributed to the program’s successful execution and ensured accountability at every stage (Figure 2).

5.2. Findings on Impact on Participating Students

The program’s meaningfulness, satisfaction with course quality and Nusantara Module (MN) learning, facilitation by MN lecturers, assistance from mentors, satisfaction with non-academic activities, learning facilities, and overall environment at Unpad were all evaluated (

Table 2. Descriptive statistics of student satisfaction with the Nusantara Module PMM 2 Program at Unpad.

Variables	Average	Standard Deviation
The implementation of PMM 2 at Unpad has been very meaningful to me.	5.75	0.64
I am satisfied with the quality of the courses I took at Unpad.	5.40	0.85
I am satisfied with the quality of the Nusantara Module (MN) learning at Unpad.	5.64	0.69
I am satisfied with the MN lecturers who facilitated students in participating in the Nusantara Module effectively.	5.59	0.78
I am satisfied with the assistance provided by the mentor/LO.	5.68	0.65
I am satisfied with the non-academic activities at Unpad.	5.27	0.93
I am satisfied with the learning facilities and other amenities provided by Unpad.	5.15	0.80
I am satisfied with the presence of the Unpad dormitory.	5.17	1.08
I will recommend my peers to choose Universitas Padjadjaran for the Nusantara Module PMM3 Program in 2023.	5.70	0.75

). The statistical examination of these factors provides important insights into the program’s impact on students’ experiences and perspectives.

Based on the results obtained, we could observe that the student participants were quite satisfied with all aspects of the Nusantara Module PMM2 program (MN) at Unpad. The responses ranged from 1 to 6, with 1 being “disagree very strongly” and 6 being “agree very strongly”.

The average response to the meaningfulness of PMM 2′s implementation at Unpad was 5.75, with a standard deviation of 0.64, indicating that the program was extremely significant and influential for most students. The high average and low standard deviation implied that there was substantial agreement among the students about the program’s worth.

Satisfaction with the quality of courses studied at Unpad obtained an average score of 5.40, while satisfaction with the quality of the Nusantara Module received an even higher average of 5.64. The standard deviations of 0.85 and 0.69, respectively, indicated a slightly broader range of opinions on course quality, notwithstanding the overall positive feedback.

The average satisfaction with MN professors who assisted students’ involvement in the Nusantara Module was slightly lower at 5.59, but it still indicated a high level of satisfaction. The higher standard deviation of 0.78 indicated a significantly wider range of responses around this average, suggesting that while most students were content, some were not.

The presence of the Unpad dormitories and learning facilities was similarly well accepted, with average satisfaction scores of 5.17 and 5.15, respectively. However, both aspects showed higher standard deviations (1.08 and 0.80, respectively), indicating greater variability in student viewpoints, despite the general positive sentiment.

Finally, the students’ willingness to recommend Universitas Padjadjaran for PMM 2023 obtained an average score of 5.70, indicating a high degree of satisfaction with the overall Unpad experience. This is an important sign of the program’s effectiveness since it indicates that the students believe their classmates would benefit from involvement as well. The standard deviation of 0.75 indicated that responses varied slightly, which is acceptable given the personal characteristic of suggestions.

Finally, these findings show that students were quite satisfied with numerous aspects of their experiences at Unpad and the PMM 2 program. Although there is room for improvement, as evidenced by the lower averages and larger standard deviations in some categories, but the overall image is one of success and positive influence.

A qualitative examination of the students’ responses regarding their experiences engaging with the Nusantara Module at Unpad revealed several recurring themes and sentiments. Out of the 201 students who responded to the open-ended questions, a significant number praised the Nusantara Module for its enriching cultural exchange, emphasizing the joy of engaging with peers from diverse Indonesian regions.

The students’ verbatim responses offer rich insights into their experiences within the Nusantara Module program at UNPAD. The following are some instances:

• Student #1: “I have gained numerous advantages or positive experiences, such as expanding my circle of friends to include individuals from Sabang to Merauke. My perspective has broadened significantly, and I have developed a greater sense of tolerance and solidarity. Additionally, I have had the privilege of enjoying extensive access to UNPAD’s facilities and resources, which have been incredibly helpful and satisfying”.
• Student #2: “Being able to study and compete with regular UNPAD students is a source of pride on its own, but what exceeded my expectations was how welcoming the regular UNPAD students were. During my learning experience, I was treated like a friend by them, just as if we had all started from the first semester together. There was no concept of competition; instead, there was a spirit of mutual assistance and encouragement. UNPAD succeeds in producing high-quality and capable students”.
• Student #3: “I gained many new experiences while being part of PMM 2. I had numerous opportunities to explore the city of Bandung and its interesting attractions. Many new things have shaped me into a better person. I learned to be more independent, courageous, and to prepare myself to be more adaptable to the situations I encountered”.
• Student #4: “During my participation in PMM at UNPAD, I was warmly welcomed by the professors, senior students/LO, and regular classmates at Padjadjaran campus. I gained many new things in terms of knowledge, culture, and language. Furthermore, I was able to develop and shape my personality to become better, more assertive, caring towards others and society, and increasingly capable of adapting to my surroundings”.

These verbatim responses collectively exemplify the profound impact of the Nusantara Module program on the students, showing that it fostered holistic growth and prepared them for global citizenship.

The academic and non-academic facets of the module resonated with the students. They expressed satisfaction with the quality of education, lauding the knowledgeable professors who provided guidance in both academic and non-academic realms. This holistic approach to learning was seen as instrumental in broadening their intellectual horizons.

The welcoming environment at Unpad was another highlight for many students. They felt a strong sense of belonging thanks to the warm reception from fellow students, professors, and staff. The university’s ethos of treating every student equally, regardless of their status as regular or exchange students, was particularly appreciated.

The Nusantara Module also stood out for its excursions and cultural activities. The students enjoyed visiting historical landmarks and partaking in various cultural practices. These experiences deepened their understanding of Indonesian heritage and left them with lasting memories.

The facilities and support provided by Unpad were also well received. The students appreciated the comprehensive academic resources, reliable Wi-Fi, and efficient campus transportation. These facilities enhanced their learning journey, reflecting Unpad’s commitment to supporting their academic endeavors.

Personal growth and the forging of enduring friendships were central to the students’ reflections. The module allowed them to step out of their comfort zones, adapt to new environments, and connect with peers from diverse backgrounds. This transformative experience fostered mutual understanding and lasting camaraderie.

However, while many aspects of the module were praised, the qualitative analysis also revealed areas for improvement. Some students desired more variety in module destinations, while others highlighted financial-related issues, such as delays in fund disbursement. Instances of discrimination and challenges in social integration were concerning, emphasizing the need for a more inclusive environment. Communication and information dissemination were other areas that needed refinement, with students citing inconsistencies in program activity communication.

Infrastructure-related concerns, such as the condition of dormitories and Wi-Fi reliability, were also raised. Academic-related challenges, including class scheduling conflicts and perceived discrepancies in treatment between PMM and regular Unpad students, were highlighted. Some students felt isolated, pointing to the need for fostering a more inclusive environment that promotes social interactions.

Concerns regarding the program’s organization and structure, transportation and logistics, and other miscellaneous issues were also voiced. These ranged from limited module destination choices to food quality concerns. Such feedback underscores the importance of continuous evaluation and refinement to ensure a more tailored and enjoyable experience for all participants.

5.3. Findings on Adapting to the 2022 Cianjur Earthquake Crisis

On Monday, 21 November 2022, a devastating earthquake with a magnitude (M) of 5.6 struck Cianjur Regency in the West Java province, resulting in tragic casualties and widespread damage. According to the data compiled by the National Board for Disaster Management (Badan Nasional Penanggulangan Bencana/BNPB) as of Thursday, 24 November 2022, the loss of life had tragically risen to 334 individuals, with 8 people still unaccounted for and 2046 reported as injured. Among the injured, 593 individuals were severely hurt, and the number of displaced persons reached 114,683, including 147 individuals with disabilities, 1640 pregnant women, and 7435 elderly individuals (as of 25 December). The impact was profound, with 56,311 houses sustaining damage, including 22,267 being severely damaged, 11,836 being moderately damaged, and 22,208 being lightly damaged. In response, a combined force of over 6000 personnel was swiftly deployed to search for missing victims and provide aid and assistance to the affected residents.

In the wake of this tragedy, the central organizing committee of the PMM at the Ministry of Education, Culture, Research, and Technology (MoECRT) took immediate action. It recommended that beneficiary higher education institutions (HEIs) in West Java provinces allocated social contribution funding from the PMM program and promptly engaged appropriate personnel in relief operations for the Cianjur earthquake. The distance between Cianjur and Universitas Padjadjaran’s main campus, approximately three hours by road, did not deter the swift response of the PMM winners, instructors, and mentors from Universitas Padjadjaran. The PMM Unpad committee collaborated with the Directorate of Student and Alumni Affairs and the Head of the Disaster Research Centre at Universitas Padjadjaran to coordinate the relief efforts. This endeavor was actively supported by officials from Universitas Padjadjaran, who endorsed the centralization of the PMM’s social contribution fund to aid Cianjur.

Fortuitously, the social contribution activity at PMM Unpad had not yet taken place, allowing for the redirection of targeted funds and resources toward Cianjur’s relief activities. The National Disaster Management Agency (BNPB Cianjur) played a crucial role in providing coordination input for PMM Unpad’s relief efforts, facilitating the use of funds to acquire high-priority commodities. The off-site team secured the LPDP funding intended for social contributions originally designated for other regions. Through collaboration with the BNPB and the local government of Cianjur Regency, the on-site team garnered vital information about available and urgently needed resources. Working in tandem with the PMM Unpad committee, the PMM students orchestrated the procurement and logistical arrangements necessary for delivering essential relief supplies.

To provide crucial support to Cianjur, an impressive sum of over USD 16,000 was raised and judiciously allocated for emergency goods, including essential food and groceries (24 types), a comprehensive range of medications (60 types), durable tents (15 sets), reliable tarps (50 units), school stationery (200 sets), and indispensable walking frames (30 pieces). These vital contributions were symbolically presented to the Regent of Cianjur by the esteemed Rector of Universitas Padjadjaran on 20 December 2022, marking a significant step in aiding the affected communities. Although not all inbound exchange students from Unpad were able to visit the location directly due to the prevailing circumstances, representatives from PMM grantees joined hands with local authorities to facilitate the distribution process. The event drew the participation of 24 students, who were accompanied by their dedicated group supervisors and mentors, underscoring the solidarity and commitment displayed by the PMM community.

6. Discussion

6.1. Discussion on Program Implementation Assessment

The high level of student satisfaction with the PMM 2 program is consistent with other research that shows the favorable influence of character education and community engagement programs on student experiences. For example, Bridges et al. [9] discovered that students involved in community-based learning projects experienced considerable personal and professional improvement, like the high levels of satisfaction indicated by the Unpad students in our study.

The satisfaction with the quality of the Nusantara Module (MN), course instruction, and MN lecturers is consistent with the findings by Astin [10], who found that faculty involvement in student activities has a significant positive impact on student satisfaction. Similarly, the high satisfaction scores related to mentor/LO assistance can be linked to the importance of student support in enhancing student experiences, as reported by Tinto [11].

The findings concerning student satisfaction with non-academic aspects align with the research by Kuh et al. [12], who found that physical infrastructure, such as residential facilities, plays an important role in student satisfaction. However, our results suggest areas for potential improvement in this respect, particularly regarding learning facilities and dormitories.

The high scores regarding student safety and likelihood to recommend the program correlate with studies suggesting that students’ perception of a safe and supportive learning environment significantly affects their overall satisfaction and likelihood to recommend an institution [13].

The higher standard deviations observed in some variables, indicating variability in students’ experiences, also highlight the importance of individualizing student support, as suggested by Terenzini et al. [14]. These results call for further investigation into the specific needs of different student subgroups.

6.2. Discussion on The Impact of the Nusantara Module

The findings on the impact of the Nusantara Module program on participating students align with previous research that highlights the positive outcomes of character education and exchange programs. Similar studies have reported high levels of satisfaction and meaningful experiences among students participating in such programs [15,16]. The positive impact of cultural exchange and diversity on students’ cultural understanding and appreciation is well documented [17]. The findings show that the Nusantara Module program effectively facilitated this aspect, allowing students to interact with peers from different regions of Indonesia and learn about diverse customs, languages, and traditions.

Furthermore, the satisfaction expressed by the students with regard to the quality of courses and the Nusantara Module learning echoes findings from previous research on the importance of high-quality education experiences in promoting student engagement and growth [12]. The supportive role of mentors and lecturers in facilitating students’ participation and fostering a positive learning environment is consistent with research emphasizing the significance of mentorship and faculty support in enhancing student outcomes [18,19,20].

The positive feedback regarding non-academic activities, learning facilities, and the overall environment at Unpad aligns with studies emphasizing the role of a supportive and inclusive campus environment in promoting student well-being and satisfaction [21]. These findings highlight the importance of comprehensive support systems and resources that contribute to students’ overall positive experience during their participation in exchange programs.

Despite the overall positive outcomes, it is crucial to address the areas for improvement identified in this study. Previous research has also emphasized the significance of addressing concerns related to program organization, communication, facilities, and infrastructure to enhance student experiences [22]. By implementing strategies to address these issues, the Nusantara Module program can further enhance its effectiveness and ensure a more seamless and impactful experience for participating students.

6.3. Discussion on Adapting to the 2022 Cianjur Earthquake Crisis

The findings highlight the swift response and adaptation of the Nusantara Module program at Universitas Padjadjaran in the face of the Cianjur earthquake crisis. Prompted by the central organizing committee, in conjunction with the Directorate of Student and Alumni Affairs and the Head of the Disaster Research Centre, receiving HEIs in West Java provinces were swiftly encouraged to allocate social contribution funding from the PMM program and engage in relief efforts. This immediate response demonstrates the program’s social responsibility and adaptability in the face of unforeseen situations.

Coordination between the PMM Unpad and relevant agencies, such as the National Disaster Management Agency (BNPB Cianjur) and the local government of Cianjur Regency, was critical in identifying urgent requirements and available resources. The off-site team quickly collected contributions intended for other areas, while the on-site team acquired information on the impacted area’s specific needs. The PMM students’ combined efforts, along with the PMM Unpad committee, enabled the procurement and distribution of critical emergency goods to assist Cianjur’s devastated communities.

The symbolic presentation of contributions to the Regent of Cianjur by the Rector of Universitas Padjadjaran, as well as the provision of help to local hospitals, schools, villages, and impacted families, demonstrate the program’s commitment to supporting and assisting afflicted communities. The presence of PMM grantees in Cianjur reflects their dedication to actively participating in humanitarian efforts.

The Nusantara Module program’s capacity to modify and redirect resources in response to the Cianjur earthquake catastrophe demonstrates the program’s flexibility and responsiveness. It emphasizes the program’s dedication to solving pressing social concerns and encouraging members to be active citizens. The findings highlight the importance of incorporating social contribution activities into student mobility programs, as they allow students to actively contribute to society and have a positive influence during times of crisis.

It is clear that addressing the broader implications of our findings is of paramount importance, especially in the context of the rapid response and adaptation of the Nusantara Module program to the Cianjur earthquake crisis. Although our research has primarily delved into the immediate actions and outcomes of the program during this unforeseen catastrophe, it is crucial to explore the implications that these findings hold for the development of similar programs in the future and the potential adaptations that educational institutions across Indonesia can make based on our results.

First and foremost, our study underscores the significance of preparedness and flexibility in educational programs, particularly those involving international student mobility. The swift response of the Nusantara Module program to the Cianjur earthquake crisis serves as a compelling example of how a well-organized and adaptable program can effectively address emergent challenges. This case study can provide valuable insights to educational institutions seeking to design or enhance exchange programs, emphasizing the need to incorporate contingency plans and responsive strategies into their program frameworks. By anticipating potential crises and devising actionable plans, institutions can ensure that students’ safety, well-being, and educational experiences are safeguarded even in the face of unexpected events.

Furthermore, our findings shed light on the pivotal role of collaboration and coordination between educational institutions, government agencies, and local communities. The successful execution of relief efforts through the partnership between the Nusantara Module program, the National Disaster Management Agency (BNPB), and the local government of Cianjur Regency highlights the efficacy of leveraging existing networks and resources. This collaborative approach can serve as a model for institutions seeking to establish robust support systems and engage with local communities to address social and humanitarian challenges. The establishment of clear communication channels and active collaboration can facilitate effective resource allocation, streamlined logistics, and timely responses to crises.

In terms of educational institutions’ adaptations, our findings underscore the need for comprehensive and integrated support structures within exchange programs. The positive impact of mentorship, faculty support, and an inclusive campus environment on students’ experiences during the Nusantara Module program signifies the importance of nurturing a holistic educational ecosystem. Educational institutions can draw insights from our study to enhance mentorship programs, develop faculty–student engagement initiatives, and promote an environment that fosters intercultural understanding, respect, and mutual growth.

Moreover, the identification of areas for improvement and the candid exploration of negative experiences provide a valuable opportunity for program refinement. Educational institutions can proactively address concerns related to communication, program organization, infrastructure, and social integration, as highlighted by our research. By incorporating these insights into their program development and enhancement strategies, institutions can create more seamless and enriching experiences for future participants.

7. Conclusions

In conclusion, our research provides valuable insights into the rapid response and adaptation of the Nusantara Module program at Universitas Padjadjaran (Unpad) in the aftermath of the Cianjur earthquake crisis. Through a comprehensive analysis of program implementation, student experiences, and relief efforts, we shed light on the program’s effectiveness in addressing unforeseen challenges and its impact on both participants and the affected communities. Our study contributes to the existing literature on educational confiprogram management, student mobility, and disaster response within the Indonesian context.

The key findings from our research highlight the program’s swift and coordinated response to a crisis, facilitated by the collaborative efforts of the Nusantara Module program, government agencies, and local communities. The ability to redirect resources, engage in relief operations, and provide timely assistance underscores the program’s adaptability and commitment to social responsibility. Additionally, our analysis of student experiences reveals the positive impact of cultural exchange, comprehensive support structures, and an inclusive campus environment on participants’ growth, learning, and sense of belonging.

However, it is essential to acknowledge the limitations of our study. Our research focused on a specific case study—the Nusantara Module program at Unpad during the Cianjur earthquake crisis—which may limit the generalizability of our findings to other educational institutions or disaster scenarios. Additionally, while our qualitative analysis provided valuable insights, a more extensive quantitative assessment could further enhance the robustness of our conclusions.

To build upon our research and contribute to the advancement of knowledge in this area, we recommend several avenues for future research. First, conducting comparative studies across multiple educational institutions could provide a broader understanding of how different programs respond to crises and adapt to challenges. Second, exploring the long-term effects of such programs on participants’ personal and academic development, as well as their contributions to communities, would offer valuable insights into the sustained impact of international student mobility. Lastly, investigating the role of technology and digital platforms in facilitating communication, coordination, and relief efforts during crises could provide innovative strategies for program management and disaster response.

In conclusion, our research underscores the importance of preparedness, collaboration, and comprehensive support in educational programs, especially in the face of unforeseen crises. The Nusantara Module program’s successful response to the Cianjur earthquake crisis serves as a model for institutions seeking to create adaptable and socially responsible programs. By addressing limitations, continuing research efforts, and implementing our recommendations, educational institutions can further enhance the resilience and effectiveness of similar programs, thereby fostering positive experiences for participants and contributing to the broader well-being of communities.