Keywords
experiential learning
problem-based learning
Widyaiswara
How to Cite
Abstract
Problem-based learning and experiential learning are well-known learning approaches and often referred as powerful on facilitating learning practices, but which one is the most effective on facilitating civil servant training program? This article illustrates a one-shot case study in which focus on one civil servant training program only without comparing it to other programs. The training program was conducted by human resource development agency, Central Java Province, in March 2018. By employing quantitative research approach, this research found that the result of the training program indicated: there are no significant differences between problem-based learning and experiential learning approaches. In this case, the learning result from experiential learning approach is slightly above problem-based learning approach’s result.
Abstrak
Pembelajaran berbasis masalah dan berbasis pengalaman merupakan pendekatan pembelajaran yang sudah banyak dikenal dan sering disebut mampu memfasilitasi praktik pembelajaran secara optimal, namun mana di antaranya keduanya yang paling efektif dalam memfasilitasi program pelatihan PNS? Artikel ini menggambarkan one-shot case study yang fokus hanya pada satu program pelatihan PNS tanpa membandingkannya dengan program lain. Program pelatihan ini dilakukan oleh Badan Pengembangan Sumber Daya Manusia (BPSDM), Provinsi Jawa Tengah, pada Maret 2018. Dengan menggunakan pendekatan penelitian kuantitatif dapat dilihat bahwa hasil program pelatihan menunjukkan tidak terdapat perbedaan yang signifikan antara pembelajaran berbasis masalah dan pembelajaran berbasis pengalaman. Dalam hal ini, hasil pembelajaran dari pendekatan berbasis pengalaman sedikit di atas hasil pembelajaran yang menggunakan pendekatan pembelajaran berbasis masalah.
References
Au, W. (2012). Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. New York: Routledge.
BPSDMD Provinsi Jawa Tengah. (n.d.). Retrieved February 3, 2020, from BPSDMD Jawa Tengah website: https://bpsdmd.jatengprov.go.id/v2/web/
Gerhantara, R., & Samopa, F. (2013). Pembuatan Sistem Informasi Pendidikan dan Pelatihan Dalam Jabatan Berbasis Web Pada Bagian Pengembangan Pegawai Direktorat Jenderal Perbendaharaan. Jurnal Teknik Pomits, 2(2), 376-380.
Hartono, R. (2013). Ragam Model Mengajar yang Mudah Diterima Murid. Yogyakarta: Diva Press.
Hmelo-Silver, C. E. (2004, September). Problem-based learning: What and how do students learn? Educational Psychology Review, Vol. 16, pp. 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational Technology: A Definition with Commentary. New York: Taylor & Francis Group.
Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). https://doi.org/10.4135/9780857021038.n3
Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 2001(89), 3–14. https://doi.org/10.1002/ace.3
Rakhman, A., & Elshap, D. S. (2016). Implementasi Kekuataan Motivasi Belajar Dalam Pendekatan Andragogi. Jurnal Empowerment, 5(2), 1-12.
Samlowski, M. (2011). Adult education for decent jobs and better lives. Roland Schwartz: dvv international. Roland Schwartz: DVV Iternational.
Seyoum, Y., & Basha, G. (2017). Andragogical Methods to Sustain Quality Adult Education in Ethiopia. Internasional Journal of Instruction, 10(3), 47-62.
Sugiyono. (2016). Metode Penelitian Pendidikan. Bandung: Alfabeta.
Suprihatin, S. (2015). Upaya Guru dalam Meningkatkan Motivasi Belajar Siswa. Jurnal Pendidikan Ekonomi UM Metro, 3(1), 73-82.
Trotter, Y. D. (2006). Adult Learning Theories: Impacting Professional Development Programs. Delta Kappa Gamma Bulletin, 72(2), 8–13.
Wachrodin. (2017). Peningkatan Kemampuan Pemecahan Masalah dan Keaktifan Siswa Melalui Model Problem Based Learning (PBL) dengan Penugasan Berstuktur. Jurnal Penelitian Pendidikan, 34(1), 85-94.