MODEL ANDRAGOGICAL CONTENT KNOWLEDGE (ACK) DALAM MENINGKATKAN KOMPETENSI TUTOR : Studi pada Keterampilan Produktifitas Menjahit Bordir Busana di UPTD BLK Kota Parepare

• Main Author: Nur Ida, - (Author)
• Format: Book
• Published: 2019-08-01.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/37823/9/D_PLS_1502203_Title.pdf; http://repository.upi.edu/37823/2/D_PLS_1502203_Chapter1.pdf; http://repository.upi.edu/37823/10/D_PLS_1502203_Chapter2.pdf; http://repository.upi.edu/37823/11/D_PLS_1502203_Chapter3.pdf; http://repository.upi.edu/37823/5/D_PLS_1502203_Chapter4.pdf; http://repository.upi.edu/37823/7/D_PLS_1502203_Chapter5.pdf; http://repository.upi.edu/37823/8/D_PLS_1502203_Appendix.pdf
• Keywords: L Education (General); TT Handicrafts Arts and crafts

ABSTRAK Penelitian ini dilatar belakangi oleh berkembangnya program pembelajaran model andragogical content knowledge (ACK), dimana pelaksanaanya dirasakan masih konvensional, belum efektif dalam meningkatkan kompetensi tutor, sehingga berdampak pada proses pembelajaran yang kurang efektif. Tujuan penelitian ini, adalah mengembangkan model ACK dalam meningkatkan kompetensi tutor di UPTD-BLK Kota Parepare. Kajian teori menggunakan beberapa grand theory yang menjadi rujukan penelitian ini, diantaranya adalah; a) teori model ACK, b) teori kompetensi tutor, c) teori life skill. Adapun metode yang digunakan dalam penelitian ini, adalah penelitian pengembangan dengan pendekatan kualitatif dan kuantitatif. Pengukuran efektifitas model dilakukan dengan desain kelompok eksperimen dan kelompok kontrol pre-test dan post-test. Pengumpulan data yang dilakukan melalui observasi, wawancara, angket, dan studi dokumentasi. Temuan yang diperoleh dari penelitian ini, adalah; a) pengembangan model ACK yang dilakukan berdasarkan kajian emperik dan teoritik yang memberikan kontribusi signifikan dalam memantapkan kelayakan model ACK berdasarkan hasil analisis berbagai stakeholders, sehingga model tersebut implementatif, b) adanya perpaduan model ACK dengan materi keterampilan menjahit bordir busana dalam pembelajarannya, sehingga berdampak positif terhadap pelaksanaan program pembelajaran, dimana warga belajar antusias mengikuti pembelajaran, c) hasil implementasi model ACK baik pada uji model tahap I maupun tahap II, menunjukkan adanya peningkatan kompetensi tutor, d) efektifitas model ACK dalam meningkatkan kompetensi tutor dengan how to blend model ACK, sehingga tercipta beberapa model, strategi dan metode pembelajaran diantaranya model pembelajaran daur pengalaman, model latihan penyelidikan dan inovatif yang diberikan kepada warga belajar efektif dapat meningkatkan kemampuan tutor, yaitu meningkatkan motivasi, kerjasama, memecahkan masalah, mengelola sumber, dan mampu menumbuhkan kemandirian warga belajar tidak lagi menjadi pihak yang secara terus-menerus menerima segala sesuatu yang disampaikan oleh tutor, dengan model pembelajaran akan menuntut warga belajar secara aktif mencari informasi dan berpikir secara kreatif dan kritis. Berdasarkan temuan yang diperoleh dari hasil penelitian tersebut, dapat disimpulkan bahwa model ACK dapat dilaksanakan dengan efektif pada warga belajar, yang ditunjukkan adanya peningkatan kompetensi tutor. Peningkatan kompetensi ini menunjukkan dengan adanya perbedaan yang signifikan antara hasil pre-test dan post-test, kelompok kontrol dan kelompok eksperimen. Selain itu, terdapat perbedaan yang signifikan rata-rata peningkatan (N-Gain) kompetensi antara kelompok kontrol dan kelompok eksperimen. Kata Kunci: Model Andragogical Content Knowledge, Kompetensi Tutor ABSTRACT This research was motivated by the development of learning programs on the model of Andragogical Content Knowledge (ACK), where the implementation was felt to be conventional, not yet effective in improving tutors' competencies, so that the impact on the learning process was less effective. The purpose of this study was to develop an ACK model in improving the competency of tutors in the UPTD-BLK in Parepare City. The theory study uses several grand theories which are the references of this research, including: a) ACK model theory, b) tutor competency theory, c) life skill theory. The method used in this research is development research with qualitative and quantitative approaches. The measurement of model effectiveness was carried out by the design of the experimental group and the control group pre-test and post-test. Data collection is done through observation, interviews, questionnaires, and documentation studies. The findings obtained from this study are; a) development of the ACK model based on emperic and theoretical studies that make a significant contribution in strengthening the feasibility of the ACK model based on the results of analysis of various stakeholders, so that the model is implemented, b) there is a combination of ACK models with material for sewing embroidery clothes in learning, so that it has a positive impact on the implementation of learning programs, where enthusiastic citizens follow learning, c) the results of ACK model implementation both in phase I and phase II , indicating an increase in tutors' competence, d) the effectiveness of the ACK model in improving the competence of tutors with how to blend the ACK model, so as to create several models, strategies and learning methods including experience cycle learning models, innovative and innovative training models given to effective learning citizens can improve tutors' abilities, namely increasing motivation , cooperation, problem solving, managing resources, and being able to foster the independence of the learning community are no longer parties who constantly receive everything delivered by the tutor, with a learning model it will require the learning population to actively seek information and think creatively and critically. Based on the findings obtained from the results of the study, it can be concluded that the ACK model can be implemented effectively in the learning population, which is indicated by an increase in the competence of tutors. This increase in competence shows that there are significant differences between the results of the pre-test and post-test, the control group and the experimental group. In addition, there were significant differences in the N-Gain between the control group and the experimental group. Keywords: Andragogical Content Knowledge Model, Tutor Competence