TRANSFORMASI BUDAYA PEKERJA BANGUNAN DALAM MENGEMBANGKAN KETERAMPILAN VOKASIONAL

• Main Author: Lilis Widaningsih, - (Author)
• Format: Book
• Published: 2019-02-14.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk mengeksplorasi pola transformasi budaya pekerja bangunan dalam mengembangkan keterampilan vokasionalnya. Transformasi budaya merujuk pada pola pewarisan keterampilan serta proses pengembangan keterampilan yang dilakukan para informan antar generasi dalam mempertahankan hidup dan pekerjaannya di industri konstruksi. Metode yang digunakan adalah etnografi dan etno-andragogik. Pengumpulan data dilakukan dengan observasi lapangan, wawancara mendalam, focus group discussion dan studi dokumentasi. Analisis etnografi dan etnoandragogik melalui tahapan yang mengacu pada teknik yang dikembangkan Spradley (1979), Saldana (2009), Murchison (2010). Temuan penelitian menunjukkan bahwa proses panjang mereka dalam mempertahankan hidup, membangun jaringan kerja, memperkuat ikatan lokalitas, meningkatkan kehidupan sosial ekonomi dan meningkatkan kemampuan keterampilan kerja merupakan sebuah gambaran bentuk transformasi budaya kelas pekerja tradisional. Bentuk transformasi antara lain:, pertama, peningkatan keterampilan teknis di bidang bangunan tidak diikuti dengan perubahan pada sikap dan perilaku kerja terutama menyangkut pandangan terhadap upah, keselamatan dan kesehatan kerja (K3) dan lemahnya pemahaman dan pentingnya sertifikasi keterampilan. Kondisi tersebut disebabkan oleh latar belakang pendidikan yang beragam, dasar-dasar keterampilan vokasional tidak didapatkan secara formal, minimnya akses pada pendidikan dan pelatihan vokasional serta budaya kerja yang sudah terbentuk. Kedua, pewarisan keterampilan dari beberapa dekade menunjukkan pola yang sama dengan sistem kedekatan, kekerabatan, turun temurun dengan pembelajaran langsung di tempat kerja dan belajar sambil bekerja (learning by doing). Ketiga, pola pengembangan keterampilan vokasional setidaknya dapat digambarkan pada tiga tahapan yaitu: keterampilan dasar dilakukan antara 4 bulan - 2 tahun menjadi asisten tukang sampai tukang terbimbing. Tahapan kedua adalah pengembangan keterampilan dan karir (2-40 tahun) melalui keterlibatan dalam berbagai proyek konstruksi di perkotaan, mengikuti pelatihan, belajar langsung pada ahli, arsitek atau sipil di tempat kerja, serta pembelajaran mandiri melalui media internet. Tahapan ini merupakan puncak karir menjadi tukang, kepala tukang atau pemborong bangunan skala rumah tinggal. Tahapan ketiga, pasca puncak karir, saat mereka memasuki usia tua di mana tenaga dan keterampilan mereka sudah tergantikan oleh generasi berikutnya.----------This study aims to explore the pattern of cultural transformation of construction workers in developing vocational skills. Cultural transformation refers to the inheritance of skills and the skills development process carried out by informants between generations in maintaining their lives and jobs in the construction industry. The method used is ethnography and ethno-andragogic. Data collection was carried out by field observations, in-depth interviews, focus group discussions and documentation studies. Ethnographic and ethno-andragogic analysis was conducted through stages that refer to techniques developed by Spradley (1979), Saldana (2009), Murchison (2010). The research findings show that the construction workers' long process of sustaining life, building networks, strengthening locality ties, improving socio-economic life and enhancing the ability of work skills is an illustration of the transformation of traditional working class culture. The forms of transformation include: First, improving technical skills in the building sector is not followed by changes in attitude and work behavior, especially concerning views on wages, occupational safety and health (OHS) and weak understanding and importance of skills certification. This condition is caused by diverse educational backgrounds, the basics of vocational skills which are not formally obtained, lack of access to vocational education and training and a work culture that has been formed. Second, the inheritance of skills from several decades shows the same pattern with the system of closeness, kinship, hereditary with direct learning in the workplace and learning by doing. Third, the pattern of vocational skills development can at least be described in three stages, namely: basic skills carried out between 4 months - 2 years to become assistant craftsmen to guided workers. The second stage is the development of skills and careers (2 - 40 years) through involvement in various construction projects in urban areas, training, learning directly from experts, architects or civilians in the workplace, as well as independent learning through internet media. This stage is the peak of the career of being a handyman, artisan head or contractor of a house-scale building. The third stage is after the peak of career, when they enter old age where their energy and skills have been replaced by the next generation.

Item Description

http://repository.upi.edu/49067/1/D_PTK_1502990_Title.pdf
http://repository.upi.edu/49067/2/D_PTK_1502990_Abstract.pdf
http://repository.upi.edu/49067/3/D_PTK_1502990_Table_of_Content.pdf
http://repository.upi.edu/49067/4/D_PTK_1502990_Chapter1.pdf
http://repository.upi.edu/49067/5/D_PTK_1502990_Chapter2.pdf
http://repository.upi.edu/49067/6/D_PTK_1502990_Chapter3.pdf
http://repository.upi.edu/49067/7/D_PTK_1502990_Chapter4.pdf
http://repository.upi.edu/49067/8/D_PTK_1502990_Chapter5.pdf
http://repository.upi.edu/49067/9/D_PTK_1502990_Bibliography.pdf
http://repository.upi.edu/49067/10/D_PTK_1502990_Appendix.pdf