MODEL PEMBELAJARAN MAGANG BERBASIS HUBUNGAN KEKERABATAN DALAM MENINGKATKAN KEMANDIRIAN WARGA BELAJAR :Studi Pada Kelompok Perajin Besi Reparasi Badan Kendaraan Asal Kecamatan Panjalu Kabupaten Ciamis - Suryana, Endang (2009)
Penelitian ini dilatarbelakangi oleh beberapa permasalahan pada model pembelajaran magang yang berkembang saat ini, diantaranya program magang yang diselenggarakan pemerintah saat ini, tidak memiliki dampak penguasaan keterampilan dan kemandirian pada warga belajar, beberapa ahli menyatakan bahwa pola magang yang dikembangkan saat ini cenderung hanya megantarkan warga belajar kepada penerapan teori. Kenyataan yang ada di masyarakat, peran tutor dalam melaksanakan proses pembelajaran yang tidak sepenuhnya terbuka untuk menularkan keahliannya, sehingga warga belajar (pemagang) dalam memperoleh pengetahuan dan keterampilan yang sifatnya khusus, harus melakukan metode trial and error dengan memakan waktu yang cukup lama. Pengembangan model pembelajaran magang berbasis hubungan kekerabatan pada Perajin Besi Reparasi Badan Kendaraan ini didasarkan pada teori dan konsep : (1) konsep pendidikan nonformal, (2) konsep humanistik, (3) konsep pendidikan orang dewasa (andragogy), (4) sistem magang (apprentice), (5) konsep kekerabatan, dan (6) konsep kemandirian. Teori dan konsep tersebut memberikan arah dalam merancang, melaksanakan dan mengevaluasi pembelajaran yang tepat sesuai dengan karakteristik warga belajar sehingga mampu meningkatkan kemandirian warga belajar. Penelitian ini dilakukan melalui pendekatan kualitatif dan kuantitatif dengan metode research and development dengan langkah utama adalah (1) studi pendahuluan, (2) perumusan model konseptual, (3) validasi model konseptual oleh praktisi dan ahli, (4) revisi model konseptual, (5) uji coba model, (6) penyempurnaan model hasil uji coba menjadi model akhir yang direkomendasikan. Pada tahapan uji coba model dilakukan dengan rancangan non-equivalent control group design. Hasil uji coba menunjukkan bahwa model pembelajaran magang berbasis hubungan kekerabatan pada Perajin Besi Reparasi Badan Kendaraan terbukti efektif dalam meningkatkan kemandirian warga belajar, ditandai dengan adanya peningkatan yang signifikan antara hasil pretest dan posttest. Kemandirian warga belajar meliputi kemandirian dalam; belajar, mengambil prakarsa, pemecahan masalah, pengelolaan usaha, dan bekerja. Karakteristik model ini adalah terintegrasinya nilai-nilai kekerabatan ke dalam komponen pembelajaran magang. Tahapan pembelajaran magang kekerabatan meliputi; (1) identifikasi, (2) penyusunan rancangan atau desain pembelajaran, (3) penyiapan perangkat pembelajaran, (4) orientasi warga belajar dan tutor, (5) pelaksanaan pembelajaran dan kegiatan usaha, (6) evaluasi proses hasil pembelajaran. Kesimpulan penelitian ini adalah model magang kekerabatan Perajin Besi Reparasi Badan Kendaraan, efektif dapat meningkatkan kemandirian warga belajar, dan direkomendasikan untuk diterapkan pada penyelenggaraan magang berbasis hubungan kekerabatan. This research is based on several problems of apprentice learning models which currently developed, such as: the apprenticeship program which is recently held by the government has no significant impact to the mastery of learners' skills and their self-direction. Experts stated that the apprentice pattern which has been currently developed tends only to the implementation of theories by learners. As a matter of fact in society, tutor's role in implementing the learning process was not avowedly enough to share his particular skills. So, learners should make efforts through trial-and-error method to gain the particular knowledge and skills, and it certainly needs longer time to spend. The developing of apprentice learning model based on kinship to auto body repairman is based on several theories and concepts: 1) non-formal education concept; 2) humanistic concept; 3) adult education concept (Andragogy); 4) apprenticeship system; 5) kinship system; and 6) self direction concept. These theories and concepts have led to design, to implement and to evaluate a precise learning process which is appropriate for the characteristic of learners so as it will be able to improve the learners' self direction. This research is conducted through qualitative and quantitative approach and using the research and development (R & D) method. The main phases are as follow, 1) pilot study; 2) formulating the conceptual model; 3) validating conceptual model by practitioners and experts; 4) revising conceptual model; 5) model try out test; 6) completing model of try out result which is the recommended final model. The model try out phase is made by using the design: non-equivalent control group design. The tryout result has indicated that the apprentice learning model based on kinship to auto body repairman has significantly proved effective in improving the learners' self direction. It was signed by the significant improvement between the pretest and posttest results. Furthermore, the aspects which were evaluated are: 1) technical knowledge and skills; 2) insight and practical management of the job; 3) entrepreneur characteristics; and 4) self-direction of learners. Characteristics of the model are the values of kinship that integrated into apprentice learning components. Phrases of apprentice learning model based on kinship consisted of: 1) identification; 2) compiling a learning draft of a design: 3) preparation of learning body set; 4) orientation of tutor and learner; 5) implementation of learning and working process; and 6) evaluation of the learning process. The conclusion of the research, that is, the kinship based apprentice model on auto body repairman can effectively improve the self direction of learners, and it is recommended to be applied on the implementation of apprenticeship based on kinship.