ANDRAGOGY-BASED APPROACH LEARNING IMPLEMENTATION IN OPEN HIGH SCHOOL

Authors

  • Ecep Cacam IKIP SILIWANGI
  • Sri Nurhayati IKIP Siliwangi
  • Ansori Ansori IKIP Siiwangi
  • Gumpanat Boriboon Srinakharinwirot University
  • Shomedran Shomedran IKIP Siliwangi

DOI:

https://doi.org/10.31764/paedagoria.v14i4.16650

Keywords:

Andragogy, Open School, Adult Learning

Abstract

Abstrak: Tujuan penelitian untuk mengkaji implementasi pendekatan pembelajaran berbasis andragogi di SMA Terbuka di Kabupaten Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data yang digunakan meliputi wawancara, observasi, dan studi dokumentasi. Analisis data yang digunakan adalah teknik triangulasi. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran andragogi di SMA Terbuka memerlukan perencanaan yang matang, persiapan mental siswa, penguatan dan motivasi, serta proses pengkondisian. Namun, kesulitan seperti instruksi yang berpusat pada guru dan partisipasi siswa yang minimal tetap ada. Selain itu, penelitian ini menekankan pentingnya strategi pengajaran yang efektif, evaluasi berkelanjutan, dan upaya untuk meningkatkan hasil belajar. Temuan ini berkontribusi pada pemahaman yang lebih baik tentang tantangan dan solusi potensial untuk menerapkan andragogi dalam pengaturan pendidikan non-tradisional, sehingga memberikan praktisi pendidikan dan pembuat kebijakan wawasan untuk meningkatkan kualitas pendidikan di lembaga serupa.

Abstract:  The purpose of the study was to examine the implementation of andragogy-based learning approaches in Open High School in Bandung Regency. This research uses a qualitative approach with a case study method. Data collection used includes interviews, observations, and documentation studies. The data analysis used is a triangulation technique. The findings indicate that the implementation of andragogy learning in the Open High School requires meticulous planning, mental preparation of students, reinforcement and motivation, and a conditioning process. However, difficulties such as teacher-centered instruction and minimal student participation persist. Additionally, the study emphasizes the significance of effective teaching strategies, ongoing evaluation, and efforts to enhance learning outcomes. These findings contribute to a better comprehension of the challenges and potential solutions to implementing andragogy in non-traditional educational settings, thereby providing educational practitioners and policymakers with insights to improve the quality of education in similar institutions.

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Published

2023-10-02

Issue

Vol. 14 No. 4 (2023): Oktober

Section

Articles

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