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All Journal Jurnal Pendidikan Vokasi Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Gumpanat Boriboon
Srinakharinwirot University
Education

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ANDRAGOGY-BASED APPROACH LEARNING IMPLEMENTATION IN OPEN HIGH SCHOOL Ecep Cacam; Sri Nurhayati; Ansori Ansori; Gumpanat Boriboon; Shomedran Shomedran
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 14, No 4 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v14i4.16650

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.
Evaluating vocational education policy in a disadvantaged region: Evidence from a CIPP-based study Dianto Aris; Anik Ghufron; Septian Rahman Hakim; Dafid Slamet Setiana; Gumpanat Boriboon
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.95734

Abstract

This study evaluates the performance of vocational education policy at SMK Maharati, a vocational high school located in a disadvantaged (3T: frontier, outermost, and underdeveloped) region of Indonesia, using the Context–Input–Process–Product (CIPP) evaluation model. Employing an evaluative mixed-methods approach, the study analyzes secondary data from four institutional stakeholder satisfaction reports involving educators and educational staff, students, parents, and industry partners (IDUKA) during the 2024/2025 academic year. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, correlation, and regression analyses, while qualitative data were examined through thematic content analysis. The findings reveal a clear dichotomy between external and internal stakeholder satisfaction. Parents, students, and industry partners reported consistently high satisfaction, particularly regarding student character, work ethic, and industry-relevant competencies. In contrast, educators and staff showed only moderate satisfaction, with compensation and workload emerging as the primary sources of dissatisfaction. Statistical analysis confirms a significant negative relationship between perceived workload and salary satisfaction, indicating structural weaknesses in human resource management. The study concludes that vocational education policy at SMK Maharati is externally effective yet internally fragile, relying heavily on educator goodwill rather than sustainable institutional systems. Integrated reforms addressing human resource management, workload governance, and internal coordination are essential to ensure long-term sustainability of vocational education quality in disadvantaged regions.
Co-Authors Anik Ghufron Ansori Ansori Arfin Arfin Dafid Slamet Setiana Dianto Aris Ecep Cacam Melania Eva Wulanningtyas Septian Rahman Hakim Shomedran Shomedran Sri Nurhayati Yudiani Linling