MODEL DEVELOPMENT OF LEARNER CHARACTERISTICS’S IMPACT ON LEARNER ACHIEVEMENT AT METROLOGICAL RESOURCES DEVELOPMENT CENTER

• Main Author: Tia Puspita, Tenny
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/77647
• Institution: Institut Teknologi Bandung

Technological advances have driven changes in many sectors, including the development of information and communication technology in the fields of education and training through the application of e-learning. PPSDK, an institution under the Ministry of Trade as a provider of training penera, utilized the fully-online method in 2020 to increase the number of graduates who are currently experiencing a deficit. The implementation of this e-learning method was accelerated by the Covid-19 pandemic which limited physical and social activities. However, the acceleration of the implementation of e-learning in PPSDK has given rise to symptoms of ineffectiveness which can be seen mainly from the decline in the acceptance rate of competency test participants from 100% to 77%. This problem is thought to originate from the sub-optimal implementation of training using the e-learning method. Effectiveness needs to be measured on relevant measures to optimize the implementation of e-learning in PPSDK. Factors that can influence the effectiveness of e-learning include student characteristics, module, learning environment, service quality of the organizing institution, technology and media used, as well as teaching staff factors. PPSDK has evaluated factors such as system quality, service quality, teaching materials, and related teaching staff which resulted in an average score of > 3.1 for each factor. The recommendation from PPSDK is to examine student characteristic factors related to the readiness and involvement of active training participants in taking part in fully-online training. Therefore, this research aims to determine the influence of student characteristics on learning achievement and analyze the relationship between factors within the scope of student characteristics in the penera training model. The model developed is a hierarchical component model which consists of four latent variables, learner readiness, learner strategy, learner engagement, and iv learner achievement as a higher-order construct. The four latent variables are defined as multidimensional constructs, and these dimensions are the lower-order construct (LOC) of each HOC. This research uses a quantitative approach with PLS-SEM analysis techniques for the overall sample and divides the sample into multi-group categories of generation, gender, and previous experience using e- learning. Data collection was carried out using purposive sampling technique. Research respondents consisted of functional training participants in 2020 and early 2021. The research results show that learner readiness, learner strategy, and learner engagement are proven to have a significant influence on learner achievement. Variations in results are shown in the multigroup category of the relationship between learner readiness and learner achievement: 1) Proven to be significant for the multigroup category for the gender group of male trainees, but not significant for the group of female trainees; 2) Proven to be significant for the multigroup category of the experience using e-learning before training participants group "have ever", but not significant for the group of training participants "never". Other variations in results were found in the multigroup generation group category where the learner strategy in the Gen Y group significantly influenced learner achievement, but not for the Gen Z. Managerial implications of the results of this research include that PPSDK is expected to be able to provide assistance to the trainees who lack in digital skills, involving all trainers in professional development programs related to soft skills in teaching, and creating a virtual laboratory using a simulator application that can be controlled by trainee for all UTTP tests.