PENGUATAN KAPASITAS FASILITATOR PENGARUSUTAMAAN HAK ANAK (PUHA) DENGAN PERSPEKTIF TEORI TAHAPAN BELAJAR ANDRAGOGI MALCOLM S KNOWLES DI JAWA TIMUR

• Main Author: ARIE CAHYONO, 091170610
• Format: Theses and Dissertations NonPeerReviewed
• Language: Indonesian; Indonesian; Indonesian; Indonesian
• Published: 2019
• Subjects: HM701 Social systems
• Online Access: http://repository.unair.ac.id/84016/1/Abstrak%20Dis%20PSDM%2001%2019%20Cah%20p.pdf; http://repository.unair.ac.id/84016/2/Daftar%20Isi%20Dis%20PSDM%2001%2019%20Cah%20p.pdf; http://repository.unair.ac.id/84016/3/Daftar%20Pustaka%20Dis%20PSDM%2001%2019%20Cah%20p.pdf; http://repository.unair.ac.id/84016/4/Full%20text%20Dis%20PSDM%2001%2019%20Cah%20p.pdf; http://repository.unair.ac.id/84016/; http://lib.unair.ac.id
• Institution: Universitas Airlangga

The purpose of this study was to obtain in-depth knowledge of learning andragogy Malcolm S Knowles in current practice through studies at the HR Capacity Building Training for Facilitators of Mainstreaming Children's Rights (PUHA) for Employees in the District / City Government in East Java. This study used a qualitative method, with the primary data of the study obtained through in-depth interviews with 9 (eight) participants. The results of the study show that: Strengthening the capacity of PUHA facilitators seen from the standpoint of the learning theory of Malcolm S Knowles, first the effort to prepare participants was not optimal, found a letter requesting participants not equipped with a complete explanation and target participants not in accordance with the target group. Second, building a conducive learning climate, the implementation of transactional analysis forms harmonious communication where the teacher acts as a teacher, trainer, resource person and as a facilitator who is open, responsible, warm, caring and sincere. Third, creating a mechanism for joint planning, divided into two, namely the planning of learning delivered by the facilitator is communicated directly to participants and organizers, and the delivery of aspirations from participants to the organizers is carried out indirectly, namely tiered through the class structure. Fourth, diagnosing the learning needs of the participants was done by opening an intense communication space on three parties, both those conducted by participants to the facilitator and the organizing committee. Fifth, efforts to formulate program objectives to meet the needs of education and training cannot be done unilaterally, but there is a mechanism for coordination meetings involving experts engaged in the fulfillment of the rights and protection of children. Sixth, the effort to design the pattern of learning experience as the flow of learning with heterogeneous levels of participants starting from a simple dialogue starting from the introduction of the identity and origin of learners and their role in fulfilling the rights and protection of children. Seventh, an effort to identify the learning experience with the technique of mapping the achievements of KLA's development performance and feed back participants in testimony of the cases raised. Eighth, an effort to evaluate the results of learning and rediagnosing learning needs, in addition to pre-test and post-test, also evaluates and evaluates the presentation of the results of field observations during the results seminar. Empirically, the researchers found two new things that strengthened the eight stages of Malcolm S Knowles' learning andragogy, namely the need to identify the characteristics of PUHA facilitator training students and alumni, requiring stages of maintaining transfer learning that put ideas about adult learning into a lifelong learning perspective that is no longer limited by time and space