Application of Coaching Model Grow through Knowledge Andragogical Content Learning
Abdul Rahmat
, Mira Mirnawati
Department of Non Formal Education, Universitas Negeri Gorontalo, Gorontalo, Indonesia
abdulrahmat@ung.ac.id
Abstract
Development of a training model with an andragogical content knowledge learning approach is an option in this study. This research method uses qualitative approaches. The measurement of effectiveness used the experimental group design and the control group pre-test and post-test. Collecting data through observation, interview, and documentation techniques. The results showed: 1) the application of coaching in learning andragogical content knowledge has a tremendous impact on the apparatus based on the results of the analysis on stakeholders and this is feasible to be developed. 2) The combination of coaching in learning andragogical content knowledge with managerial leadership material has a positive impact on training participants, they can participate actively and enthusiastically in the learning process. 3) The application of coaching in learning andragogical content knowledge shows an increase in the competence of participants and lecturers, enriches the application of models, strategies, and learning methods of the experience cycle, increases motivation and cooperation in solving problems.
Keywords
andragogical, coaching, learning, managerial competence
References
Atmonadi, A. (2016). Apa Itu Coaching?: Tinjauan Konsep Aplikasi Coaching dari Dulu Sampai Hari Ini. Retrieved from http://atmonadi.com/serius/opini/2016/03/19/apa-itu-coaching-tinjauan-konsep-aplikasi-coaching-dari-dulu-sampai-hari-ini/
Budiwan, J. (2018). Pendidikan Orang Dewasa (Andragogy). Jurnal Qalamuna, 10(2), 107–135. https://doi.org/10.5281/zenodo.3559265
Danial, A., Syaefudin, S., & Yuliani, L. (2018). Pelatihan “Andragogical Content Knowledge’’’ Bagi Tutor Kesetaraan Paket C dalam Meningkatkan Kompetensi Personal Proses Pembelajaran pada Peserta Didik di Pusat Kegiatan Belajar Masyarakat (PKBM) Gema Kelurahan Cikalang Kecamatan Tawang Kota Tasikmalaya.” Jurnal Pengabdian Kepada Masyarakat (Abdimas) IKIP Siliwangi, 1(2), 89–95. Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/abdimas-siliwangi/article/viewFile/1169/198
Fleming, I., Taylor, J. D., & Hailstone, P. (2002). Smart Coaching Book (1st ed.). Hampshire: Management Pocketbooks.
Nurhayati, S. (2015). Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education. International Education Studies, 8(2), 219–230. https://doi.org/10.5539/ies.v8n2p219
Purnamasari, Y. (2014). Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) terhadap Kemandirian Belajar dan Peningkatan Kemampuan Penalaran dan Koneksi Matematik Peserta Didik SMPN 1 Kota Tasikmalaya. Jurnal Pendidikan Dan Keguruan, 1(1). Retrieved from https://media.neliti.com/media/publications/209664-pengaruh-model-pembelajaran-kooperatif-t.pdf
Sarwi, S., Supriyadi, S., & Sudarmin, S. (2013). Implementasi Model Pembelajaran Inovatif untuk Mengembangkan Nilai Karakter Siswa SMP. Jurnal Penelitian Pendidikan, 30(2), 141–150. https://doi.org/10.15294/jpp.v30i2.5675
Schunk, D. H. (2012). Teori-teori Pembelajaran: Perspektif Pendidikan (E. Hamdiah & R. Fajar, Trans.). Yogyakarta: Pustaka Pelajar.
Sudjana, N. (2014). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Sukaesih, S., Ridlo, S., & Saptono, S. (2017). Profil Kemampuan Pedagogical Content Knowledge (PCK) Calon Guru Biologi. Jurnal Lembaran Ilmu Kependidikan, 46(1), 68–74. Retrieved from https://journal.unnes.ac.id/nju/index.php/LIK/article/view/11026/6830
Tampubolon, M. P. (2020). Change Management Manajemen Perubahan: Individu, Tim Kerja Organisasi. Bogor: Mitra Wacana Media.
Trihendradi, C. (2019). Langkah Praktis Menguasai Statistik untuk Ilmu Sosial dan Kesehatan: Konsep dan Penerapan Menggunakan SPSS. Sleman: CV. Andi Offsett.
Zenger, J., & Stinnett, K. (2010). The Extraordinary Coach: How the Best Leaders Help Others Grow. New York: McGraw-Hill.
abdulrahmat@ung.ac.id
Abstract
Development of a training model with an andragogical content knowledge learning approach is an option in this study. This research method uses qualitative approaches. The measurement of effectiveness used the experimental group design and the control group pre-test and post-test. Collecting data through observation, interview, and documentation techniques. The results showed: 1) the application of coaching in learning andragogical content knowledge has a tremendous impact on the apparatus based on the results of the analysis on stakeholders and this is feasible to be developed. 2) The combination of coaching in learning andragogical content knowledge with managerial leadership material has a positive impact on training participants, they can participate actively and enthusiastically in the learning process. 3) The application of coaching in learning andragogical content knowledge shows an increase in the competence of participants and lecturers, enriches the application of models, strategies, and learning methods of the experience cycle, increases motivation and cooperation in solving problems.Keywords
andragogical, coaching, learning, managerial competenceReferences
Atmonadi, A. (2016). Apa Itu Coaching?: Tinjauan Konsep Aplikasi Coaching dari Dulu Sampai Hari Ini. Retrieved from http://atmonadi.com/serius/opini/2016/03/19/apa-itu-coaching-tinjauan-konsep-aplikasi-coaching-dari-dulu-sampai-hari-ini/
Budiwan, J. (2018). Pendidikan Orang Dewasa (Andragogy). Jurnal Qalamuna, 10(2), 107–135. https://doi.org/10.5281/zenodo.3559265
Danial, A., Syaefudin, S., & Yuliani, L. (2018). Pelatihan “Andragogical Content Knowledge’’’ Bagi Tutor Kesetaraan Paket C dalam Meningkatkan Kompetensi Personal Proses Pembelajaran pada Peserta Didik di Pusat Kegiatan Belajar Masyarakat (PKBM) Gema Kelurahan Cikalang Kecamatan Tawang Kota Tasikmalaya.” Jurnal Pengabdian Kepada Masyarakat (Abdimas) IKIP Siliwangi, 1(2), 89–95. Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/abdimas-siliwangi/article/viewFile/1169/198
Fleming, I., Taylor, J. D., & Hailstone, P. (2002). Smart Coaching Book (1st ed.). Hampshire: Management Pocketbooks.
Nurhayati, S. (2015). Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education. International Education Studies, 8(2), 219–230. https://doi.org/10.5539/ies.v8n2p219
Purnamasari, Y. (2014). Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) terhadap Kemandirian Belajar dan Peningkatan Kemampuan Penalaran dan Koneksi Matematik Peserta Didik SMPN 1 Kota Tasikmalaya. Jurnal Pendidikan Dan Keguruan, 1(1). Retrieved from https://media.neliti.com/media/publications/209664-pengaruh-model-pembelajaran-kooperatif-t.pdf
Sarwi, S., Supriyadi, S., & Sudarmin, S. (2013). Implementasi Model Pembelajaran Inovatif untuk Mengembangkan Nilai Karakter Siswa SMP. Jurnal Penelitian Pendidikan, 30(2), 141–150. https://doi.org/10.15294/jpp.v30i2.5675
Schunk, D. H. (2012). Teori-teori Pembelajaran: Perspektif Pendidikan (E. Hamdiah & R. Fajar, Trans.). Yogyakarta: Pustaka Pelajar.
Sudjana, N. (2014). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Sukaesih, S., Ridlo, S., & Saptono, S. (2017). Profil Kemampuan Pedagogical Content Knowledge (PCK) Calon Guru Biologi. Jurnal Lembaran Ilmu Kependidikan, 46(1), 68–74. Retrieved from https://journal.unnes.ac.id/nju/index.php/LIK/article/view/11026/6830
Tampubolon, M. P. (2020). Change Management Manajemen Perubahan: Individu, Tim Kerja Organisasi. Bogor: Mitra Wacana Media.
Trihendradi, C. (2019). Langkah Praktis Menguasai Statistik untuk Ilmu Sosial dan Kesehatan: Konsep dan Penerapan Menggunakan SPSS. Sleman: CV. Andi Offsett.
Zenger, J., & Stinnett, K. (2010). The Extraordinary Coach: How the Best Leaders Help Others Grow. New York: McGraw-Hill.
