The effectiveness of experiential learning modules in increasing problem-solving ability of new employees

Helmy Gania Ken Budiarto; Puji Yanti Fauziah; Nurtanio Agus Purwanto

doi:10.21831/jk.v8i1.66911

The effectiveness of experiential learning modules in increasing problem-solving ability of new employees

Helmy Gania Ken Budiarto, Universitas Negeri Yogyakarta, Indonesia
Puji Yanti Fauziah, Universitas Negeri Yogyakarta, Indonesia
Nurtanio Agus Purwanto, Universitas Negeri Yogyakarta, Indonesia

10.21831/jk.v8i1.66911

Abstract

This research aims to know the effectiveness of experiential learning modules in increasing Problem solving ability of new fresh graduate employee in SDIT Assisi and Sari Asih Hospital. This study employed a quasi-experimental research design that Pre-Post test Control Group Design was utilized in this study's experiment, in which two classes—treatment and control class—were used. Data collection techniques included pre and post-test, observation, and documentation. The results of research on training using EL module show that pre and post-test results obtain a sig. value of 0.056 > 0.05 confidence level, indicating that there is no significant difference in problem-solving ability of fresh graduates using EL module afterward. Meanwhile, the results of pre and post-test in the control and treatment class obtained results with a Sig. value of 0.094 > 0.05 confidence level. Therefore, it can be concluded that there is no significant difference in problem-solving ability of fresh graduate employees between training used EL modules and those that didn’t use EL modules.

Keywords

module effectiveness; experiential learning; problem solving ability

Full Text:

PDF

References

Azwar, Sy. (1999). Metode Penelitian. Yogyakarta: Pustaka Pelajar Offset

Beard, C., & Wilson, J. P. (2006). Experiential learning: A best practice handbook for educators and trainers. London: Kogan Page. DOIi:10.1080/13504620500526529

Fapohunda, T.M. (2013). Towards Effective Pelatihan Problem Solving in the Workplace, International Journal of Education and Research, Vol.1, No.4, April.

Forgan, J. (2002). Using Bibliotherapy to Teach Problem Solving. Journal Invention in Socialand Clinic, 38(2), 75-82. https://doi.org/10.1177/10534512020380020201

Kreitner, R. dan Kinicki. (2008). Organizational Behavior. 8th Edition. Boston: McGraw-Hill.

Kolb, D. A., & Kolb, A. Y. (2006). Learning styles and learning spaces. In R. R. Sims & S. J. Sims (Eds.), Learning styles and learning: A key to meeting the accountability demands in education (pp. 45-92). New York, NY: Nova Science.

Mas Wigrantoro Roes Setiyadi dan Manerep Pasaribu. (2005). Dinamika Kelompok :(Apa dan Bagaimana Membangun Teamwork Yang Efektif). Makalah. Prodi Ilmu manajemen. Universitas Indonesia.

Mbulu, Joseph. (2001). Pengajaran Individual. Malang. Yayasan Elang Emas.

Priest, Simon & Gass, Michael A. (2006). The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs. Journal of Experiential Education Volume 29 no.1

Raharso, Sri & Amalia, Sholihati. (2012). “Tim dan Organisasi Pembelajar”. Jurnal Sistem Informasi, Vol. 5, No. 1, Maret, hal. 184 –185.

Saleh, dkk. (2020). Komunikasi Intruksional Dalam Konteks Pendidikan. Malang

Silberman, Melvin L. (2006). Active Learning 101 Cara Belajar Siswa Aktif. Bandung: Nuansa.

Stein. S. J and Book. H. E. (2003). Ledakan EQ: 15 Prinsip Dasar Kecerdasan Emosi Meraih Sukses. Bandung: Kaifa (Terjemahan Trinanda Rainy Januarsari dan Yudhi Murtanto)

Winkel, W.S. (2009). Psikologi Pengajaran. Jakarta: Gramedia.

DOI: https://doi.org/10.21831/jk.v8i1.66911