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Volume : 1 No: 1 ISSN : 2548-3137 e-ISSN : 2548-3145

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Volume 1 Nomor 1 tahun 2016

ISSN : 2548-3137

e-ISSN : 2548-3145

REDAKSI

JURNAL PUSDIKLAT PERDAGANGAN Jaringan Informasi Diklat dan Kebijakan Perdagangan Diterbitkan oleh Pusat Pendidikan dan Pelatihan Perdagangan, Kementerian Perdagangan RI dua kali setahun. Penanggung Jawab : R. Sapuratwi, S.Sos, M.Si Pemimpin Redaksi : Drs. M.Hadi Adji Susanto, MM Editor : Sunang Kori, SE, MM Mitra Bestari : Dr. Parluhutan Tado Sianturi, SE Dr. Teja Primawati Utami, S.TP, MM Dr. Miftah Farid, S.Tp, MSE Dr. Azis Muslim, ST, MSE Dudi Adi Firmansyah, Ph.d Dr. Sukoco, S.Tp, MSE Dr. Wahyu Widji Pamungkas, S.KOM, MM Design Grafis : Nasrudin Fotografer : Suaip Rizal, ST Penerbit : Pusat Pendidikan dan Pelatihan Perdagangan Alamat : Gedung Pusdiklat Perdagangan, Jalan Abdul Wahab No. 8, Cinangka, Sawangan, Depok, Jawa Barat Telp/fax : 021-7422570, e-mail : [email protected]

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ISSN : 2548-3137

e-ISSN : 2548-3145

PENGANTAR REDAKSI

Jurnal Pusdiklat Perdagangan merupakan jurnal ilmiah yang diterbitkan oleh Pusat Pendidikan dan Pelatihan Perdagangan, Kementerian Perdagangan. Maksud dan tujuan diterbitkannya Jurnal Pusdiklat Perdagangan adalah sebagai sarana pertukaran ilmu pengetahuan dan informasi yang berkaitan dengan pendidikan dan pelatihan aparatur dan non aparatur, keilmuan di bidang perdagangan dan kebijakan di sektor perdagangan. Jurnal ini diharapkan dapat menumbuhkan kreativitas dan pertukaran gagasan para widyaiswara, peneliti, akademisi dan pemangku kebijakan sektor perdagangan. Jurnal Pusdiklat Perdagangan berisi pokok-pokok permasalahan baik dalam pengembangan kerangka teoritis, implementasi maupun pengembangan sistem pendidikan dan pelatihan perdagangan serta pengkajian kebijakan di sektor perdagangan secara keseluruhan. Dalam Vol. 1 No.1, Desember 2016 Jurnal Cendekia Niaga memuat 14 tulisan ilmiah. Diharapkan setiap naskah yang diterbitkan didalam jurnal ini memberikan kontribusi yang nyata bagi peningkatan sumberdaya penelitian didalam bidang ilmu pendidikan dan perdagangan. Tim redaksi membuka pintu lebih lanjut untuk masukan baik kritik, saran dan pembahasan. Semoga jurnal Pusdiklat Perdagangan dapat bermanfaat bagi kita semua

Selamat menyimak dan semoga bermanfaat.

Salam redaksi

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DAFTAR ISI PERAN PUSAT LOGISTIK MENURUNKAN DWELLING INDONESIA Aviv Haryana

BERIKAT (PLB) DALAM TIME DI PELABUHAN

1-10

PENGARUH FAKTOR MOTIVASI KERJA TERHADAP KINERJA KARYAWAN PT. SURABAYA AUTOCOMP INDONESIA MOJOKERTO Budi Mulyadi Muslim

11-20

DAMPAK KERJASAMA EKONOMI DAN PERDAGANGAN INDONESIA-YORDANIA DALAM KERANGKA ASEAN JORDAN FREE TRADE AREA (FTA) Dian Dwi Laksani

21-27

PENERAPAN MARKETING PUBLIC RELATIONS PADA PERTUMBUHAN INDUSTRI FARMASI Dwi Putri Destiani

28-34

ANALISIS EKSPORT MAKROEKONOMI Edy Purwoto

INDIKATOR

35-47

ANALISIS KETERBUKAAN DAN DAYA SAING UNTUK MENINGKATKAN PERTUMBUHAN INVESTASI DI INDONESIA Ilham Winoto

48-57

ANALISIS FAKTOR PENINGKATAN NILAI EKSPOR INDONESIA UNTUK PRODUK BERBASIS DESIGN Noto Yuhartono

58-68

PENTINGNYA KEBERADAAN PASAR FISIK KOMODITI UNTUK PENGEMBANGAN PERDAGANGAN BERJANGKA DI INDONESIA Nurlisa Arfani

69-82

IMPORT

SEBAGAI

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DAFTAR ISI

DESAIN STRATEGIS UNTUK MENINGKATKAN DAYA SAING INDONESIA DALAM KOMPETISI PASAR GLOBAL

83-103

Azman Ridha VIDEO PRODUCTION AS A LEARNING TOOL TO INCREASE TRAINING PARTICIPANTS’ LEARNING MOTIVATION IN ACHIEVING LEARNING GOAL Ratnaningsih Hidayati

104-113

MENGUKUR KESIAPAN PEMBELAJARAN DIGITAL PADA INSTITUSI PEMERINTAHAN Reni Sri Marliani

114-124

POTENSI PASAR INTERNASIONAL DALAM INDUSTRI PRODUK BERBASIS DESAIN: DAMPAK DARI FAKTOR PERMINTAAN DAN GAYA HIDUP MASYARAKAT Teguh Sayekti

125-138

DAMPAK KEBIJAKAN UU NOMOR 5 TAHUN 2014 TERHADAP PENINGKATAN KOMPETENSI PPC DI ERA PASAR BEBAS Sang Saniaka Tajul Fitri

139-147

PENGGUNAAN INTERNET OF THINGS (IOT) DAN TEKNOLOGI RFID DALAM MENINGKATKAN VISIBILITAS MANAJEMEN RANTAI PASOKAN

148-164

Victor Tulus Pangapoi Sidabutar

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Jurnal Cendekia Niaga, Vol. 1 No. 1, DESEMBER 2016 : 104-113

VIDEO PRODUCTION PROCESS AS A LEARNING TOOL TO INCREASE TRAINING PARTICIPANTS’ LEARNING MOTIVATION IN ACHIEVING LEARNING GOAL A CASE STUDY OF DIKLATPRAJABATAN (PRAJABATAN TRAINING) GOLONGAN III YEAR 2015 AT PUSDIKLATPERDAGANGAN PROSES PRODUKSI VIDEO SEBAGAI ALAT PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIKLAT DALAM MENCAPAI TUJUAN PEMBELAJARAN STUDI KASUS DIKLAT PRAJABATAN GOLONGAN III TAHUN 2015 DI PUSDIKLAT PERDAGANGAN Ratnaningsih Hidayati Pusat Pendidikan dan Pelatihan Perdagangan Kementerian Perdagangan Jl. Abdul Wahab No. 8 Cinangka SawanganDepok Email :nanasoffan @gmail.com

ABSTRAK Nasionalis memerupakan salah satu mata diklat yang diajarkan pada Diklat Prajabatan Golongan III polabaru.Penelitian ini mengintrodusir metode pembelajaran baru kepada peserta diklat melalui pemanfaatan perkembangan teknologi dalam proses pembuatan video bertema nasionalisme.Tujuan dari penelitian ini adalah untuk melakukan eksplorasi terhadap penggunaan metode tersebut untuk mengukur motivasi peserta diklat dalampencapaiantujuanpembelajaran.Hasilpenelitianmenunjukkanbahwa proses pembuatan video nasionalisme oleh para peserta diklat memberikan pengaruh yang positif pada peningkatan motivasi belajar peserta untuk memahami materidan mencapai tujuan pembelajaran. Selain itu, peserta juga dapat mengidentifikasi hubungan antara teori dan realita. Metode ini juga dianggap tepat untuk diterapkan pada pembelajaran nilai-nilai yang bersifat “abstrak”. Dengan pemilihan metode yang tepat maka motivasi belajar peserta diklatakan meningkat. Kata kunci :produksi, video, nasionalisme, motivasi, belajar ABSTRACT Nationalism is one of the subjects taught in Prajabatan Training. In this paper, a new method was introduced utilize advance technology to produce video about nationalism. The video was produced by training participant. This paper was aimed to explore the effect of using video production for assessing the training participant’s learning motivation to achieve learning goal. Result shows that the use of new method was positively influence the learner motivation in understanding the subject and achieving learning goal. This method was considered very appropriate to teach Nationalism subject. Learners are satisfied with the learning experience gained from this process. Thus learning motivation is consequently enhanced. Keywords : video, production, nationalism, learning, motivation

I.

INTRODUCTION

Servants candidate (CPNS) to be appointed as Civil Servants (PNS) as stated in Government Regulation No. 101 of 2000 on education and training office of the Civil Service.

Diklat Prajabatan is a training designed for civil servants candidate as one of requirements for a candidate for Civil

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Proses Produksi Video sebagai alat Pembelajaran..., Ratnaningsih Hidayati

Diklat Prajabatan implemented to provide competency to the formation of national awareness, personality and ethics of civil servants (PNS), a basic knowledge of systems of governance, task areas and its organizational culture in order to implement the tasks and role as a public servant. Those competency consisting knowledge, skill and attitude are expected to be gained through learning processes of five subjects which are Accountability, Nationalism, Public Ethics, Quality commitment and Anti Corruption, these subjects are knownly abbreviated as ANEKA (Akuntabilitas, Nasionalisme, EtikaPublik, Komitmen Mutu, Anti Korupsi)

gives the reasons for people's actions, desires, and needs. Motivation can also be defined as one's direction to behaviour, or what causes a person to want to repeat a behavior and vice versa (Eliot and Covington, 2001). A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior (Pardee, 1990). Siregar and Nara (2011) explained six elements or factors that influence motivation learning. These six factors are as follows: (1) ideals or aspirations of learners;(2) the ability of the learner;(3) the condition of the learner; (4) environmental conditions learner;(5) dynamic elements of learning or learning; and (6) the efforts of teachers in teaching learning

Subjects above mentioned are mostly taught with lecture and discussion activities. Nationalism as one of the mandatory subject in this training often become the most difficult subject to learn and teach because there a lot of thinking process and should be involving more practical activities since in a short period of time, Widyaiswara, the lecturer of this training must achieve the objective of the learning which is to internalize national awareness and patriotism of Indonesia Nation.

In order to increase learner’s motivation, new technologies has been introduced as a support tool for enhancing learning efficacy (Targamadze and Petrauskiene, 2010). These technologies capture learner’s attention as the learner are familiarized with them and they can easily use these tools. Among these tools, video has been used off-line for many years to support learning processes. Video use is an effective educational tool for all learner, but its positive effect on special populations of students is gaining greater attention all the time. According to a survey by the corporation for Public Broadcasting, these media are “highly valued as teaching tools” and “seen as especially effective for reaching visual learners and special populations. More than half of teachers surveyed describe TV and video as “very effective”for teaching students with learning disabilities or economic disadvantages (Cruse, 2006)

In the previous version of this training, lecturer often use lecturing methods combined with discussion activities. However, based on the data of the training evaluation conducted after the training, the learners (training participants) are not very well understand about the subject and difficult to internalize the values. Therefore there are lack of motivation among the learners because they were not involved in practical activities that can help them to deepen their understanding and apply the values in their daily chores at the office. It is widely accepted that learner motivation is a key element within the learning process (Pintrich, 1999). Motivation is a theoretical construct used to explain behavior. It

Some educational literature has confirmed that using video as a teaching and learning tool in the classroom has a

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significant impact on the learner’s motivation. One of the greatest strength of audio and video is their ability to communicate with viewers on an emotional, as well as a cognitive level. Because of this ability to reach viewers’ emotions, video can have a strong positive effect on both motivation and affective learning. Not only are these important learning components on their own, but they can also play an important role in creating the conditions through which greater cognitive learning can take place (Cruse, 2006)

III.

LITERATURE REVIEW

A. PRAJABATAN (DIKLAT PRAJABATAN)

TRAINING

Indonesian civil servants had a decisive role in managing the potential for Indonesia to achieve the country's goal as stated in the preamble of the constitution of the republic Indonesia in 1945. A number of strategic decisions ranging from policy formulation to the implementation of policies in various sectors of development are carried out by civil servants. In order to play that role, professional civil servants as figured who are able to meet his standards of competency so as to carry out his duties effectively and efficiently. Several effort has been conducted to develop the figure of the professional civil servants. One of the development processes is through education and training.

Marshall (2002) details three theories that explain how learning may occur via well-selected video based on the ability of the entertaining media to engage the learner, activate emotional states, initiate interest in a topic and allow for absorption and processing of information. Based on the facts that using new technology as teaching tools has successfully motivated learners, a research was conducted during the learning process of Diklat Prajabatan Golongan III at Pusdiklat Perdaganganin 2015 to explore more possibilities in using digital technology as teaching and learning tool in enhancing training participant’s learning motivation.

Government Regulation No. 101 of 2000 regarding education and training of civil servants determined that training for the formation of civil servant candidate is Prajabatan Training. Inline with the enactment of Law No. 5 of 2014 concerning the civil state apparatus, it is necessary to improve and enrich the concept of Prajabatan training as a training that is positioned in order to cultivate the basic values of civil servants to achieve the goal of professional public servants development. Competency is then significantly critical in shaping the character of a strong civil servants, the civil servants who are able to behave and act professionally in serving the community.

II. OBJECTIVE This paper was aimed to explore the effect of using video production process for assessing the training participant’s learning motivation to achieve learning goal. The remainder of this paper is structured as follows : next section presents a literature review; forth section explains the methodology drew upon and finally last section descrives the findings of the exploratory qualitative research focused on the effect of the use of video production upon training participant learning motivation.

Previous practices of prajabatan training by learning dominated with classical lecture method shows that this method is not effective to establish the basic values of civil servants, especially the process of internalization of the values

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in each participant. Considering how important is this training, innovation of prajabatan training become an urgent matter.

external factors (Walker et.al, 2006). Thus, extrinsically motivated students achieve their learning objectives entrusted to receive external rewards.

The significant changes about this training is that participants are allowed to be able to internalize basic values of civil servants by way of having some experience on hand in the implementation and actualization at the workplace / internships office so that participants will directly feel the benefits of this training. Thus the basic values of civil servants has remained strong in him.

C. TOOL

VIDEO

AS

A

LEARNING

Modern teaching processes are often based on the use of multimedia teaching materials and/or the internet. Mayer (2001) wrote that the cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational presentation. . In order to process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno and Mayer, 1999) Cognitive load theory, educational research and instructional design are closely related, therefore they should be analyzed together to achieve the best learning result (De Jong, 2010). Previous research also shows that the efficiensy of the learning process is closely related to interaction between motivational and cognitive variables (Valle et. al, 2003)

The renewal of Diklat Prajabatan is expected to be produced professional civil servants in carrying out its duties and functions as a public servant. This attitude is required to manage all the potential and resources of Indonesia so as to promote improvement of national competitiveness. Competencies developed in Diklat Prajabatan Golongan III are the competency of civil servants as a professional public servants which is indicated by the ability to actualize the five principles, namely the ability to realize accountability, nation awareness, public ethics, quality commitment and anti corruption attitude in carrying out his/her duties. B. LEARNING MOTIVATION Learning arises from the interaction between cognitive and motivational variables ( Kang et al., 2008). Motivational variables have been widely studied by the educational theories. These studies have found that students’ intrinsic and extrinsic motivation have a high impact upon the learning process. Ryan and Deci (2000) defined intrinsic motivation as a motivation that originates within the individual. According to these authors, students that intrinsically motivated learn because they are driven by an inner sense of satisfaction. Extrinsic motivation refers to motivation that is generated by

Multimedia technology has been exploited and improved oftern for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial) and musical (rhytmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000), which is a mandatory action in adultlearning process.

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year of 2015 consisting of training participants from different background of education.

In everyday life we continue to learn from each other. Prajabatan Training which is dedicated for adult training participants consistently implement andragogical approach in the learning process. This approach believe that training participants are self directed learners and expect to take responsibillity for decisions. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.

The aim of this study is to explore the effect of using video production for assessing the training participant’s learning motivation in achieving learning goal. Training participants were divided into 7 groups and each group produced their video about Nationalism which reflect their version of knowledge and understanding about the topic. A questionnaire was then distributed to collect training participants responds and opinion. Data was qualitatively analyzed and presented in graphics or chart. V.

In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader (Knowles, 1984).

The exploratory analysis revealed that participants’ general opinion stresses that low-cost video production process are innovative teaching and learning tools that have a positive effect on training participants’ learning goal achievement.Detailed result of the research will be discussed and described in the following section.

Considering the learning process for the adult training participants, video used in this research is not for viewing purposes, but rather to produce their own video and present it in the class as a peer teaching activity. Observation, listening and experimentation were the most common processes in facilitating learning during the course of teaching. The great learning potential inherent in teaching would appear to be generated as the result of a particular aspect of the teaching process itself. Teaching also proved to be an important opportunity for recognizing one's own ignorance and thereby rendering oneself open to the possibility of learning (Cortese, 2005) IV.

RESULT AND DISCUSSION

1. Understanding of the Learning Material The video making process help me in understanding the learning material Strongly Agree

10%

Agree

7%

Neutral

Disagree

20%

63%

Figure 1.Survey result for understanding of learning material.

METHODOLOGY

This research design uses data from open and close-questions questionnaire. The study was conducted with two classes of Prajabatan Training in the

the

Figure 1 shows the Survey result for the understanding of learning material. About 20% of the population are

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strongly agree with the statement and moreover 63% of the respondents are agree that they have a better understanding of the learning material with this low-cost video production method. Only 7% of the participants are disagree with the statement without any particular reason. According to training participants, Nationalism (the subject of video making) is an abstract concept, so in video making they learn a lot of examples and realize that nationalism does exist. Other opinion about this process is that “by researching for the context of learning and make it real in the video make me understand the subject well”. In general, the process of video production itself helped the training participants to have a better understanding about nationalism. 2.

objective in their subconcious mind while producing the video about nationalism. This response is consistent with Thompson (2004) who explained that in order to enhance the understanding of how human learning occurs and what leads to the challenges of conscious learning, the unconscious learning processes need to be brought to light. Furthermore, the training participant are challenged to learn in depth about the concept and examples of it in the real life. 3. Relationship between theories and reality Figure 3.shows the survey result for the Relationship between theories and reality. About 18% of the population are strongly agree with the statement and approximately 67% of the respondents are agree that they are able to identify the relationship between theories of nationalism and the reality in the society because they have a real life experience in video making process.

Ability to achieve learning goal

Figure 2.shows the survey result for the achievement of the learning goal. About 17% of the population are strongly agree with the statement and approximately 63% of the respondents are agree that training participants are able to achieve the learning goal with this task. Only 3% of the participants are disagree with the statement without any specific reason.

With this video, I can easily identify the relationship between theories and reality Strongly Agree

I’m able to achieve the learning goal with this task (video making) Strongly Agree

17%

Agree

3%

Neutral

15%

Disagree

Agree

Neutral

0%

18%

Disagree

67%

17%

Figure 3.Survey result for Relationship between theories reality.

63%

Figure 2.Survey result for achievement of the learning goal.

the and

To have some real life experience within the context of the subject taught has brought the learning process more meaningful because the training participants would easily achieve the

the

Referring to training participants opinion, they unconsciously achieve this learning

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learning goal which is to internalize national awareness and patriotical value of Indonesia nation. These values rather “abstract” and “unreal” if the only method of learning is by lecturing in the classroom as quoted from one of participant’s opinion “Day to day reality captured in the video is a reflection of the learning materials”. Thus, this responds shows that difficult learning goal like the one in this subject is able to achieved with practical experience they had in the assignment.

in the training process. Thus the inclusion of group exercises as part of a programme is required. At the same time, adult participants are quite fastidious — they won’t be satisfied by training filled with a multitude of group exercises that are not connected with their subject of interest(Weinger, 2004). This is consistent with one of the participants opinion about the training menthod : “the concept itself is intangible so we need real facts and examples that obtained when we produce the video”. Producing video is an exercise involving training participants knowledge, skill and attitude to create a product and at the same time they learn about national awareness values in real context.

4. Method appropriateness with the learning context Most of the training participants agree that this method is very appropriate with the learning context. From the figure 4, about 18% of the population strongly agree with the statement and 65% of the training participant are agree that this low-cost video production method was very appropriate with the learning context. Meanwhile only 2% of the participants are disagree with the statement without any particular reason.

5.

Overall learning experience Overall I’m satisfied with this learning experience Strongly Agree

Agree

Neutral

Disagree

8% 0% 35% 57%

This assignment was very appropriate with the learning context Strongly Agree

15%

Agree

Neutral

2%

18%

Disagree

Figure 4. Survey result for participants learning experience Motivation is probably the most important factor that educators can target in order to improve learning. Two basic approaches for supporting and cultivating motivation in the classroom are (1) creating a classroom structure and institutional method that provides the environment for optimal motivation, engagement, and learning; and (2) helping the student to develop tools that will enable him or her to be self-

65%

Figure 4. Survey result for Method appropriateness with the learning context One of the mandatory conditions of effective training is the balance between the content and the process. Adults digest information better if they take part

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regulated. (Alderman, 1999)

conducted has a positive effect upon training participants’ perception regarding their understanding of the national values awareness and their motivation in achieving learning goal. Furthermore, learners were able to identify relationship between theories and reality therefore after the reflection process they will apply the values in their daily task at the office.

Williams and Williams (2011) explained that experiential learning or selflearning: At the upper end of the hierarchy, experiential learning or selflearning becomes more highly utilized to enhance the motivation to achieve learning goal. Experiential learning is when an individual is actively involved with concrete experience, that is, a student cognitively, affectively, and behaviorally processes knowledge, skills, and/or attitudes such that knowledge is created through the transformation of experience.

The chosen method considered very appropriate in teaching Nationalism subject. Learners are satisfied with the learning experience gained from this process. Thus learning motivation is consequently enhanced.

Figure 5 shows the Survey result for the participants’ learning experience. Approximately 35% of the population are strongly agree with the statement and moreover 57% of the respondents are agree that they satisfied with the learning experience in this subject.

From the positive result obtained in this research, there are several recommendations to follow : 1. Continuing this method as a common practice in teaching Nationalism inPrajabatan Training. 2. Developing a more interactive platform using internet such as YouTube or online classes to have more feedback and opinions on this method. 3. Further researches are needed to be conducted emphasizing in the area of assessing the impact of video production method and its application for online or blended learning class.

Learning experience satisfaction is closely related with learning motivation in achieving learning goal because active engagement of training participant will enable them to be self-directed therefore their learning motivation is more likely to be enhanced. VI.

CONCLUSION

Practical activities and real life experience are very important methods of teaching particularly in adult learning class. Experiential learning approach is successfully implemented in this video production activity because training participants are actively involved with concrete experience combining their knowledge, skill and attitudes to create a new concept of knowledge based on the reflection from their work.

VII.

REFERENCES

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