INTEGRASI MODEL FORCING LEARNING DAN RISK COMMUNICATION AND COMMUNITY ENGAGEMENT (RCCE). STUDI KASUS: PREPAREDNESS PEMBELAJARAN ONLINE PADA MASA PANDEMI COVID-19 STMA TRISAKTI

  • Holil Padli Mahasiswa S3 Manajemen Pendidikan, Universitas Negeri Jakarta
  • I Made Indra Program Studi S1 Manajemen, Sekolah Tinggi Manajemen Asuransi Trisakti
  • Wahyu Maulana Sekolah Tinggi Manajemen Asuransi Trisakti
Keywords: Preparedness, RCCE, Model Forcing Learning, pandemi covid-19, STMA Trisakti

Abstract

Paper ini mendeskripsikan perbaikan kesiapan (preparedness), khususnya pembelajaran, manajemen data dengan SDM yang kompeten, yang didukung dengan penguatan pemerintah dan pimpinan dalam pengambilan kebijakan pada Sekolah Tinggi Manajemen Asuransi (STMA) Trisakti untuk pembelajaran online pada masa pandemi Covid-19 dengan menggunakan model Forcing Learning dan Risk Communication And Community Engagement (RCCE). Integrasi Model Forcing Learning dan RCCE  ini sebagai salah satu bentuk model yang dapat dilaksanakan untuk mempersiapkan pembelajaran selama masa darurat Covid-19 guna tercapainya target pembelajaran. Dalam model pembelajaran dan komunikasi ini seluruh dosen dikondisikan dalam sebuah keadaan pembelajaran yang serba online, dimana diwajibkan untuk berlaih dari offline menjadi online dalam semua kegiatan pembelajaran. Metode penelitain dalam paper ini adalah penelitian lapangan. Hasil penelitian menjelaskan bahwa, pertama: Preparedness RCCE dalam merumuskan konsep pembelajaran online dengan ketentuan Standar Kompetensi Kerja Nasional Indonesia dan Kerangka Kualifikasi Nasional Indonesia yang mencakup standar isi dan proses dengan membangun budaya mutu yang berorientasi kepada hasil menggunakan integrasi RCCE dan model Forcing Learning dengan urgensi yang harus serba cepat dan tepat di masa peralihan sekarang ini dengan membuat standar sesuai arahan Kemendikbud yang dilakukan oleh pimpinan. kedua: Preparedness perumusan strategi dan implementasi model Forcing Learning dilakukan dengan memfasilitasi semua hal dalam kesiapan SDM, sarana dan prasarana untuk menjalankan pembelajaran online dengan tindakan cepat dan berkualitas. Ketiga: dari dua indikator langkah yang dilakukan sebelumnya hasil data yang diperoleh dengan menerapkan Forcing Learning bahwa  100% SDM dan Sarana penunjang siap melakukan pembelajaran, Keempat: Keberlanjutan model bisa digunakan dalam banyak bidang dan keadaan.

References

Aagaard, E. M., & Earnest, M. (2021). Educational leadership in the time of a pandemic: Lessons from two institutions. FASEB BioAdvances, 3(3), 182–188. https://doi.org/10.1096/fba.2020-00113
Barsness, K. A. (2020). Achieving expert performance through simulation-based education and application of mastery learning principles. Seminars in Pediatric Surgery, 29(2), 150904. https://doi.org/10.1016/j.sempedsurg.2020.150904
Buang, N. A., Halim, L., & Meerah, S. T. (2010). Improving lecturers’ facilitative approach in the problem-based learning method of GR6223 course through action research: The case of Malaysia. Procedia - Social and Behavioral Sciences, 2(2), 3832–3835. https://doi.org/10.1016/j.sbspro.2010.03.599
Burke, L. A. (2007). Lessons learned from instructional design theory: An application in management education. Business Communication Quarterly, 70(4), 414–430. https://doi.org/10.1177/1080569907309009
DiMaggio., W. W. P. and P. J. (1991). The New institutionalism in organizational analysis. The University of Chicago Press.
Donoghue, A., Navarro, K., Diederich, E., Auerbach, M., & Cheng, A. (2021). Deliberate practice and mastery learning in resuscitation education: A scoping review. Resuscitation Plus, 6(March 2021), 100137. https://doi.org/10.1016/j.resplu.2021.100137
Forman, R., Atun, R., McKee, M., & Mossialos, E. (2020). 12 Lessons learned from the management of the coronavirus pandemic. Health Policy, 124(6), 577–580. https://doi.org/10.1016/j.healthpol.2020.05.008
Gabrysz-Forget, F., Bonds, M., Lovett, M., Alseidi, A., Ghaderi, I., & Nepomnayshy, D. (2020). Practicing on the Advanced Training in Laparoscopic Suturing Curriculum (ATLAS): Is Mastery Learning in Residency Feasible to Achieve Expert-Level Performance in Laparoscopic Suturing? Journal of Surgical Education, 77(5), 1138–1145. https://doi.org/10.1016/j.jsurg.2020.02.026
Göksu, I., Özcan, K. V., Cakir, R., & Göktas, Y. (2017). Content analysis of research trends in instructional design models: 1999-2014. Journal of Learning Design, 10(2), 85. https://doi.org/10.5204/jld.v10i2.288
Gui, X., Gou, Z., Zhang, F., & Yu, R. (2021). The impact of COVID-19 on higher education building energy use and implications for future education building energy studies. Energy and Buildings, 251, 111346. https://doi.org/10.1016/j.enbuild.2021.111346
Hejazi, B. M. (2011). Outcomes-Based Education ( OBE ): A Transformational Perspective on Quality and Mobility in Higher Education Community College Leadership Program OISE / U of T. Journal of Community College Leadership Program, 1(2), 1–30.
Junaidi Aris, D. (2020). Panduan Penyusunan Kurikulum Pendidikan Profesi (Edisi IV). Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), 147–156. https://doi.org/10.1152/advan.00138.2015
Kim, S., Jeong, S. H., Kim, H. S., & Jeong, Y. J. (2021). Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. Journal of Professional Nursing, 38(October 2021), 6–16. https://doi.org/10.1016/j.profnurs.2021.10.005
Lengetti, E., Kronk, R., & Cantrell, M. A. (2020). A theory analysis of Mastery Learning and Self-Regulation. Nurse Education in Practice, 49(November 2017), 102911. https://doi.org/10.1016/j.nepr.2020.102911
Liu, M., Maxwell, C. J., Armstrong, P., Schwandt, M., Moser, A., McGregor, M. J., Bronskill, S. E., & Dhalla, I. A. (2020). COVID-19 in long-term care homes in Ontario and British Columbia. Cmaj, 192(47), E1540–E1546. https://doi.org/10.1503/cmaj.201860
Lucas, T., & Rahim, R. A. (2017). The similarities and nuances of explicit design characteristics of well-received online instructional animations. Animation, 12(1), 80–99. https://doi.org/10.1177/1746847717690671
Matthews, M. T., & Yanchar, S. C. (2018). Instructional Design as Manipulation of, or Cooperation with, Learners? TechTrends, 62(2), 152–157. https://doi.org/10.1007/s11528-017-0245-6
Miller, K. (2015). Organizational Communication: Approaches and Processes. In Reputation Management: The Key to Successful Public Relations and Corporate Communication.
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
Nasir, A., Harianto, S., Purwanto, C. R., Iswatun, Indrawati, R., Makhfudli, Rohman, Ernawati, Rahmawati, P. M., & Putra, I. P. G. Y. S. (2021). The outbreak of COVID-19: Resilience and its predictors among parents of schoolchildren carrying out online learning in Indonesia. Clinical Epidemiology and Global Health, 12(November), 100890. https://doi.org/10.1016/j.cegh.2021.100890
Qazi, A., Qazi, J., Naseer, K., Zeeshan, M., Qazi, S., Abayomi-Alli, O., Said Ahmad, I., Darwich, M., Ali Talpur, B., Hardaker, G., Naseem, U., Yang, S., & Haruna, K. (2021). Adaption of distance learning to continue the academic year amid COVID-19 lockdown. Children and Youth Services Review, 126(October 2020), 106038. https://doi.org/10.1016/j.childyouth.2021.106038
Ramísio, P. J., Pinto, L. M. C., Gouveia, N., Costa, H., & Arezes, D. (2019). Sustainability Strategy in Higher Education Institutions: Lessons learned from a nine-year case study. Journal of Cleaner Production, 222, 300–309. https://doi.org/10.1016/j.jclepro.2019.02.257
Shawe, R., Horan, W., Moles, R., & O’Regan, B. (2019). Mapping of sustainability policies and initiatives in higher education institutes. Environmental Science and Policy, 99(November 2018), 80–88. https://doi.org/10.1016/j.envsci.2019.04.015
Siu, H. Y. H., Kristof, L., Elston, D., Hafid, A., & Mather, F. (2020). A cross-sectional survey assessing the preparedness of the long-term care sector to respond to the COVID-19 pandemic in Ontario, Canada. BMC Geriatrics, 20(1), 1–9. https://doi.org/10.1186/s12877-020-01828-w
Tambo, E., Djuikoue, I. C., Tazemda, G. K., Fotsing, M. F., & Zhou, X.-N. (2021). Early stage risk communication and community engagement (RCCE) strategies and measures against the coronavirus disease 2019 (COVID-19) pandemic crisis. Global Health Journal, 5(1), 44–50. https://doi.org/10.1016/j.glohj.2021.02.009
Tíjaro-Rojas, R., Arce-Trigatti, A., Cupp, J., Pascal, J., & Arce, P. E. (2016). A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom’s Revised Taxonomy to student learning. Education for Chemical Engineers, 17, 31–43. https://doi.org/10.1016/j.ece.2016.06.001
WHO. (2017). Communicating Risk in Public Health Emergencies. In A WHO guideline for emergency risk communication (ERC) policy and practice. https://apps.who.int/iris/bitstream/handle/10665/259807/9789241550208-eng.pdf?sequence=2
World Health Organisation. (2020). RCCE Action Plan Guidance COVID-19 Preparedness and Response. 1–26. https://www.who.int/
Yau, B., Vijh, R., Prairie, J., McKee, G., & Schwandt, M. (2021). Lived experiences of frontline workers and leaders during COVID-19 outbreaks in long-term care: A qualitative study. American Journal of Infection Control, 49(8), 978–984. https://doi.org/10.1016/j.ajic.2021.03.006
Yeh, V. J. H., Sherwood, G., Durham, C. F., Kardong-Edgren, S., Schwartz, T. A., & Beeber, L. S. (2019). Online Simulation-Based Mastery Learning with Deliberate Practice: Developing Interprofessional Communication Skill. Clinical Simulation in Nursing, 32, 27–38. https://doi.org/10.1016/j.ecns.2019.04.005
Published
2021-12-31