EFEKTIVITAS PROGRAM PENGEMBANGAN KARAKTER BERBASIS EXPERIENTIAL LEARNING TERHADAP PENINGKATAN INOVASI DAN GRIT ANGGOTA KSR UNIVERSITAS MURIA KUDUS
DOI:
https://doi.org/10.2238/em7d6v56Keywords:
Pembelajaran berbasis pengalaman, organisasi mahasiswa, inovatif, kegigihan, pengembangan karakter, Experience-based learning, student organizations, innovative, persistence, character developmentAbstract
Organisasi kemahasiswaan memerlukan anggota yang inovatif dan gigih, namun observasi pada Korps Sukarela (KSR) Universitas Muria Kudus menunjukkan rendahnya kemampuan tersebut. Penelitian ini bertujuan menguji efektivitas program pengembangan karakter berbasis experiential learning melalui permainan Menara Kertas dan Balon Lego terhadap delapan anggota KSR. Menggunakan desain one-group pretest-posttest, hasil penelitian menunjukkan peningkatan skor rata-rata dari 40,38 menjadi 46,75 (kenaikan 15,79%). Peningkatan ini mencerminkan perkembangan positif pada aspek kreativitas, resiliensi, dan kegigihan peserta. Dengan mengacu pada teori konstruktivisme sosial Vygotsky, efektivitas program ini didorong oleh peran fasilitator sebagai scaffolder dan sesi diskusi reflektif yang menginternalisasi nilai-nilai karakter ke dalam organisasi. Hasil ini mengonfirmasi bahwa metode pembelajaran interaktif berbasis pengalaman langsung efektif dalam meningkatkan kualitas sumber daya manusia di lingkungan ormawa. Student organizations need members who are innovative and persistent, but observations at the Volunteer Corps (KSR) of Muria Kudus University show low abilities in these areas. This study aims to test the effectiveness of a character development program based on experiential learning through the Paper Tower and Lego Balloon games on eight KSR members. Using a one-group pretest-posttest design, the results showed an increase in the average score from 40.38 to 46.75 (a 15.79% increase). This improvement reflects positive development in participants' creativity, resilience, and persistence. Referring to Vygotsky's social constructivism theory, the effectiveness of this program is driven by the role of facilitators as scaffolders and reflective discussion sessions that internalize character values into the organization. These results confirm that interactive learning methods based on hands-on experience are effective in improving the quality of human resources in student organizations.References
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