Implementasi Pelatihan Kepemimpinan Administrator secara Jarak Jauh di Lingkungan Kementerian Keuangan
Abstract
Administrator Leadership Training (PKA) is training for ASN Echelon III which aims to improve leadership performance competencies. Based on the Decree of the Head of the Financial Education and Training Agency (BPPK) No. 82 of 2020, BPPK can conduct distance training as an alternative to learning. This study aims to analyze the implementation of remote PKA policies at the Ministry of Finance. The research method used is quasi-experimental. Collecting data through distributing questionnaires to 26 training participant respondents from various regions (different time zones), then analyzed inductively. The results show that online learning methods make the learning process more productive because learning activities are varied and documented, time and place are flexible, budget allocations are much lower than offline learning. However, there were also several weaknesses, including the lack of social interaction between participants, interference that could occur due to unstable internet networks, and participants feeling tired because they had to sit and stare at a computer screen for a long time. Research recommendations are to improve the quality of the internet network, have independent study and assign assignments before online learning, include case study material as discussion material, and add learning material in the form of videos (not just documents).
Abstrak
Pelatihan Kepemimpinan Administrator (PKA) merupakan pelatihn bagi ASN eselon III yang bertujuan untuk meningkatkan kompetensi kinerja kepemimpinan. Berdasarkan Keputusan Kepala Badan Pendidikan dan Pelatihan Keuangan (BPPK) Nomor KEP-82/PP/2020, BPPK dapat melakukan pelatihan jarak jauh sebagai alternatif pembelajaran. Penelitian ini bertujuan untuk menganalisis implementasi kebijakan PKA secara jarak jauh di Kementerian Keuangan. Metode penelitian yang digunakan adalah quasi eksperimen. Pengumpulan data melalui pembagian kuesioner kepada 26 responden peserta PKA dari berbagai daerah (zona waktu berbeda), kemudian dianalisis secara logika-induktif. Hasil penelitian menunjukkan bahwa metode pembelajaran daring membuat proses belajar lebih produktif karena kegiatan belajarnya bervariasi dan terdokumentasi, waktu dan tempat yang fleksibel, alokasi anggaran jauh lebih rendah dibandingkan pembelajaran tatap muka. Akan tetapi terdapat juga beberapa kelemahan antara lain minimnya interaksi sosial antar peserta, gangguan yang bisa terjadi akibat tidak stabilnya jaringan internet, serta peserta merasa lelah karena harus duduk dan menatap layar komputer dalam waktu lama. Rekomendasi penelitian adalah peningkatan kualitas jaringan internet, adanya belajar mandiri dan pemberian tugas sebelum pembelajaran daring, memasukkan materi studi kasus sebagai bahan diskusi, dan menambah materi belajar berupa video (bukan hanya dokumen).
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