Regulasi Diri dan Dukungan Umpan Balik dalam EduAgility pada Pendidikan Kesetaraan: Studi Eksploratif
DOI:
https://doi.org/10.59944/amorti.v5i4.1777Keywords:
agile education; self-regulated learning; project-based learning; equivalency education; value-based character education.Abstract
Pembelajaran berbasis proyek dapat memberi siswa otonomi dan tugas autentik, tetapi keberhasilannya bergantung pada bagaimana pekerjaan proyek dikelola dari waktu ke waktu. Studi eksploratif potong-lintang ini menelaah regulasi diri yang dilaporkan sendiri oleh siswa serta umpan balik fasilitator dalam EduAgility, adaptasi institusional dari praktik agile iteratif untuk pembelajaran berbasis proyek di PKBM Flexi School Bintaro, Indonesia. Sebanyak 31 siswa setara SMP dan SMA mengisi kuesioner Likert 12 item berskala lima serta dua pertanyaan terbuka. Analisis pada tingkat item menjadi fokus utama karena instrumen masih versi awal dan konsistensi internal rendah pada kelompok Monitoring & Execution (α = 0,47) serta terutama Feedback & Support (α = 0,15). Item yang memperoleh respons paling positif adalah umpan balik fasilitator yang membantu siswa memahami bagian yang perlu diperbaiki (M = 4,16; 83,9% setuju/sangat setuju), sedangkan indikator terlemah adalah kemampuan tetap mengerjakan proyek ketika tenggat masih jauh (M = 3,35; 48,4%). Jawaban terbuka menunjukkan konvergensi sebagian: konsultasi/dukungan fasilitator paling sering disebut membantu (45,2%), sedangkan fleksibilitas tenggat menjadi permintaan perbaikan yang berulang (16,1%). Secara ringkas, dua pola utama ditemukan: umpan balik fasilitator dinilai sebagai komponen sistem yang paling kuat, sedangkan kemampuan siswa mempertahankan pengerjaan dan memecah proyek pada masa antar-sesi konsultasi menjadi titik paling lemah. Perbandingan kelompok eksploratif tidak menunjukkan hasil yang signifikan secara statistik, tetapi ukuran subkelompok yang kecil membatasi inferensi. Temuan ini tidak membuktikan efektivitas EduAgility. Temuan ini mengidentifikasi kesenjangan implementasi yang dapat diuji antara umpan balik eksternal yang terstruktur dan pengelolaan diri siswa sehari-hari di antara titik-titik review. Penelitian selanjutnya perlu menelaah checkpoint terjadwal, tenggat antara, dan penetapan langkah berikutnya oleh siswa menggunakan instrumen yang telah ditelaah secara independen dan desain lintas lembaga. Secara praktis, temuan ini menyarankan agar fasilitator dan pengelola PKBM segera menutup setiap sesi Konsultasi Proyek dengan kesepakatan eksplisit tentang satu langkah berikutnya, serta menambahkan checkpoint terjadwal di antara sesi konsultasi---dua langkah berbiaya rendah yang dapat diuji lebih dahulu sebelum investasi pada perubahan sistem yang lebih besar.
Artikel ini adalah artikel akses terbuka di bawah lisensi CC–BY-SA.
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