IMPLEMENTASI MODEL PENDIDIKAN ORANG DEWASA DALAM MELAKSANAKAN PEMBELAJARAN JARAK JAUH DI PRODI MAGISTER PAI FITK UIN SUKA YOGYAKARTA T.A. 2020/2021 GENAP (STUDI ANALISIS PERSPEKTIF TEORI INTERAKSIONISME SIMBOLIK)

Mila Roza, NIM.: 20204012028 (2022) IMPLEMENTASI MODEL PENDIDIKAN ORANG DEWASA DALAM MELAKSANAKAN PEMBELAJARAN JARAK JAUH DI PRODI MAGISTER PAI FITK UIN SUKA YOGYAKARTA T.A. 2020/2021 GENAP (STUDI ANALISIS PERSPEKTIF TEORI INTERAKSIONISME SIMBOLIK). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to answer three questions from the problem formulation of this research, namely; 1) to find out the adult education model in implementing distance learning from the perspective of symbolic interactionism, 2) to find out the application of the adult education model during distance learning practice, 3) to find out the supporting factors and inhibiting factors for the implementation of adult education in implementing distance learning at the PAI FITK Masters Program at UIN SUKA Yogyakarta. This type of research is classified as field research which belongs to descriptive qualitative research. By using data collection techniques in the form of observation, in-depth interviews, and documentation. Data analysis of this research was carried out by reducing data, presenting data, and drawing conclusions. The symbolic interactionism approach is used as an analytical tool that is useful for analyzing what learning models are used and what activities are provided during distance learning at the location of this study. The results of this study state that: 1) The implementation of the adult education model in implementing distance learning at the PAI Masters Study Program is an effort to improve the quality of learning for adults as well as an alternative for master students who want to continue their studies but are constrained by the pandemic, as for social relations. well-established learning. 2) The application of adult education models during distance learning practices which is reflected in the models of lecture meetings held online or offline, including institutional models, formal classroom models, seminar models (webinars), workshop models, open discussion models and models program field study. 3) Among the factors supporting the success of online learning, namely, the existence of motivation, paying attention to etiquette before learning, emotional, physical and mental closeness must be ready, technologically literate, and have adequate facilities and infrastructure. Meanwhile, the inhibiting factors are influenced by things that are technical in nature (such as networks or connections), then come from physically and mentally unprepared individuals, poor quality communication and interaction, followed by inadequate facilities and infrastructure, and are influenced by the consequences, implementation of the learning process that tends to be monotonous.

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