angga dianita, Mintarsih Arbarini

MODEL PEMBELAJARAN LEMBAGA PELATIHAN KERJA BAHASA JEPANG LPK SAKURA GAKUIN

Introduction

Model pembelajaran lembaga pelatihan kerja bahasa jepang lpk sakura gakuin. Selidiki model pembelajaran LPK Sakura Gakuin untuk pelatihan bahasa Jepang. Fokus pada andragogi, pembelajaran kontekstual, & platform digital tingkatkan kemampuan kerja di Jepang.

Abstract

Seiring dengan munculnya peluang kerja dan pendidikan di Jepang bagi warga Indonesia, kebutuhan akan penguasaan bahasa asing, khususnya bahasa Jepang, meningkat.  Melalui pembelajaran bahasa yang kontekstual dan aplikatif, lembaga pendidikan nonformal seperti LPK Sakura Gakuin berperan strategis dalam menjawab kebutuhan ini.  Tujuan dari penelitian ini adalah untuk menyelidiki model pembelajaran yang digunakan di LPK Sakura Gakuin dalam konteks pendidikan nonformal. Fokus penelitian ini adalah pada prinsip andragogi dan pendekatan pembelajaran kontekstual (CTL).  Untuk mengevaluasi kesesuaian model dengan karakteristik siswa dewasa dan kebutuhan dunia kerja, pendekatan kualitatif-deskriptif digunakan.  Hasil penelitian menunjukkan bahwa model pembelajaran berbasis konteks nyata, dikombinasikan dengan pendekatan partisipatif dan berbasis pengalaman, dapat meningkatkan keterlibatan aktif peserta didik, meningkatkan pemahaman mereka tentang budaya Jepang, dan meningkatkan kemampuan mereka untuk berkomunikasi di lingkungan kerja Jepang.  Selain itu, penggunaan platform digital seperti program kelas online LPK Sakura Gakuin membantu peserta belajar mandiri secara berkelanjutan.  Hasil menunjukkan bahwa model pembelajaran pendidikan nonformal harus dibuat secara fleksibel, relevan, dan berkolaborasi agar mampu menanggapi dinamika globalisasi dan tuntutan dunia kerja lintas negara.

Review

This study provides a timely and relevant exploration into the learning model employed at LPK Sakura Gakuin, a non-formal institution addressing the growing demand for Japanese language proficiency among Indonesian citizens seeking opportunities in Japan. The research effectively highlights the strategic role of such institutions in bridging skills gaps and facilitating international mobility. By focusing on andragogical principles and a contextual learning approach, the paper aims to uncover how these pedagogical frameworks are operationalized within a practical training environment, contributing valuable insights into effective language acquisition for adult learners in a vocational context. The objective to investigate the learning model's suitability for adult characteristics and workforce demands is particularly pertinent. The methodology adopted is a qualitative-descriptive approach, which is appropriate for an in-depth understanding of the learning model's nuances and its implementation. The findings indicate that a learning model rooted in real-world contexts, active participation, and experiential learning significantly enhances learner engagement, cultural comprehension, and practical communication skills relevant to Japanese work settings. The integration of digital platforms, such as online classes, is also identified as a crucial element supporting continuous self-learning, underscoring the adaptability of the institution. These results affirm the importance of a flexible, relevant, and collaborative approach in non-formal education to meet the dynamic demands of globalization and cross-cultural employment. Overall, the research makes a valuable contribution by dissecting a successful model of non-formal language education that is highly responsive to current global needs. While the abstract provides strong evidence of the model's effectiveness, a deeper analysis in the full paper regarding the specific challenges encountered during implementation or how 'flexibility' and 'collaboration' are concretely measured and integrated could further strengthen its impact. Future research could also consider comparative studies with other LPKs or incorporate participant perspectives on the long-term impact on career progression. Nevertheless, this study offers practical insights for educators and policymakers involved in vocational language training, demonstrating a model that effectively prepares adult learners for international professional environments.

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