Desain Pembelajaran Adaptif pada Pelatihan Sertifikasi Petugas Iradiator: Mengakomodasi Keragaman Peserta dalam Pencapaian Kompetensi
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Abstract
Kompetensi teknis pekerja di industri yang memakai teknologi radiasi pengion dibangun salah satunya lewat Pelatihan Sertifikasi Petugas Iradiator. Keragaman latar belakang pendidikan dan pengalaman kerjanya menuntut desain pembelajaran yang mampu mengakomodasi perbedaan kebutuhan belajar tanpa menurunkan standar kompetensi. Penelitian ini bertujuan menganalisis karakteristik latar belakang pendidikan peserta, penerapan model pembelajaran, tingkat kelulusan ujian sertifikasi, serta hubungan antara latar belakang pendidikan dan model pembelajaran dengan kelulusan peserta, sekaligus merumuskan rekomendasi penyempurnaan desain pembelajaran adaptif. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif-analitik. Data sekunder dari 64 peserta Pelatihan Sertifikasi Petugas Iradiator periode 2025 – 2026 dianalisis menggunakan statistik deskriptif, tabulasi silang, dan uji Chi-Square, serta dilengkapi analisis hasil evaluasi pelatihan. Sebanyak 78,1% peserta mengikuti pembelajaran bauran dan 21,9% mengikuti pembelajaran tatap muka penuh. Tingkat kelulusan ujian sertifikasi mencapai 51,6%, sementara 48,4% peserta belum lulus. Uji Chi-Square menunjukkan tidak terdapat hubungan signifikan antara latar belakang pendidikan dan kelulusan (χ² = 1,081; p = 0,298), maupun antara model pembelajaran dan kelulusan (χ² = 0,000; p = 1,000). Namun, evaluasi peserta menunjukkan bahwa pembelajaran tatap muka dinilai lebih membantu pemahaman materi teknis dibandingkan pembelajaran daring. Berdasarkan temuan tersebut, diusulkan Model Desain Pembelajaran Adaptif yang mempertimbangkan karakteristik peserta dan kompleksitas materi dalam menentukan proporsi pembelajaran daring dan tatap muka. Model ini diharapkan mendukung penyempurnaan pelatihan sertifikasi teknis yang lebih sesuai dengan kebutuhan belajar peserta dan tetap berorientasi pada pencapaian standar kompetensi.
The technical competence of workers in industries that use ionizing radiation technology is developed, one of which is through the Irradiator Officer Certification Training. The diversity of educational backgrounds and work experiences requires a learning design that can accommodate differences in learning needs without lowering competency standards. This study aims to analyze the characteristics of the educational background of participants, the application of learning models, the pass rate of the certification exam, and the relationship between educational background and learning models with participant pass rates, while also formulating recommendations for improving the adaptive learning design. The study used a quantitative approach with descriptive-analytical methods. Secondary data from 64 participants of the Irradiator Officer Certification Training for the 2025-2026 period were analyzed using descriptive statistics, cross-tabulations, and Chi-Square tests, and supplemented by analysis of training evaluation results. A total of 78.1% of participants participated in blended learning and 21.9% participated in full face-to-face learning. The pass rate for the certification exam reached 51.6%, while 48.4% of participants did not pass. The Chi-Square test showed no significant relationship between educational background and graduation (χ² = 1.081; p = 0.298), nor between learning model and graduation (χ² = 0.000; p = 1.000). However, participant evaluations indicated that face-to-face learning was considered more helpful in understanding technical material than online learning. Based on these findings, an Adaptive Learning Design Model is proposed that considers participant characteristics and material complexity in determining the proportion of online and face-to-face learning. This model is expected to support the improvement of technical certification training that is more suited to participant learning needs and remains oriented towards achieving competency standards.
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