Experiential Learning Based Online Learning Development in the Jakarta Religion Affair Training Center
Asip1, Basuki Wibawa2

1Asip, Jakarta State University, Indonesia.

2Basuki Wibawa, Jakarta State University, Indonesia. 

Manuscript received on 10 April 2019 | Revised Manuscript received on 17 April 2019 | Manuscript Published on 02 June 2019 | PP: 18-25 | Volume-8 Issue-6C2 April 2019 | Retrieval Number: F10040486C219/19©BEIESP

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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: This article aims to develop experiential based online learning system using MOODLE platform in Jakarta Ministry of Religious Affairs Training Centre. The instructional system is a fully online instruction consisting of three categories (main activities) namely; Program Orientation, Learning Activity and Evaluation. The Learning Activity consists of nine subcategories (sub-activities) weighted of 120 lesson hours with a completion time of 16 (sixteen) weeks. Each sub-category consists of four sessions following David Kolb’s model experiential learning cycles. The learning activities were presented in both synchronous and asynchronous. The synchronous activities were among others; interaction through phone, and social media chat, while asynchronous activities were in the form of reading, exercising, observation, online discussion, quizzing, doing tasks, watching video on demand (VOD) and so forth. The results of the evaluation showed that the instructional system obtained a good predicate which was indicated by several indicators; the level of graduation reached 85%, the average score of all activities was 87.30; significant difference between pre-test and post-test with significant score 0.00 measured in α 0.05, score of LMS 4.44, and score of tutor services was 4.58. Some problems were noted from the study, such as; participant’s delay in completing an activity and the program as a whole were still high, participant’s scores on the first chance were still below passing grade, the speed of tutors’ responses on participants’ work were still low, and audio visual resources were still lacking. Therefore, the research proposed some main suggestions, namely; improve the speed and frequency of tutor services, add quizzes in every activity to improve retention, and include more audio-visual resources.

Keywords: Experiential Learning, Learning Management System, Online Training, Retention rate.
Scope of the Article: Data Base Management System