Development of a Professional Training Model for Tutors at Learning Activity Centers in Enrekang Regency

This research aims to (1) describe the needs for developing a professional training model for tutors at Learning Activity Centers, (2) describe the prototype of the professional training model for tutors at Learning Activity Centers, (3) explain the validity and practicality of the professional training model for tutors at Learning Activity Centers, and (4) explain the effectiveness of the professional training model for tutors at Learning Activity Centers. The research design used in this study is research and development (R&D) with a 4D design model (Define, Design, Development, and Dissemination). The data were analyzed quantitatively and qualitatively.

The results of the research show that the needs for developing a professional training model for tutors at Learning Activity Centers are: (1) personal development training, and (2) innovative work training. The data show that the most needed training is innovative work with a percentage of 77% and personal development skills training with a percentage of 62%.

Secondly, the prototype produced in this study is a designed product of a training model developed in the form of a curriculum and teaching materials, and learning videos based on Google sites and Video Builder App. The Google sites application provides detailed materials that can be accessed freely through QR codes. The Video Builder App contains brief explanations of the material that can be accessed through the Umaruddin Umar Youtube channel.

Thirdly, based on the validation results from two expert models, the model developed is considered valid and suitable for use in professional training for tutors at Learning Activity Centers.

Fourthly, based on the results of the small group trials conducted on 15 participants in the Enrekang District, the professional training model for tutors at Learning Activity Centers obtained an interest score of 3.09, with a percentage of 77%, presentation score of 3.2, with a percentage of 80%, and language score of 3.17, with a percentage of 79%. Therefore, the overall aspect score obtained an average of 79%, which is considered appropriate.

Based on the results of the large group trials conducted on training participants, the necessary criteria were met with an interest score of 3.39, with a percentage of 84%, a presentation score of 3.36, with a percentage of 83%, and a language score of 3.31, with a percentage of 83%. Hence, the overall aspect score obtained an average of 84%, which is considered very suitable.

Based on the facilitator response, the content aspect obtained an average score of 6.75, with a percentage of 84%, the learning media aspect obtained an average score of 6.00, with a percentage of 75%, the appearance aspect obtained an average score of 7.7, with a percentage of 96%, and the language aspect obtained a percentage of 87%. Hence, the overall aspect score obtained an average of 85%, which is considered very suitable.

Therefore, the developed model is effective for use in professional training for tutors at Learning Activity Centers.