Development of Political Education Textbook based on the

Andragogy Approach

Alfiandra, Puspa Dianti and Camellia

Department of Civic Education, Universitas Sriwijaya

Keywords: Political education textbook, andragogy approach

Abstract: This study aims to design, test, evaluate, and revise the textbook of political education using andragogy

approach. The research method used is research development. The development textbook used is a modified

ADDIE (analysis, design, implementation, evaluation) model with formative evaluation of Tessmer through

stages: analysis of student characteristics, establishing learning objectives, selection of materials, methods

and media, designing of political education textbook based on andragogy approach through formative

evaluation of tessmer whose procedures. Data collection using interview, technique, observation,

documentation and questionnaire. The result of the research concludes the textbook of political education by

using the andragogy approach is valid after the experiment of review by two experts with the average value

of the two experts, namely 4.11. Furthermore, it is also stated to be practical and effective after going through

the trial stages of one to one small group and field tests

1 INTRODUCTION

Political education is a process of learning and

understanding of citizens about what rights and

obligations and responsibilities in the life of nation

and state. This political education can be done

through formal education in schools which is the

responsibility of the government as a supra political

structure as well as through non-formal education

conducted by infra political structures such as

political parties and other community organizations.

As a process, political education is a systematic and

planned effort to transform knowledge to the public

so that they are aware of their roles and functions and

rights and obligations as citizens.

Darmawan et al. (2018) states that “Political

education is given to hone cadre's political skills so

that they can actively participate as a manifestation

of their responsibility to the community, political

parties and constituents.”. Another states theory by

Predescu & Darjan (2010) states that political

participation requires knowledge about political

topics, skills and political tools and possession of

adequate procedures. Also, the implies' political

participation manifestation of a positive attitude

toward problems found in the community as a result

of the result of political education in our country has

so far led to various attitudes and behaviour of people

in understanding what is their rights and obligations

especially in politics.

Another problem is on the one hand in some of

our society today is still developing the idea that

matters relating to politics and power is not

something that becomes their business and even

should be shunned so as to cause a political attitude.

There are groups of people who tend to avoid

differences of opinion, tend to refrain and label good

citizens who are obedient citizens, accept a policy

without having to question why to accept the policy.

There are also groups of people who can still be

fooled by promises of sweet promises and lured by

material things through the practice of money politics

that usually flare up in the run up to the election.

Emerged community groups who can already

understand what their rights and obligations are

intelligently and critically. Although sometimes these

groups experience distortions of understanding of

rights and obligations as citizens who generate the

phenomenon of anarchism and irresponsible attitude

in implementing what their rights and obligations in

the life of the nation and the good state.

Differentiation attitude and behaviour of the above

society if we explore the essence is the output of the

educational paradigm underlying the practice of

political education used so far.

According to Giroux and Aronowitz (1985) there

Alﬁandra, ., Dianti, P. and Camellia, .

Development of Political Education Textbook based on the Andragogy Approach.

DOI: 10.5220/0009993700002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 135-141

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

135

are three paradigms in education that are

conservative, liberal and critical education

paradigms. Of the three paradigms of education it is

seen that the paradigm of critical education seeks to

develop a critical attitude of learners to the problems

that occur in the life of nation and state.

The implement of this critical education paradigm

certainly requires a textbook of education that is able

to actualize the mission of the critical education

paradigm. An educational suitable for that is the

andragogy educational. Unlike the Pedagogic

education that places learners as "children" even

though their biological age is mature, learners are

positioned as passive objects, the teacher's task is to

teach, the andragogy approach or the "adult"

education places the pupils as assumed adults have an

active ability to plan directions, select materials and

materials that are considered useful, think about the

best way to learn, analyse and conclude and be able

to take educational benefits. The function of the

teacher is as a facilitator rather than patronizing.

Therefore, the relationship between student teachers

is multi-communication. (U.S. Department of Health,

1973). As also stated by Dugan Laird (Hendayat,

2005:135) that andragogy learning how adults learn.

Another opinion was also expressed by Knowles

(1980) that adults have a self-concept, that is, a person

who does not depend on others and has the ability to

take decisions, adult learning readiness is oriented to

the task of development, and adults have a time

perspective in learning, namely as soon as possible

apply what has been learned.

Previous research has also been conducted by

Umriyah et al. (2012) regarding the development of

teaching materials with an andragogy approach as an

effort to improve student creativity. The results

obtained are by using teaching materials that have

been prepared using the andragogical approach the

problem of student creativity can be overcome

properly.

Based on previous research various problems

mentioned above, efforts that can be made form a

book that can be used as a reference in carrying out

political education. Specifically, this study aims to:

(1) develop a textbook of political education using

andragogy approaches (2) to compile political

education manuals, (3) analyse and explain the

effectiveness of the textbook.

2 RESEARCH METHOD

The research was conducted in the even semester of

academic year 2017/2018 with the subject of research

is the students of Pancasila and Civic Education

Study Program FKIP UNSRI Campus Palembang.

The research method used is development research.

The development textbook used is the modified

ADDIE (analysis, design, development,

implementation, evaluation) model with formative

evaluation of Tessmer. This instructional design

model is a procedural model built to create an

effective, efficient and interesting learning program.

The following is a procedure chart for developing

textbooks on political education using ADDIE

development.

Figure 1. ADDIE Development Model

The initial stage in the development of this

textbook is to identify the characteristics of students

who will perform the learning activities. An analysis

of the characteristics of the students is done to the

specific competencies of the initial knowledge that

the students have. as well as their learning motivation.

The second stage is to set specific learning objectives.

Learning objectives can be obtained from an analysis

of key concepts and important concepts in political

education formulated by the designer or instructor

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136

after going through the process needs assessment or

learning need assessment.

The third stage after formulating the learning

objectives is to choose the materials, methods and

learning media that will be used. These three

components play a very important role in helping

students to achieve the competencies or learning

objectives that have been formulated. The fourth

stage is to design products and develop products in

the form of political education textbook based on

andragogy approach that embodies the learning

implementation plan and political education manuals

using andragogy approach and assessment

instruments of developed products. The textbook of

political education developed is described based on

the following learning components: (1) lecturer's

activity as facilitator and student as political

education trainee, (2) teaching or training materials,

(3) training method, (4) facilitation process with

andragogy approach, and (5) learning evaluation.

After the steps one to four above are done, the next

stage is to conduct a formative evaluation of Tesmer

whose procedures include: self-evaluation, expert

review, one to one, small group, and field test self-

evaluation

3 RESULT AND DISCUSSION

The results of this study produce products textbook of

political education by using valid and practical

andragogy approaches used in political education.

In the analysis phase, analyse of student

characteristics, learning objectives, materials and

media. Analysis of the characteristics of students or

students required according to Alessi and Trollip

(2000) concerns such things as age, reading ability,

absorbing information, knowledge, motivation and

others. This analysis is needed to develop the

products according to the characteristics of the

students who become the subject of research, the

purpose of political education, the relevant material

in order to achieve the goal of political education and

media that can be used to achieve that goal

From the observation of the researcher as a

lecturer who teaches the subjects of Introduction to

Political Science and Citizenship Education,

interviews with students and discussions with college

lecturers in the Political Science and Citizenship

Education study program concluded that the students

in the age range 19 years until 24 years have high

spirit and attention especially for things matters

concerning issues of political issues in the life of the

state. Their responses to political issues are very

responsive, but sometimes their responses can be

constructive and may not be constructive.

After the analysis of student characteristics, the

next step is to set the objectives of learning, materials

and media that support the achievement of learning

objectives. The formulation of learning objectives is

defined by researchers in line with the main

objectives of political education. The main purpose of

political education as proposed by Fakih (1995) is to

create a critical awareness of respect for human

rights, including women's rights, children's rights,

cultural and political rights, minorities, the rights of

persons with disabilities and other human rights

correlates with a democratic political system in the

life of the world.

Learning materials to be developed into

political education manuals contain material on

important concepts in political education covering the

concepts of State, Government, Concept of

Representatives, Human Rights, Democracy and

Political Parties. Media used in the form of edits of

news and news stories in the mass media on issues

related to the concept of important concepts learned

in political education. In the design phase, the product

design is in the form of political education textbook

using andragogy approach which embodies the

learning implementation plan and political education

handbook by using andragogy approach. For products

in the form of political education manuals that are

composed containing material materials about the

state, government, concept of representation, human

rights, democracy and political parties equipped with

instructions on how to trace the material (facilitation

process) using andragogy approach.

In the development phase, the development

product in the form of political education model

design (Learning Implementation Plan) and

educational textbook using andragogy approach

developed into a whole product in the form of

Political Education textbook in which contains

material and concept important in political education

and design how teach or facilitate the students to

understand the concept by using andragogy approach.

The composition of the developed textbook consists

of three chapters, namely material on political

perspective, andragogy approach in political

education, and political education learning design

using andragogy approach.

The andragogy approach

in the development of this textbook can be seen from

the development of the material which directly

presents in writing the political education with the

andragogy approach and also the presentation of case

examples in the material according to the level of

development of student knowledge. This is in

Development of Political Education Textbook based on the Andragogy Approach

137

accordance with the one presented by Knowles

(1980) that adult learning readiness is oriented to the

task of development, and adults have a time

perspective in learning, namely as soon as possible

apply what has been learned. Based on what was

stated by Knowles it can be concluded that the

development of text books by presenting examples of

cases that are close to students will greatly help

students to directly apply the knowledge delivered.

In addition, the use of the andragogy approach

seen in the development of this textbook is also

presented in this book the design of learning using the

andragogy approach that has been compiled in each

material, namely about the nature of the state, human

rights, democracy, and the representation system.

Each material is explained in detail how an educator

becomes a facilitator in learning the material. This is

in accordance with what was stated by (U.S.

Department of Health, 1973) that in andragogy

learning must be cantered on students and lecturers

only as facilitators.

Andragogy's approach is also seen by presenting

cases that must be solved by students. This is in line

with the concept of the andragogy approach which

states that students must be able to make a decision in

solving a problem. As stated by Knowles (1980) that

adults have a self-concept, that is, a person who does

not depend on others and has the ability to take

decisions.

Products that have been developed, before

implemented in the field, evaluated following the step

Tessmer evaluation step which includes the stages of

self-evaluation, expert review, one to one evaluation,

small group evaluation and field test. At the self-

evaluation stage, the development product in the form

of a political education manual was re-evaluated by

the research team. Improvements made after this

stage are; the preliminary product of the book before

it was directly revised contained material on the

concept of important concepts in political education

and how to teach it added a preliminary section which

contains a description of what is political education

and andragogy approach. This section was added so

that book users understood the nature of political

education and why the andragogy approach became

important in political education.

In the experimental review stage, the product of a

political education handbook with a revised

andragogy approach through the self-evaluation stage

is validated by an expert who is expert in the field of

instructional design, materials and language.

Validation focuses on the design of learning, content

and layout.

Assessment of expert validator on political

education manual product is assessed based on five

aspects of the assessment, namely the first feasibility

of the content, consisting of 3 indicators, namely the

suitability of learning materials, the suitability of the

material with the learning needs, the coverage of the

material, the two suitability of presentation with

andragogy approach, consisting of three indicators

namely the presentation demands, the suitability of

guidance manuals with andragogy approach, the

suitability of the content of political education

manuals with andragogy approach, the three

compliance with didactic requirements consisting of

2 indicators that is conformity with the needs and

abilities of students, the suitability of self-

development of students, the four feasibility of

language construction which consists of 6 indicators

that are logical, communicative, dialogical and

interactive, the fifth conformity with technical

requirements graffiti consisting of two indicators of

the suitability of writing and images in books, design

or display books.

Expert validation results at the experimental

review stage for the 5 aspects of the above scoring can

be seen in Table 1. Table 1 shows that the

development product in the form of a political

education manual using the andragogy approach has

been declared valid by the expert with an average

score of 4.11. The details are; seen from the aspect of

the feasibility of the content obtained average score

of 4.25 categories is very valid, seen from the aspect

of conformity of the presentation with andragogy

approach got the average score of 4.28 categories is

very valid, seen from the aspect of conformity with

didactic terms obtained average score of 4.10 valid

categories, seen from the aspect of conformity with

the linguistic construction obtained average score of

3.70 categories valid and seen from the aspect

compliance with technical requirements graffiti got

average score 4.21 categories very valid.

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Table 1. Recapitulation of expert validation results in

experimental review stage

Rated aspect Validator

Validatio

n Score

Average

Validatio

n Score

Properness

of Content

Validator

4.37

4.12

4.25

Conform

ity

Presentation

with

Andragogic

approach

Validator

4.44

4.11

4.28

Conform

ity with

didactic

conditions

Validator

4.20

4.00

4.10

Conform

ity with

language

construction

Validator

3.80

3.60

3.70

Conform

ity with

technical

requirements

raffiti

Validator

4.28

4.14

4.21

Avera

e 4.11

Some suggestions from validators for

improvement are sample case examples for

discussions used in learning using the actual

andragogy approach selected, need to add new

information in political education guide product to

appeal to students, avoid using too long sentences,

and use of punctuation should be noted.

At the same time, in addition to asking for an

assessment from an expert, one to one step is also

conducted to request assessment and advice from

students. In one to one evaluation prototype one was

tested on 3 students of FKIP Palembang class from

different study programs that have low, medium and

high ability. Tests were conducted to see the

difficulties that might arise during the learning

process using the approach of andragogy and political

education manuals. After the learning process ends

the three students are asked to comment by filling out

the questionnaire given in relation to the way the

learning process

In one to one evaluation was tested on 3 students

of FKIP Palembang class from different study

programs that have low, medium and high ability.

Tests were conducted to see the difficulties that might

arise during the learning process using the approach

of andragogy and political education manuals. After

the learning process ends the three students are asked

to comment by filling out the questionnaire given in

relation to the way the learning process.

Table 2. The value of practicality of political education

book at one to one evaluation stage

Responden

Score Cate

SA 54 Efficien

57 Efficien

L 56 Efficien

Avera

e 55,6 Efficien

Based on the results of the questionnaire

recapitulation of three students involved in the small

group evaluation stage is average 55,6 in the range 15

lowest score 75. 75 then it is in the practical category.

The comments given by students at the one to one trial

phase are the contents of the political education

manual used in contrast to the political education

book I have seen and read, because there are

instructions on how to find and understand conceptual

concepts in political education such as the concept of

delegates representation, state, human rights,

government and so on through learning activities that

indirectly lead me to discover, understand and

practice the concept of the concept through discussion

activities, games that are done.

At the small group evaluation stage, the two

prototypes produced were tested on 9 students with

heterogeneous capabilities. The learning process at

this stage is done by using andragogy approach and

using the developed political education manual. After

completion of the learning process is completed, the

9 students are asked to fill out a questionnaire about

the course of the learning process. Besides, it is also

done unstructured interview with student to get enter

insert in order to improve product development. The

data of student questionnaire recapitulation at small

group evaluation stage showing the practicality level

of political education textbook based on andragogy

approach can be seen in Table 3

Development of Political Education Textbook based on the Andragogy Approach

139

Table 3. The value of practicality of political education

book at small group evaluation stage

Responden

Score Cate

F 61 Efficien

AF 48 Efficient Enou

YW 65 Ver

Efficien

SY 63 Efficien

TM 51 Efficien

A 58 Efficien

B 56 Efficien

DV 60 Efficien

RA 55 Efficien

Avera

e 57.44 Efficien

Based on the results of the questionnaire

recapitulation of nine students involved in the small

group evaluation stage is average 57.44 in the range

15 lowest score 75. 75 then it is in the practical

category.

Input from students at this small group evaluation

stage to enter to fix the two prototypes. As for input

from students are learning took place with great

interest. In learning using andragogy approach, can be

added controversial issue model in order to give more

opportunity to students doing analysis and critical

thinking. The second prototype that has been repaired

into a prototype three that is ready to be tested by way

of field test stages.

The next stage, the three prototypes generated

during the small group evaluation stage were tested

on the subject field. The trial was conducted on the

students of Pancasila and Civic Education Program of

Palembang class. At the time of the learning process

took place, observation of student learning

activeness. Observation result of student learning

activity can be seen in Table 4

Table 4: Student Activity in Learning Process Using

Andragogy Approach

Result Frequency Percentage Activate

Cate

–

100 15 46.87 Very Active

66-79 14 43.75 Active

56-65 2 6.25 Active

Enough

40-55 1 3.1 Less Active

0-39 0 0 Not Active

Sum 32 100

Table 4 shows that most students are active and

very active in the learning process (90.62%). This

means that political education using andragogy

approach effectively increase student learning

activeness. The result of pre-test conducted before the

learning by using andragogy approach got the average

score of students equal to 68. after the learning done

by approach of andragogy got the average value of

student equal to 88. It means there is improvement of

result of student's political education learning after

following learning by using andragogy approach 20.

Based on the calculation of n-gain analysis obtained

gain value of 0.625 on the medium criterion which

means the textbook of political education using

andragogy approach effectively improve student

learning outcomes. Through this field test activity

concluded that the textbook of political education

using andragogy approach effectively improve the

activity and student learning outcomes.

In addition to the proven valid and practice,

political education text book based on the approach

of andragogy explained in detail about the concept of

andragogy. In a special chapter, we describe the type

of theory of adult learning. As stated by Dugan Laird

(Hendayat, 2005:135) say that andragogy learning

how adults learn. Laird believes that adult learning in

ways that are very different from the way children get

new behaviour more in books with political education

processes and procedures in teaching political

education using andragogy is a model approach to the

learning process of students consisting of adults.

Andragogy also called technology for the

involvement of adults in learning. The learning

process to occur properly if the learning methods and

techniques involving students. The involvement of

the self (ego students) is the key to success in the

learning of adults. For that educators should be

debated. The most important thing is that the political

education textbook with the andragogy approach is

equipped not only with learning theories / concepts

but also with learning steps that can be carried out by

educators.

In addition, based on the data described above

the results seen at each stage experienced a significant

increase, especially seen in the small group

evaluation and field tests that had previously been

revised based on input from experts and students at

the one to one stage. Previous research has also

been conducted by Umriyah et al. (2012) regarding

the development of teaching materials with an

andragogy approach as an effort to improve student

creativity. In his research, he also applied the

principle of the andragogy approach at the stage of

developing textbooks that helped get maximum

results in learning. This can be seen from the

significant increase in participation compared to

before the adoption of the principle of andragogy.

Participation rates increased from 70% to 95%. In

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140

addition, the development of the concept of

andragogy was more effectively applied to groups of

teenagers and young mothers who still had high

enthusiasm and motivation.

4 CONCLUSION

The textbook of political education using the

developed andragogy approach is valid after the

experiment of review by 2 experts. For the content

feasibility, the average score of validation score is 4,

.25 (very valid category), the presentation match with

andragogy approach got the average score of

validation score of 4.28 (very valid category,

suitability with didactic condition got the average

score of validation score equal to 4.10 (valid

category), conformity with language construction

obtained the average score of validation score of 3.70

(valid category), conformity with technical

requirements graffiti got the average score of

validation score of 4.21 (very valid category). The

textbook of political education using the developed

andragogy approach is considered practical after a

pilot test of one to one evaluation and small group

evaluation. From the results of questionnaire data

processing from 9 students in the small group

evaluation stage obtained an average score of 57.44

(practical category). Furthermore, the textbook of

political education using andragogy approach

developed effectively improve student learning

activeness where 90.62% of students are in very

active and active category in the learning process. The

product of political education textbook using

andragogy approach developed also effectively

improve student learning outcomes with N-gain value

of 0.625.

ACKNOWLEDGEMENTS

The authors thank to Sriwijaya University for giving

us the opportunity to encourage and facilitate authors

to complete this competitive grants research. Thanks

also to the head department of Pancasila and Civic

Education Program, who teaches and motivates the

researchers to learn more about research

methodology on research in education. Thanks also to

pass on our expert and reviewer because it has

provided input in the study. I hope this article will

benefit many parties.

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