The Difference in Perceptions of Hybrid Work Environment Between Generation X and Generation Y Educators in Private Higher Education Post-Covid-19 Pandemic
Abstract
Abstrak
Institusi pendidikan tinggi sedang berusaha untuk memberikan lebih banyak fleksibilitas dan individualisasi, yang terutama diwujudkan melalui penggunaan teknologi baru dan diterapkan dalam lingkungan pembelajaran hibrida. Penelitian ini bertujuan untuk mengidentifikasi perbedaan persepsi mengenai lingkungan kerja hybrid dalam hal pembelajaran hybrid antar pendidik perguruan tinggi swasta dari generasi X dan Y. Rancangan penelitian yang digunakan adalah rancangan penelitian studi komparatif kausal dengan menggunakan 2 variabel independent. Data yang digunakan dalam penelitian ini adalah data primer melalui kuesioner yang didistribusikan kepada 277 dosen perguruan tinggi swasta yang ada di Kota Palembang. Sebelum melakukan pengujian komparasi dilakukan uji normalitas dan uji homogenitas. Berdasarkan hasil uji normalitas diketahui bahwa sebaran data penelitian adalah tidak normal sehingga alat uji komparasi yang dilakukan dengan menggunakan uji statistik non parametrik. Berdasarkan hasil pengujian Mann Whitney U Test diketahui bahwa tidak terdapat perbedaan persepsi dalam lingkungan kerja hybrid antara Gen X dan Y pada hampir keseluruhan aspek lingkungan kerja hybrid. Hasil tersebut menunjukkan bahwa tidak ada gap antara generasi X dan Y dalam menerima lingkungan kerja baru yaitu sistem pembelajaran hybrid yang muncul selama pandemi. Hasil penelitian juga menyimpulkan bahwa kedua generasi sepakat bahwa lingkungan kerja hibrida, yang juga mempertimbangkan penggantian sebagian ruang kelas tatap muka dengan lingkungan pembelajaran online dan pemanfaatan teknologi, menciptakan pendidikan yang terjangkau, mudah diakses, dan berkualitas tinggi yang dapat diakses melintasi batas-batas negara dan berpotensi untuk membentuk basis pengetahuan standar yang dapat digunakan oleh masyarakat global
Kata Kunci: Lingkungan Kerja Hybrid, Generasi X, Generasi Y, Pembelajaran Hybrid, blended learning.
Abstract
Educational institutions at the higher level are striving to offer increased flexibility and customization, primarily achieved by integrating new technologies within hybrid learning settings.This research aims to identify the differences in perceptions regarding the hybrid work environment in terms of hybrid learning among faculty members of private universities from Generation X and Generation Y. The research design used is a comparative causal study design using two independent variables. The data used in this study are primary data collected through questionnaires distributed to 277 faculty members of private universities in Palembang City. Before conducting the comparative analysis, tests for normality and homogeneity were performed. In accordance with the findings from the normality test, it is known that the data distribution is not normal, thus non-parametric statistical tests were used for the comparative analysis. Based on the results of the Mann-Whitney U Test, it is found that there is no significant difference in perceptions of the hybrid work environment between Generation X and Generation Y in almost all aspects of the hybrid work environment. These findings suggest that there is no discernible difference between Generation X and Generation Y in accepting the new work environment, namely the hybrid learning system that emerged during the pandemic. The outcomes additionally indicated that both Generation X and Generation Y shared the belief that a hybrid work environment, which incorporates substituting a portion of in-person classroom activities with online learning and technology integration, contributes to cost-effective, easily accessible, and excellent education that transcends geographical boundaries. This approach also holds the potential to establish a universally applicable knowledge foundation for the global community.
Keywords: Hybrid Work Environment, Generation X, Generation Y, Hybrid Learning, blended learning.
Keywords
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DOI: https://doi.org/10.17509/jpp.v23i2.60222
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