Andragogy-based learning model for intergenerational salted egg businesses in Tangerang Regency

Mustofa Kamil; Sri Yanti; Dadang Yunus; P. Purnomo

doi:10.17509/jik.v21i4.74367

Andragogy-based learning model for intergenerational salted egg businesses in Tangerang Regency

Mustofa Kamil, Sri Yanti, Dadang Yunus, P. Purnomo

Abstract

This study examines the andragogical learning model in the context of intergenerational businesses, specifically within the salted egg artisans community in Tangerang Regency. Intergenerational businesses face significant challenges in transferring knowledge and values between generations, often experiencing shifts due to differences in perspectives and priorities. The andragogical approach emphasizes the importance of learning relevant to adults' needs and life experiences. This approach involves collaboration between older and younger generations in family businesses to address shared challenges. This research employs a case study method to identify effective learning models for managing knowledge transfer and values within the salted egg artisans community. The results indicate that an andragogy-based collaborative learning model, which involves both generations in the learning process through practical experience and joint discussions, effectively enhances business sustainability. This approach not only improves technical skills and knowledge but also strengthens the understanding of traditional values and modern innovations, which are crucial for the sustainability and success of intergenerational businesses. The study suggests the need for flexibility and adaptability in learning models to ensure the successful transfer of knowledge and values between generations in family businesses.

Abstrak

Penelitian ini mengkaji model pembelajaran berbasis andragogi dalam bisnis intergenerasi, khususnya pada komunitas pengrajin telur asin di Kabupaten Tangerang. Bisnis intergenerasi menghadapi tantangan besar dalam transfer pengetahuan dan nilai antar generasi, yang sering kali mengalami pergeseran seiring dengan perbedaan cara pandang dan prioritas. Pendekatan andragogi menekankan pembelajaran yang relevan dengan kebutuhan dan pengalaman hidup orang dewasa, dan dalam bisnis keluarga, pendekatan ini melibatkan kolaborasi antara generasi tua dan muda untuk mengatasi tantangan bersama. Penelitian ini menggunakan metode studi kasus untuk mengidentifikasi model pembelajaran yang efektif dalam mengelola transfer pengetahuan dan nilai dalam komunitas pengrajin telur asin. Hasil penelitian menunjukkan bahwa model pembelajaran collaborative learning berbasis andragogi, yang melibatkan kedua generasi dalam proses belajar melalui praktik nyata dan diskusi bersama, efektif dalam memperkuat keberlanjutan usaha. Model collaborative learning meningkatkan keterampilan teknis dan pengetahuan, juga memperkuat pemahaman tentang nilai-nilai tradisional dan inovasi modern, yang keduanya penting untuk keberlanjutan dan kesuksesan bisnis intergenerasi. Penelitian ini menyarankan perlunya fleksibilitas dan adaptabilitas dalam model pembelajaran untuk memastikan keberhasilan transfer pengetahuan dan nilai antar generasi dalam bisnis keluarga.

Kata Kunci: andragogi; bisnis intergenerasi; pembelajaran kolaboratif; transfer nilai; transfer pengetahuan

Keywords

andragogy; collaborative learning; intergenerational business; knowledge transfer; value transfer

Full Text:

Download PDF (English) Download PDF (Bahasa Indonesia)

References

Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16.

Bali, A., & Iriani, A. (2024). Implementation of clinical supervision with a collaborative approach to enhance teachers’ pedagogical competence in junior high schools. Inovasi Kurikulum, 21(3), 1383-1364.

Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57-74.

Cueto, L. J., Frisnedi, A. F. D., Collera, R. B., Batac, K. I. T., & Agaton, C. B. (2022). Digital innovations in MSMEs during economic disruptions: Experiences and challenges of young entrepreneurs. Administrative Sciences, 12(1), 8-20.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

DeIuliis, E. D., & Saylor, E. (2021). Bridging the gap: Three strategies to optimize professional relationships with Generation Y and Z. The Open Journal of Occupational Therapy, 9(1), 1-13.

Dullah, M., Limgiani, L., & Suwardi, L. A. (2023). Work environment analysis to improve employee performance. Revenue Journal: Management and Entrepreneurship, 1(2), 127-134.

Evers, K., & Chen, S. (2021). Effects of automatic speech recognition software on pronunciation for adults with different learning styles. Journal of Educational Computing Research, 59(4), 669-685.

Fernanda, M. H. F., & Handrianto, P. (2022). Peningkatan pendapatan warga desa melalui pembuatan minuman nutrasetikal: Pelatihan di Desa Drenges, Bojonegoro. Dinamisia: Jurnal Pengabdian Kepada Masyarakat, 6(2), 445-451.

Gabrielova, K., & Buchko, A. A. (2021). Here comes generation z: Millennials as managers. Business Horizons, 64(4), 489-499.

Gadomska-Lila, K. (2020). Effectiveness of reverse mentoring in creating intergenerational relationships. Journal of Organizational Change Management, 33(7), 1313-1328.

Gainsford, A., & Evans, M. (2021). Integrating andragogical philosophy with Indigenous teaching and learning. Management Learning, 52(5), 559-580.

Haq, I. U., Anwar, A., Rehman, I. U., Asif, W., Sobnath, D., Sherazi, H. H. R., & Nasralla, M. M. (2021). Dynamic group formation with intelligent tutor collaborative learning: A novel approach for next generation collaboration. IEEE Access, 9(1), 143406-143422.

Ivaldi, S., Scaratti, G., & Fregnan, E. (2022). Dwelling within the fourth industrial revolution: Organizational learning for new competences, processes and work cultures. Journal of Workplace Learning, 34(1), 1-26.

Janmaat, J. G., & Keating, A. (2019). Are today’s youth more tolerant? Trends in tolerance among young people in Britain. Ethnicities, 19(1), 44-65.

Jones, C. A., & Davison, A. (2021). Disempowering emotions: The role of educational experiences in social responses to climate change. Geoforum, 118(1), 190-200.

Khair, A. U., Asri, A., & Firman, A. (2021). Pembentukan karakter kewirausahaan melalui pembinaan softskill pada perempuan di Kelurahan Lette. Nobel Community Services Journal, 1(1), 16-23.

Kuknor, S. C., & Bhattacharya, S. (2022). Inclusive leadership: New age leadership to foster organizational inclusion. European Journal of Training and Development, 46(9), 771-797.

Kuleto, V., P, M. I., Stanescu, M., Ranković, M., Šević, N. P., Păun, D., & Teodorescu, S. (2021). Extended reality in higher education, a responsible innovation approach for generation y and generation z. Sustainability, 13(21), 1-12.

Lavy, S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 15(2), 573-596.

Machynska, N., & Boiko, H. (2020). Andragogy-the science of adult education: Theoretical aspects. Journal of Innovation in Psychology, Education and Didactics, 24(1), 25-34.

Mercader, V., Galván-Vela, E., Ravina-Ripoll, R., & Popescu, C. R. G. (2021). A focus on ethical value under the vision of leadership, teamwork, effective communication and productivity. Journal of Risk and Financial Management, 14(11), 522.

Moreno-Gené, J., & Gallizo, J. L. (2021). Intergenerational differences in family business management and their influence on business profitability. Sustainability, 13(12), 1-17.

Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56-66.

Nallaluthan, K., Masran, M. N., Thurasingam, V., & Kanapathy, K. (2023). Malcolm Knowles’ theory of andragogy at research management and innovation centre Universiti Pendidikan Sultan Idris (RMIC-UPSI): Work-based learning model. Evaluation Studies in Social Sciences, 4(2), 30-50.

Ngotngamwong, R. (2019). Working with millennials: From the perspective of baby boomers and gen xers. Human Behavior, Development & Society, 20(2), 1-16.

Oropilla, C. T., & Ødegaard, E. E. (2021). Strengthening the call for intentional intergenerational programmes towards sustainable futures for children and families. Sustainability, 13(10), 1-14.

Pambudi, D. I., Mardati, A., & Nuraini, E. (2019). The education values of Indonesian teachers: Origin, importance, and its impact on their teaching. International Journal of Instruction, 12(3), 633-650.

Phillipson, C. (2019). ‘Fuller’or ‘extended’working lives? Critical perspectives on changing transitions from work to retirement. Ageing & Society, 39(3), 629-650.

Pokrovskaia, N. N., Ababkova, M. Y., & Fedorov, D. A. (2019). Educational services for intellectual capital growth or transmission of culture for transfer of knowledge—Consumer satisfaction at St. Petersburg universities. Education Sciences, 9(3), 183-197.

Powers, A., & Zhao, J. (2019). Staying alive: Entrepreneurship in family-owned media across generations. Baltic Journal of Management, 14(4), 641-657.

Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94-110.

Psarommatis, F., Prouvost, S., May, G., & Kiritsis, D. (2020). Product quality improvement policies in industry 4.0: Characteristics, enabling factors, barriers, and evolution toward zero defect manufacturing. Frontiers in Computer Science, 2(1), 26-40.

Roe, L. (2023). Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis. Journal of Adult and Continuing Education, 29(1), 147-169.

Rudolph, C. W., Rauvola, R. S., Costanza, D. P., & Zacher, H. (2021). Generations and generational differences: Debunking myths in organizational science and practice and paving new paths forward. Journal of Business and Psychology, 36(6), 945-967.

Santini, S., Baschiera, B., & Socci, M. (2020). Older adult entrepreneurs as mentors of young people neither in employment nor education and training (NEETs): Evidences from multi-country intergenerational learning program. Educational Gerontology, 46(3), 97-116.

Schneider, F., Giger, M., Harari, N., Moser, S., Oberlack, C., Providoli, I., Schmid, L., Tribaldos, T., & Zimmermann, A. (2019). Transdisciplinary co-production of knowledge and sustainability transformations: Three generic mechanisms of impact generation. Environmental Science & Policy, 102(1), 26-35.

DOI: https://doi.org/10.17509/jik.v21i4.74367