PENDIDIKAN ALTERNATIF DI SHANKARA STUDIO SURAKARTA: PEMBENTUKAN PROFESIONALISME PENDESAIN GRAFIS DALAM PERSPEKTIF SOCIAL LEARNING THEORY ALBERT BANDURA

Alternative Education at Shankara Studio Surakarta: The Formation of Professionalism in Graphic Design from the Perspective of Albert Bandura's Social Learning Theory

Pendidikan formal Desain Komunikasi Visual belum sepenuhnya mampu beradaptasi untuk mempersiapkan lulusan yang profesional dalam menghadapi dinamika perkembangan industri, akibat keterbatasan kurikulum, pengajaran, dan sarana pendukung. Kemudian munculah pendidikan alternatif sebagai respons terhadap pendidikan formal yang dinilai kurang efektif dalam membentuk profesionalisme sebagai pendesain grafis. Tujuan penelitian ini adalah untuk menganalisis pembentukan profesionalisme dalam perspektif Social Learning Theory Albert Bandura, peran studio sebagai pendidikan alternatif, serta profesionalisme pendesain grafis dalam merancang proyek desain. Penelitian ini menggunakan pendekatan kualitatif interpretatif dengan studi kasus pada Shankara Studio Surakarta. Data diperoleh melalui observasi, wawancara, dan dokumentasi kemudian data dianalisis sesuai langkah-langkah Creswell meliputi persiapan data, pengolahan dan penyusunan data, serta analisis mendalam dengan proses pengkodean dan interpretasi data. Hasil penelitian ini meliputi: (1) Pembentukan profesionalisme pendesain grafis di Shankara Studio terjadi melalui proses pembelajaran sosial Albert Bandura, di mana pendesain mengembangkan pengetahuan, keterampilan, dan etos profesional melalui observasi dan peniruan terhadap para model baik senior dan teman sejawat yang kemudian mendapat penguatan positif melalui evaluasi dan hasil kerja nyata. Sementara keterampilan non-teknis dibentuk melalui interaksi langsung dan pengalaman kerja bersama klien. (2) Studio ini berperan sebagai ruang pendidikan alternatif yang menyediakan pembelajaran nonformal dan informal yang fleksibel dan berbasis pengalaman nyata, sehingga melengkapi pembelajaran formal dengan ruang eksplorasi kreatif dan kontekstual. (3) Profesionalisme pendesain grafis tercermin dalam proses desain secara menyeluruh hingga pada tingkat pengelolaan organisasi desain yang memenuhi kualifikasi sebagai desainer grafis senior menurut standar kompetensi dalam SKKNI Desain Grafis. Berdasarkan temuan penelitian, terdapat hubungan resiprokal antara pengetahuan awal yang diperoleh melalui pendidikan formal dengan penguatan yang diterima dalam pendidikan alternatif, proses ini mendorong perkembangan keterampilan profesionalisme yang esensial bagi pendesain grafis.

Formal education in Visual Communication Design has not fully adapted to prepare graduates who are professionally equipped to face the dynamic developments in the industry, due to limitations in curriculum, teaching methods, and supporting facilities. As a result, alternative education emerged as a response to formal education, which was deemed ineffective in fostering professionalism among graphic designers. The purpose of this study is to analyze the formation of professionalism from the perspective of Albert Bandura's Social Learning Theory, the role of the studio as an alternative education, and the professionalism of graphic designers in designing projects. This study employs an interpretive qualitative approach with a case study at Shankara Studio Surakarta. Data was collected through observation, interviews, and documentation, then analyzed following Creswell's steps, including data preparation, processing and organization, and in-depth analysis through coding and interpretation. The findings showed that: (1) The formation of graphic designer professionalism at Shankara Studio occurred through social learning processes, in which designers developed knowledge, skills, and professional ethics by observing and imitating role models—both senior designers and peers—and were reinforced through evaluations and tangible work outcomes. Non-technical skills were formed through direct interaction and work experience with clients. (2) The studio functioned as a space for alternative education that offered flexible, experiential non-formal and informal learning, which complemented formal education by providing opportunities for creative and contextual exploration. (3) The professionalism of graphic designers was reflected in the comprehensive design process, including organizational design management, aligning with the qualifications of senior designers according to Indonesia’s National Work Competency Standards (SKKNI) in Graphic Design. The study concluded that a reciprocal relationship existed between foundational knowledge gained from formal education and the reinforcement received through alternative education, which supported the development of essential professional competencies in graphic design.