Peran Model Experiential Learning Dalam Pendidikan Berbasis Keterampilan Tata Busana

The Role of Experiential Learning Models in Dressmaking Skills-Based Education

Model experiential learning memiliki keunggulan dapat meningkatkan kepercayaan diri, komunikasi, perencanaan, serta pemecahan masalah, menumbuhkan tanggungjawab, memperkuat kepercayaan, kerjasama dan kompromi dalam suatu kelompok. Tujuan penulisan artikel ini adalah: 1) mendeskripsikan karakteristik model experiential learning, 2) mendeskripsikan karakteristik pembelajaran keterampilan tata busana, 3) merancang pembelajaran keterampilan tata busana dengan menerapkan model experiential learning dalam, 4) menganalisis faktor pendukung dan penghambat dalam pembelajaran tata busana dengan menerapkan model experiential learning. Artikel studi literatur ini merupakan analisis dari teori-teori serta hasil-hasil penelitian tentang peran model experiential learning dalam konteks pendidikan berbasis keterampilan tata busana. Kesimpulan hasil analisis studi literatur ini antara lain: 1) karakteristik Experiential Learning  merupakan pembelajaran holistik yang cara belajarnya dapat dilihat melalui proses,  merupakan proses belajar berkelanjutan berdasarkan pengalaman, membutuhkan resolusi konflik berbagai macam gaya belajar yang berlawanan secara dialektis, menghubungkan seseorang dengan lingkungan serta menggabungkan pengetahuan sosial dan pribadi, 2) keterampilan tata busana adalah kemampuan menciptakan produk kerajinan busana yang membutuhkan  kreatifitas dasar dalam memilih, mengatur serta memperbaiki cara berbusana agar didapatkan busana yang indah, serasi, sesuai dengan usia, kesempatan dan warna, 3) rancangan model experiential learning dalam pembelajaran keterampilan tata busana mencakup 4 fase yaitu: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), dan active experimentation (AE), 4) faktor pendukung penerapan model experiential learning dalam pembelajaran keterampilan tata busana antara lain: guru memahami siklus model experiential learning, siswa terlibat aktif, pengalaman langsung dialami siswa, komunikasi dengan baik antara guru dan peserta didik. Adapun yang termasuk faktor penghambat yaitu tingkat IQ siswa yang berbeda serta keterbatasan durasi dalam pembelajaran.

Kata Kunci: experiential learning, keterampilan tata busana, rancangan pembelajaran

The experiential learning model has the advantage of being able to increase self-confidence, communication, planning, and problem solving, foster responsibility, strengthen trust, cooperation and compromise in a group. The objectives of writing this article are: 1) to describe the characteristics of the experiential learning model, 2) to describe the characteristics of learning fashion skills, 3) to design the learning of fashion skills by applying the experiential learning model in, 4) to analyze the supporting and inhibiting factors in learning fashion design by applying experiential learning model. This literature study article is an analysis of theories and research results on the role of experiential learning models in the context of education based on fashion skills. The conclusions of the analysis of this literature study include: 1) the characteristics of Experiential Learning are holistic learning in which learning can be seen through a process, is a continuous learning process based on experience, requires conflict resolution of various kinds of dialectical opposing learning styles, connects a person with the environment and combines social and personal knowledge, 2) fashion skills are the ability to create fashion craft products that require basic creativity in choosing, arranging and improving the way to dress in order to get beautiful, suitable, age-appropriate clothes, opportunities and colors, 3) experiential learning model design in learning fashion design skills includes 4 phases, namely: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), 4) supporting factors for the application of experiential learning models in learning fashion skills, among others: the teacher understands the model cycle experiential learning, students are actively involved, direct experience experienced by students, good communication between teachers and students. As for what is included as an inhibiting factor, namely the different IQ levels of students and the limited duration of learning.

Keywords: experiential learning, fashion skills, learning design