Impact Of Self-Actualization And Curiosity In Heutagogy Implementation (Case Study: BBPD Indonesia)

Abstract

Adults have different learning goals than children. Same thing happened in Indonesia's Balai Besar Pemerintahan Desa Kementerian Dalam Negeri (BBPD), which trains village and sub-district authorities. The BBPD modifies its position as a facilitator so learners have a work-based learning process. Many challenges arose during installation. According to the poll, facilitators may lack learning process knowledge. Lack of knowledge motivation and self-actualization are factors. Based on this description, two research questions can be determined to improve the learning process: (1) whether facilitators really lack motivation in adding new knowledge, especially as a self-actualization they must fulfill to catch up with the trainees, and (2) whether facilitators must increase curiosity level so they can always carry out independent learning. 128 institute facilitators were studied in three sites. According to these findings, facilitators need to enhance their enthusiasm in the workplace. Concerning the second study question, enhancing knowledge based on curiosity and self-actualization motivation would allow facilitators to deliver accessible content and design classroom material so it is always relevant to events and occurrences around them. Both variables are tremendously influential, but not fully supported in their work environment. This can arise due to the upper party's lack of motivational knowledge. The facilitators' routine and hectic schedules may also be a cause in why these two crucial characteristics are underdeveloped in their work environment.