The difference in perceptions of hybrid work environment between generation X and generation Y educators in private higher education post-covid-19 pandemic
DOI:
https://doi.org/10.17509/jpp.v23i2.60222Keywords:
blended learning, generasi x, generasi y, lingkungan kerja hybrid, pembelajaran hybridAbstract
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 independen. 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 nonparametrik. 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.
References
Arntz, M., Yahmed, S. B., & Berlingieri, F. (2022). Working from home, hours worked and wages: Heterogeneity by gender and parenthood. Labour Economics, 76, 102169.
Bannon, S., Ford, K., & Meltzer, L. (2011). Understanding millennials in the workplace. The CPA Journal, 81, 61–65.
Delfino, G. F., & van der Kolk, B. (2021). Remote working, management control changes and employee responses during the COVID-19 crisis. Accounting, Auditing & Accountability Journal, 34(6), 1376–1387. https://doi.org/10.1108/AAAJ-06-2020-4657
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, 1–16.
Eastman, J. K., Iyer, R., Liao-Troth, S., Williams, D. F., & Griffin, M. (2014). The role of involvement on millennials’ mobile technology behaviors: The moderating impact of status consumption, innovation, and opinion leadership. Journal of Marketing Theory and Practice, 22(4), 455–470.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
Gallup, I. (2016). How millennials want to work and live.
Gibbs, M., Mengel, F., & Siemroth, C. (2021). Work from home & productivity: Evidence from personnel & analytics data on IT professionals (No. 2021–56).
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Prentice Hall.
Grzegorczyk, M., Marinello, M., Nurski, L., & Schraepen, T. (2021). Blending the physical and virtual: A hybrid model for the future of work (No. 14/2021).
Hill, E. J., Hawkins, A. J., Ferris, M., & Weitzman, M. (2001). Finding an extra day a week: The positive influence of perceived job flexibility on work and family life balance. Family Relations, 50(1), 49–58.
Khalil, M. K., Abdel Meguid, E. M., & Elkhider, I. A. (2018). Teaching of anatomical sciences: A blended learning approach. Clinical Anatomy, 31(3), 323–329.
Krahn, H. J., & Galambos, N. L. (2014). Work values and beliefs of ‘Generation X’ and ‘Generation Y.’ Journal of Youth Studies, 17(1), 92–112. https://doi.org/10.1080/13676261.2013.815701
Lothridge, K., Fox, J., & Fynan, E. (2013). Blended learning: Efficient, timely and cost effective. Australian Journal of Forensic Sciences, 45(4), 407–416.
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Nindyati, A. D. (2017). Pemaknaan loyalitas karyawan pada generasi X dan generasi Y (Studi pada karyawan di Indonesia). Journal of Psychological Science and Profession, 1(3), 59–66.
O’Byrne, W. I., & Pytash, K. E. (2015). Hybrid and blended learning: Modifying pedagogy across path, pace, time, and place. Journal of Adolescent & Adult Literacy, 59(2), 137–140. https://doi.org/10.1002/jaal.463
Ouppara, N. S., & Sy, M. V. U. (2012). Quality of work life practices in a multinational company. Procedia - Social and Behavioral Sciences, 40, 116–121. https://doi.org/10.1016/j.sbspro.2012.03.169
Puybaraud, M., Russel, S., McEwan, A. M., Luessing, E., & Beck, L. (2010). Generation Y and the workplace.
Raišienė, A. G., Rapuano, V., & Varkulevičiūtė, K. (2021). Sensitive men and hardy women: How do millennials, xennials and gen x manage to work from home? Journal of Open Innovation: Technology, Market, and Complexity, 7(6), 106.
Raziq, A., & Maulabakhsh, R. (2015). Impact of working environment on job satisfaction. Procedia Economics and Finance, 23, 717–725. https://doi.org/10.1016/S2212-5671(15)00524-9
Ritchey, F. (2008). The statistical imagination: Elementary statistics for the social sciences (2nd ed.). McGraw-Hill.
Riyanda, A. R., Agnesa, T., Wira, A., Ambiyar, A., Umar, S., & Hakim, U. (2022). Hybrid learning: Alternatif model pembelajaran di masa pandemi covid-19. Jurnal Basicedu, 6(3), 4461–4469. https://doi.org/10.31004/basicedu.v6i3.2794
Rusyada, H., & Nasir, M. (2022). Efektivitas penerapan hybrid learning pasca pandemi covid-19 di sekolah dasar. Jurnal Basicedu, 6(2), 1712–1723. https://doi.org/10.31004/basicedu.v6i2.2275
Schenker, J. D., & Rumrill Jr, P. D. (2004). Causal-comparative research designs. Journal of Vocational Rehabilitation, 21(3), 117–121.
Stratton, S. J. (2021). Population research: Convenience sampling strategies. Prehospital and Disaster Medicine, 36(4), 373–374. https://doi.org/10.1017/S1049023X21000649
Sukiman, Sri, H., & Puspo, R. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11(1), 243–257.
Sumandiyar, A., Genggong, M. S., Nanda, I., & Fachruddin, S. (2021). The effectiveness of hybrid learning as instructional media amid the COVID-19 pandemic. Jurnal Studi Komunikasi, 5(3), 651–664.
Taylor, M. K. (2018). Xennials: A microgeneration in the workplace. Industrial and Commercial Training, 50(3), 136–147.
Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36(5), 1117–1142. https://doi.org/10.1177/0149206309352246
Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques. SAGE Publications.
Wood, S. (2013). Generation Z as consumers: Trends and innovation. Institute for Emerging Issues: NC State University, 119(9), 7767–7779.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Dina Mellita, Ayu Lestari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
