STRENGTHENING NATIONAL CHARACTER EDUCATION THROUGH EXPERIENTIAL LEARNING IN THE TRAINING OF PROSPECTIVE NOKEN NON-COMMISSIONED OFFICERS OF THE INDONESIAN NATIONAL POLICE AT THE PAPUA REGIONAL POLICE TRAINING CENTRE

Abstract

Abstrak: Penguatan karakter kebangsaan merupakan bagian penting dalam pembinaan calon anggota kepolisian, terutama bagi peserta dengan latar belakang sosial dan budaya yang beragam. Kegiatan ini bertujuan menguatkan karakter kebangsaan calon bintara pada satuan pendidikan kepolisian di wilayah Papua melalui penerapan Experiential Learning (EL). Program diawali dengan Training of Trainers bagi 50 instruktur, kemudian dilanjutkan dengan pembinaan 273 peserta selama dua bulan dengan beban 400 jam pelajaran. EL diterapkan melalui pengalaman langsung, simulasi, role-play, dialog interaktif, refleksi, penugasan, kegiatan sosial, dan latihan kerja. Evaluasi dilakukan melalui observasi langsung, asesmen, logbook peserta, catatan instruktur, serta monitoring berkelanjutan. Hasil menunjukkan bahwa 273 peserta menyelesaikan seluruh rangkaian 400 jam pelajaran. Hasil observasi, refleksi, logbook, dan monitoring menunjukkan perkembangan dalam pemahaman dan penerapan nilai nasionalisme, cinta tanah air, kedisiplinan, tanggung jawab, kerja sama, penghargaan terhadap keberagaman, dan identitas kebangsaan selama pembinaan. Program menghasilkan pola penguatan karakter melalui tahapan pengalaman–refleksi–pemaknaan nilai–penerapan perilaku–monitoring dan penguatan. Temuan ini menunjukkan bahwa EL dapat menjadi alternatif pendekatan penguatan karakter kebangsaan pada pendidikan kepolisian dengan mengintegrasikan kedisiplinan, partisipasi aktif, refleksi, dan pengalaman kontekstual.

Abstract: Strengthening national character is an important component of preparing prospective police officers, particularly those from diverse social and cultural backgrounds. This programme aimed to strengthen the national character of prospective Non-Commissioned Officers at a police education and training institution in Papua through Experiential Learning (EL). The programme began with a Training of Trainers involving 50 instructors, followed by two months of training for 273 participants comprising 400 teaching hours. EL was implemented through direct experience, simulations, role-play, interactive dialogue, reflection, assignments, social activities, and practical exercises. Evaluation was conducted through direct observation, assessment, participant logbooks, instructor records, and continuous monitoring. The results showed that 273 participants completed the entire 400-hour programme. Evidence from observations, reflections, logbooks, and monitoring indicated development in participants’ understanding and application of nationalism, love for the homeland, discipline, responsibility, teamwork, respect for diversity, and national identity throughout the training. The programme generated a character-strengthening model consisting of experience–reflection–value interpretation–behavioural application–monitoring and reinforcement. These findings indicate that EL can serve as an alternative approach to national character development in police education by integrating discipline with active participation, reflection, and contextual learning experiences.