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Journal articles on the topic 'Andragogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hasibuan, Jubaidah, Cristina Asvera Saragih, Junfanny Pakpahan, Meliana Gultom, and Muhammad Salim Sagala. "Analisis Penerapan Pembelajaran Andragogi di PKBM Hanuba Medan." Diklus: Jurnal Pendidikan Luar Sekolah 6, no. 2 (2022): 138–49. http://dx.doi.org/10.21831/diklus.v6i2.49967.

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Abstrak: Penelitian bertujuan untuk mengetahui bagaimana penerapan pembelajaran andragogi di Pusat Kegiatan Belajar Masyarakat (PKBM) Hanuba di Jalan A.H. Nasution, Medan, Sumatera Utara. Penelitian ini diharapkan dapat membangun motivasi dan sebagai referensi dalam membentuk lembaga pendidikan masyarakat melalui penerapan pembelajaran andragogi di PKBM Hanuba. Metode penelitian dilakukan adalah pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan dengan wawancara, observasi dan studi pustaka. Hasil penelitian yang diperoleh yaitu PKBM Hanuba telah menerapkan pende

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Zali, Samsul, and Hiryanto. "Studi Literatur: Integrasi Andragogi dan Pendidikan Islam." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 11, no. 1 (2023): 45–56. http://dx.doi.org/10.36052/andragogi.v11i1.313.

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The purpose of this research is to obtain information about the integration of Andragogy and Islamic Education. This study is qualitative research in the category of literature review with content analysis. The research findings reveal that the concept of Andragogy in Education is both an art and a science of teaching adults to learn, assisting adult learners according to their needs, and motivating them to learn by utilizing their experiences to achieve new learning experiences. There are four key assumptions in Andragogy, which include the concept of learners, the function of experience, rea

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3

Isbah, Faliqul, and M. Fairuz Rosyid. "‘Amaliyyah al-Andragogiya li Mu’allim al-Lughah al_juhûd li Tarqiyyah al-Kafâ’ah al-Tarbawiyyah." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 5, no. 02 (2021): 170–90. http://dx.doi.org/10.15642/alfazuna.v5i02.1042.

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Abstract: Teachers have an obligation to provide quality teaching. Therefore, teachers always try to develop pedagogical competencies. One of the paths taken by the teacher to achieve that goal is by practicing a lifelong learning culture or andragogy. Starting from this problem, this study aims to examine the learning culture of Arabic teachers in improving pedagogical competence. The principles and characteristics of andragogy theory are used to develop research. The study uses qualitative methods with interview data collection techniques. While the research subjects were Arabic language tea

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Noortyani, Rusma, Mira Estitiyanti, and Muhammad Mulyadi. "PENERAPAN PENDEKATAN ANDRAGOGI DALAM PENULISAN ARTIKEL BAHASA INDONESIA BERTEMA TRADISI DAN ADAT BUDAYA KALIMANTAN SELATAN (APPLICATION OF ANDRAGOGY APPROACH IN WRITING INDONESIAN ARTICLES ON THE THEME OF CULTURAL TRADITIONS AND CUSTOMS SOUTHERN KALIMANTAN)." JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA 13, no. 2 (2023): 387. http://dx.doi.org/10.20527/jbsp.v13i2.17412.

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AbstractApplication Of Andragogy Approach In Writing Indonesian Articles On The Theme Of Cultural Traditions And Customs Southern Kalimantan. The application of the andragogy approach in writing Indonesian articles on the theme of South Kalimantan cultural traditions and customs needs to be done to help learners in completing their assignments. This is done because every year there is an Indonesian article writing competition, so the application of this andragogy approach is needed. The qualitative method used in this research can produce descriptive data in the form of Indonesian article asse

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Ndraha, Ewi Darman, Sonia Simamora, Anggita Anastasya, et al. "Analisis Penerapan Pendekatan dan Masalah Andragogi di PKBM Cahaya Binjai." Diklus: Jurnal Pendidikan Luar Sekolah 6, no. 2 (2022): 174–91. http://dx.doi.org/10.21831/diklus.v6i2.49473.

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Abstrak: Pendidikan kesetaraan merupakan salah satu program pendidikan luar sekolah yang dilaksanakan oleh PKBM. Dalam pembelajaran kesetaraan perlu adanya pendekatan yang sesuai. Pendekatan yang sesuai dalam program kesetaraan adalah pendekatan andragogi. Pendekatan andragogi merupakan pendekatan yang menggunakan prinsip-prinsip pembelajaran orang dewasa. Prinsip-prinsip tersebut digunakan karena mayoritas peserta didik merupakan orang dewasa yang memiliki cara belajar berbeda sehingga perlu diterapkan pendekatan andragogi agar peserta didik dapat termotivasi dalam belajar. Penelitian ini ber

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Lestari, Winda. "Pengembangan Modul Pembelajaran Bahasa Inggris Berbasis Andragogi Pada Program Studi Pendidikan Biologi di Universitas Muhammadiyah Palembang." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 1 (2021): 171–77. http://dx.doi.org/10.51276/edu.v2i1.114.

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Abstract: This study aims to produce an andragogy-based English module that is valid, practical and has a potential effect on student learning outcomes in semester 2 of Muhammadiyah University of Palembang. The research procedure used the Rowntree model, namely: planning, development, and evaluation. In the evaluation stage, Tessmer's formative evaluation model is used which consists of 5 stages, namely: self evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. The result of this research is an andragogy-based English module. Modules are declared valid afte

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‘Amalia Azis, Zia. "Pelaksanaan Pembelajaran Andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo Tahun 2019." Rayah Al-Islam 6, no. 2 (2022): 210–35. http://dx.doi.org/10.37274/rais.v6i2.615.

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Abstrak Pondok Pesantren Al-Muayyad Windan memberikan pola pembelajaran yang sesuai dengan usia tersebut adalah pembelajaran andragogi. Dalam merealisasikan pembelajaran andragogi, pondok pesantren ini memiliki program pembelajaran lanjutan yang menunjang santri dalam mengambil peran di masyarakat. Sehingga peneliti bertujuan untuk mengetahui pelaksanaan pembelajaran andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo. Metode penelitian yang digunakan yaitu metode deskriptif kualitatif. Subjek penelitian ini adalah saudara Faisal Ibrahim selaku pengampu materi F

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Zaichko, N. V., S. V. Shevchuk, K. O. Zaichko, I. A. Samborska, and O. I. Shtatko. "Andragogy in higher medical education: features of implementation in fundamental and clinical disciplines." Reports of Vinnytsia National Medical University 26, no. 4 (2022): 600–605. http://dx.doi.org/10.31393/reports-vnmedical-2022-26(4)-14.

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Annotation. The article summarizes the main aspects of andragogy - the science of adult education, considers key terms, and characterizes the principles and methods of andragogy. The regulatory documentation regulating the organization and requirements for the development of andragogical competence of teachers was analyzed; electronic resources of PubMed were studied; Google Academy with depth of bibliographic search 2012-2022; the experience of applying aspects of andragogy in the scientific and pedagogical work of the departments of biological and general chemistry and the department of inte

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Oliveira, Samya Karla Lopes de, and Cilene Maria Lima Antunes Maciel. "Andragogia um Ensino para Adultos: Breve Revisão Sistemática." Revista de Ensino, Educação e Ciências Humanas 25, no. 1 (2024): 94–98. http://dx.doi.org/10.17921/2447-8733.2024v25n1p94-98.

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A palavra Andragogia tem origem grega que une o prefixo “anér” ou “andrós”, que significa adulto, ao sufixo “gogia” arte e ciência da aprendizagem, consolidada somente em 1921, por Rosenstok, que enfatizou como método da educação de adultos, uma teoria estruturada a partir de teóricos que buscaram melhoramentos na educação. Embora sua ampla utilização tenha ocorrido por Malcom Knowles (1913-1997), que ficou conhecido como o pai da Andragogia, ao definir princípios que buscam considerar as diferenças entre adultos e crianças. Sendo esses: autoconceito, experiência e expectativa de tempo. Consid

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Gutu, Vladimir, and Carolina Turcanu. "Adult didactics – component of andragogy: peculiarities and basic categories." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 3–9. http://dx.doi.org/10.59295/sum5(165)2023_01.

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At the stage of rapid development of science and market of educational services for adults, a relatively new direction in education was formed - andragogy (pedagogy of adults).In the present time, andragogy occupies a place in the structure of education sciences as an independent category, possessing at the same time its own scientific apparatus, research methods, scientific approaches and principles. In this article, an attempt was made to substantiate the definition of basic concepts and categories of adult teaching: subject, tasks, functions. Special attention is paid to the principles of a

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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adul

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Costa, Amália Fernanda, Regina Mara Silva Pereira, and Regina Mara Silva Pereira. "A lógica freudiana em andragogia / Freudian logic in andragogy." Brazilian Journal of Development 8, no. 3 (2022): 21763–68. http://dx.doi.org/10.34117/bjdv8n3-397.

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13

Gitterman, Alex. "Interactive Andragogy." Journal of Teaching in Social Work 24, no. 3-4 (2004): 95–112. http://dx.doi.org/10.1300/j067v24n03_07.

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NURFARUQI, MADJID. "PENERAPAN PRINSIP PEMBELAJARAN ANDRAGOGI DALAM Q.S AL-KAHFI AYAT 60-82 : STUDI DI PROGRAM STUDI MAGISTER PAI UIN SMH BANTEN." CENDEKIA: Jurnal Ilmu Pengetahuan 2, no. 4 (2022): 296–305. http://dx.doi.org/10.51878/cendekia.v2i4.1685.

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The purpose of this research is to explain: 1) The principles of andragogy learning in Q.S al-Kahfi verses 60-82, 2) The principles of andragogy learning in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten, 3). Application of andragogy learning principles in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten and 4) Supporting and inhibiting factors in the application of andragogy learning principles in the PAI Masters Study Program at UIN Sultan Maulana Hasanuddin Banten. In this research, the approach take

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15

Matulčík, Július. "Development and Current Status of Andragogy in Slovakia." Andragoška spoznanja 29, no. 2 (2023): 69–85. http://dx.doi.org/10.4312/as/13329.

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The paper deals with the origin and development of andragogy in Slovakia. Its aim is to present the constitution, development, and system of andragogy in Slovakia by means of a historical analysis and based on that analysis, the discovery, recognition, and interpretation of facts from the scientific works of the most important representatives of andragogy. The concept of andragogy as an integral part of the educational sciences began to take shape in Slovakia in the 1990s in the new social and political conditions. This process was based both on the traditions of adult education in Slovakia an

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Sufirmansyah, Sufirmansyah. "Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era." Didaktika Religia 6, no. 2 (2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.

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This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several refer

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Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a res

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Malinen, Anita, and Arja Piirainen. "Towards the Essence of Andragogy – A Hermeneutical Reading of Grundtvig, Knowles, Lindeman and Savićević." Andragoška spoznanja 29, no. 2 (2023): 19–37. http://dx.doi.org/10.4312/as/14421.

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The aim of this study is to search for the essence of andragogy through a critical examination of andragogy theorists and thereby increase the theoretical understanding of andragogy. Systematic reviews in 2013 and in 2021 led us to probe more deeply into andragogical writings in search of the essence of andragogy. Writings by four classic theorists representing different andragogical approaches – Grundtvig, Knowles, Lindeman and Savićević – were selected for hermeneutic text interpretation. Based on the results, we formulated, as constituting the essence of andragogy, three intertwined princip

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Sousa, Rodger Roberto Alves de. "Pedagogy and Andragogy: project-based education to promote active and meaningful learning." Revista Interseção 6, no. 1 (2024): 231–50. http://dx.doi.org/10.48178/intersecao.v6i1.485.

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ABSTRACT Project-based education is a pedagogical and andragogic approach that seeks to actively engage students in meaningful projects. This study presented a review of the concepts and characteristics of pedagogy and andragogy, highlighting their similarities and differences. In addition, it explored the benefits of this approach, such as the development of cognitive, social-emotional and practical skills, as well as student motivation and engagement. The principles of active and meaningful learning were discussed, emphasizing the importance of contextualization, relevance and practical appl

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Dina, Rahma, and MHD Natsir. "The Relationship between the Tutor's Andragogy Approach and the Activeness of Package C Learners at PKBM Uhibbu Ummi Kab. Lima Puluh Kota." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 12, no. 4 (2024): 536. https://doi.org/10.24036/spektrumpls.v12i4.125040.

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This study is motivated by the low learning activity of the learning communities in participating in the learning process of the PKBM Uhibbu Ummi Kab. Lima Puluh Kota. Researchers suspect that the cause of the low learning activity in learning communities may be due to the lack of application of the andragogic approach by tutors. The purpose of this study is to provide an overview of the use of andragogic approaches, descriptions of active learning, and the relationship between the two. This type of study is a correlative descriptive quantitative research. The research population was students

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Draper, James. "The Metamorphoses of <i>Andragogy</i>." Canadian Journal for the Study of Adult Education 12, no. 1 (1998): 3–26. http://dx.doi.org/10.56105/cjsae.v12i1.2011.

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Andragogy and adult education (frequently used synonymously) reflect the involvement of adults in learning. This article presents an overview of the origin and early usage of the term andragogy as it evolved in Europe and in North America. In doing so, a number of issues are identified, the varying uses of the term are described, and the influence of these historical developments on the theory, practice, and identity of present day adult education in Canada are emphasized. The article concludes by making a number of interpretive reflections on the implications this evolution and debate on the

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Makovec, Danijela. "Käpplinger idr. - Cultures of program planning in adult education. Concepts, Research Results and Archives." Andragoška spoznanja 24, no. 2 (2018): 121–22. http://dx.doi.org/10.4312/as.24.2.121-122.

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Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.

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Bennadi, Darshana. "Pedagogy to andragogy." International Journal of Medical Research & Health Sciences 3, no. 1 (2014): 171. http://dx.doi.org/10.5958/j.2319-5886.3.1.033.

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Forrest, Stephen Paul, and Tim O. Peterson. "It's Called Andragogy." Academy of Management Learning & Education 5, no. 1 (2006): 113–22. http://dx.doi.org/10.5465/amle.2006.20388390.

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Keenan, Lori M. "Andragogy Off-Campus:." Reference Librarian 10, no. 24 (1989): 147–58. http://dx.doi.org/10.1300/j120v10n24_12.

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Doughty, Howard A. "Marxism and Andragogy." International Journal of Adult Education and Technology 14, no. 1 (2023): 1–18. http://dx.doi.org/10.4018/ijaet.332399.

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This article concerns the problematic connection between Marxism and Andragogy. The former is generally regarded as an unpopular, discredited and, in some political circles, a dangerously revolutionary political doctrine, mainly of historical interest. The latter is a conventional, contemporary, and pragmatic approach to adult education that distinguishes between teaching methods appropriate for children and adults. What follows in a discussion of whether the two can be connected and, if so, for what purpose?

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Syafri, Ulil Amri, Rahendra Maya, and Amie Primarni. "Implikasi konsep heutagogi dalam pendidikan Islam kontemporer." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (2021): 45. http://dx.doi.org/10.32832/tadibuna.v10i1.4249.

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<p class="15bIsiAbstractBInggris"><em>This article aims philosophically-conceptually to identify the educational implications of the concept of heutagogy in contemporary Islamic education, especially in the era of 4.0 which demands learning and acquiring knowledges and skills effectively and efficiently so that learners have adaptive and innovative advantages. As a continuum that does not stand alone with the concepts of pedagogy and andragogy, especially as a continuation of andragogy; the concept of heutagogy which is in line with the concept of Islamic education is a model of in

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Fiskia, Amiruddin*,, Fiskia Rera, Takbir Takbir, Wirawan Setialaksana, and Muhammad Hasim. "Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach." European Journal of Educational Research 12, no. 2 (2023): 811–24. http://dx.doi.org/10.12973/eu-jer.12.2.811.

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<p style="text-align: justify;">The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect c

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Warren, Clay. "Andragogy and N. F. S. Grundtvig revisited." Grundtvig-Studier 60, no. 1 (2009): 165–72. http://dx.doi.org/10.7146/grs.v60i1.16543.

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Andragogy and N. F. S. Grundtvig revisited[Gensyn med andragogik og N. F. S. Grundtvig]Af Clay WarrenSom indledning til den efterfølgende artikel (Andragogy and N. F. S. Grundtvig: A Critical Link, her genoptrykt fra 1989 med henblik på at give emnet fornyet opmærksomhed i en snævrere kontekst af dansk og international Grundtvig-forskning), præsenterer Clay Warren en oversigt over de amerikanske publikationer på det andragogiske område (voksenuddannelse og livslang læring) siden 1989. Forfatteren påviser, at den mellemliggende amerikanske historieforskning ikke i særlig nævneværdig grad har an

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Tipton, Whitney, and Stephanie Wideman. "Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom." Journal of Communication Pedagogy 5 (2021): 156–63. http://dx.doi.org/10.31446/jcp.2021.2.16.

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Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the ca

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M. Savićević, Dušan. "Istraživačka teritorija andragogije." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 87–101. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.87.

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Research territory (filed/area) of andragogy was not the issue of extended considerations. For a long period there was no interest for research work in the field of adult education and learning. Times have changed and with this (in a positive way) the attitude towards research. Every science seeks to designate their respective fields. There is no reason for andragogy to act otherwise. The research area of andragogy is very complex and multidimensional. The complexity stems from the complexity of the research subject - adult education and learning. The whole research area system has been descir

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Benavides, Abraham David, Laura Keyes, Ivonne Linares-Hernández, Veronica Martinez-Miranda, and Pablo Romanazzi. "Service-Learning in Higher Education: Andragogy in Argentina, Mexico, and the United States." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (2022): 275–304. http://dx.doi.org/10.36366/frontiers.v34i4.745.

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This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in lea

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Jõgi, Larissa. "The Journey from Past to Present." Andragoška spoznanja 29, no. 2 (2023): 107–24. http://dx.doi.org/10.4312/as/13473.

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The focus of this paper is on the development of andragogy as an academic discipline and andragogy programmes at Tallinn University. It also reviews the development of adult education in Estonia and outlines empirical findings from previous research related to the learning experiences and the professional identity of students and graduates of andragogy programmes. The research questions in this paper are: What are the main developments of adult education and andragogy as an academic discipline? How do andragogy students and graduates understand their learning experience and professional identi

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Anwika, Yuka Martlisda, Titi Maemunaty, Wilson Wilson, and Aswandi Bahar. "Implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, no. 4 (2021): 627. http://dx.doi.org/10.24036/spektrumpls.v9i4.115447.

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This study aims to determine the implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors in Kampar Regency. The method used is descriptive qualitative. Researchers used observation, interviews and documentation. Sources of data are 2 tutors 5 students. The results showed that the implementation of the andragogy learning model was the delivery of material from the tutor/training instructor according to the material that had been mutually agreed upon, then there was a question and answer or discussion for joint evaluation. The results of the andragogy lear

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Nofriana, Rina, and Wahidah Fitriani. "KONSEP PENDIDIKAN ANDRAGOGI DALAM PERSPEKTIF ISLAM." Qalam : Jurnal Ilmu Kependidikan 12, no. 1 (2023): 28–34. http://dx.doi.org/10.33506/jq.v12i1.2093.

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Abstract This article examines the concept of andragogy education or adult education in an Islamic perspective. The problem is how is this andragogy education in the view of Islam?. The purpose of this study is to determine the concept of andragogy education in the view of Islam. The research was conducted with a qualitative approach with library research methods (Library Research). Data were collected by examining the arguments of the Qur'an and various literatures related to andragogy education. The data findings were then analyzed and presented descriptively in the form of a narrative. The

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Akintolu, M. &. Letseka M. "The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa." Heliyon 7 (October 20, 2021): 1–7. https://doi.org/10.5281/zenodo.5647956.

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The paper explores the concept and ideas of andragogy as used by adult facilitators in delivering the content knowledge and how andragogy is effectively used in the knowledge transfer in Adult Education Program in the province of Kwazulu-Natal, South Africa. The study teases out the concept of andragogy through the theoretical lens of the Theory of Andragogy. The qualitative research method was used. The thematic data analysis revealed that the stakeholder involved in the planning and policymaking could do more to improve the curriculum by making it adult-friendly

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Tusadiah, Fifi Rahman, and Jalius Jalius. "Description of Facilitator Andragogy Competence in Avocado Breeder Training at the West Sumatra Agricultural Training Center." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 2 (2021): 149–59. http://dx.doi.org/10.24036/kolokium-pls.v9i2.490.

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This study describes the andragogy competence of facilitators in the training of avocado breeders at the West Sumatra agricultural training center who are competent. This can be seen through the approach and encouragement made by the facilitator to the training participants in carrying out the training, then the facilitator also uses appropriate learning media and appropriate training methods. The objectives of this study are to (1) describe the Andragogy Competence of the Facilitator in understanding the learning community. (2) Describe the Andragogy Competence of the Facilitator in designing

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Kopecký, Martin, and Michal Šerák. "The Constitution of Andragogy in the Czech Context." Andragoška spoznanja 29, no. 2 (2023): 53–67. http://dx.doi.org/10.4312/as/13459.

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The paper focuses on the evolution of attempts to integrate adult education in the Czech academia from approximately the mid-20th century onwards as well as on the various approaches to the concept of andragogy in that period. It applies the historic method mixed with elements of theoretical and comparative research. The paper starts by describing extended time periods in which the term andragogy was not yet in use. Then it sheds light on attempts to establish andragogy as an independent scientific discipline that seeks to cultivate adult individuals by means of (not exclusively) learning and

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Magefira, Andi Nurul, Jumiati Lanta, Yusmah, and Rustam Efendy Rasyid. "Analisis Semiotika Charles Sanders Peirce pada Film "Budi Pekerti" Karya Wregas Bhanuteja." Edukasi Lingua Sastra 23, no. 1 (2025): 49–63. https://doi.org/10.47637/elsa.v23i1.1689.

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This study aims to describe the forms of icons, indexes, and symbols based on Peirce's semiotics in the film "Andragogy” by Wregas Bhanuteja. The formulation of the research problem is how the forms of icons, indexes, and symbols of Peirce's semiotics are in the film "Andragogy". The approach to this research is a descriptive qualitative type. Data in the form of iconic signs, indexes, and symbols in scenes from the film "Andragogy" by Wregas Bhanuteja. The data source for this research comes from a film that premiered on the Netflix application on March 21, 2024, entitled "Andragogy". The dat

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Matulcík, Ju. "MALCOLM SHEPHERD KNOWLES – FOUNDER OF ANDRAGOGY IN THE USA." Aesthetics and Ethics of Pedagogical Action, no. 31 (June 3, 2025): 197–210. https://doi.org/10.33989/2226-4051.2025.31.331610.

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The study deals with the concept of andragogy created in the USA in 1970 by Malcolm S. Knowles, the best-known and most prominent representative of andragogy in the USA. In the early days of his theoretical work, he was most influenced by Eduard C. Lindeman and Dorothy Hewitt. However, he was mainly inspired to develop the andragogical concept by the prominent Yugoslav (Serbian) andragogist Dušan Savićević, thanks to whom he became familiar with the idea of andragogy in Europe. Similar to European andragogy, Malcolm S. Knowles' andragogy is based on the characteristics of the adult, the specif

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Eripuddin and Jufrizal. "Education, Pedagogy and Andragogy." JEE (Journal of English Education) 7, no. 1 (2021): 103–23. http://dx.doi.org/10.30606/jee.v7i1.985.

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This article discusses the basic concept and theories of education, pedagogy and andragogy. It explores various scholarly definitions and consepts about tranferring the knowledge to young learners and adult learners. The article will be useful for practicing teachers, students, college and university lecturers, school-based in-service coordinators, advisory teachers and school mentors dealing with the concepts and theories of education, pedagogy, and andragogy. This is a theoretical-based on the literature study. The result of the study argues that the competencies in teaching and understandin

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Kealy, Seán P. "Andragogy and the Bible." Irish Theological Quarterly 53, no. 1 (1987): 52–65. http://dx.doi.org/10.1177/002114008705300104.

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Linganna, Regina E., and Jordan E. Goldhammer. "OMG! Andragogy for Millennials." Journal of Cardiothoracic and Vascular Anesthesia 34, no. 5 (2020): 1250–51. http://dx.doi.org/10.1053/j.jvca.2020.01.017.

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Keefe, Dennis. "Andragogy in the Appalachians." International Journal of Adult Vocational Education and Technology 6, no. 3 (2015): 16–30. http://dx.doi.org/10.4018/ijavet.2015070102.

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In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the

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Komarudin, Komarudin. "KONSEP PENDIDIKAN ANDRAGOGI DALAM AL-QURAN PERSPEKTIF PENDIDIKAN ISLAM." Kuttab 6, no. 1 (2022): 103. http://dx.doi.org/10.30736/ktb.v6i1.798.

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The main purpose of this article is to obtain information about Andragogy education in the perspective of the Qur'an. This article is a qualitative literature article using content analysis. The results of the article are obtained if the concept of andragogy education is art and teaching adults to learn, how to help adults repeat the learning needed to keep motivating the pedagogy of repeating learning, new learning to get new learning experiences. There are 4 basic assumptions in Andragogy education, which includes student concepts, experience, learning and learning. In conclusion, in the per

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SUTARDI, SUTARDI, and VIRMAN VIRMAN. "PENGARUH PENERAPAN METODE ANDRAGOGI TERHADAP TINGKAT PENDIDIKAN, KEAKTIFAN KERJA DAN HASIL PANEN PADI PADA SEKOLAH LAPANG PENGENDALIAN HAMA TERPADU (SLPHT) DI DISTRIK AIMAS KABUPATEN SORONG." Jurnal Ilmu Pendidikan Indonesia 5, no. 2 (2018): 1–8. http://dx.doi.org/10.31957/jipi.v5i2.242.

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This study examines the effect of the application of the method to focus Andragogy the level of education, active labor and the harvest on Integrated Pest Management Field School (FFS) in District Aimas Sorong Regency. Implementation of this research was conducted in three groups of farmers in the district forward Aimas ie farmer groups of 25 people, farmer groups and the border of the farmer 25 farmer groups Rukun Wargi 25 people that totaled 75 people. This research is experimental real. For the regression test results of this study indicate that there is a significant contribution between a

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Lubis, Rahmat Rifai, Nona Kumala Sari, Masruroh Lubis, and Darwis Margolang. "PEMBELAJARAN ANDRAGOGI PADA PERGURUAN TINGGI ISLAM: Analisis Pengelolaan Manajemen Kelas dan Strategi Pembelajaran." Jurnal Bilqolam Pendidikan Islam 5, no. 1 (2024): 161–73. https://doi.org/10.51672/jbpi.v5i1.397.

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Islamic Higher Education has its own characteristics compared to public universities, although both implement andragogy, but the output of andragogy produced is certainly different from one another. Classroom management and learning strategies are one of the triggers of these differences. In this regard, this study aims to analyse andragogy learning at the Islamic College of Sumatra Medan, with a focus on classroom management and learning strategies. This research uses case study-based qualitative method. Data collection techniques used observation, interviews and documentation studies. The re

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Hasanbasri, Hasanbasri, Parisyi Algusyairi, Nurhayuni Nurhayuni, and Afriza Afriza. "Memahami Androgogi dan Pedagogi: Pendekatan Efektif dalam Membimbing Pembelajaran Orang Dewasa." AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) 4, no. 1 (2023): 536–47. http://dx.doi.org/10.37680/almikraj.v4i1.4004.

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The purpose of writing this work is to determine the differences, applications and strategies of androgogy and pedagogy in the context of adult learning. This research uses a literature review method by collecting data sources from various academic sources to understand the differences and effectiveness of andragogy and pedagogy in adult education. Data were analyzed qualitatively to formulate a comprehensive understanding of the two approaches. The results of this work are a) The main difference between andragogy and pedagogy is the learning orientation, where andragogy focuses on students, w

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Tymchuk, Liudmyla, Nadiia Grytsyk, Vasyl Yahupov, Yaroslav Syvokhop, Tetiana Hrinchenko, and Valentyna Svystun. "Andragogy: Theory and Practice of Adult Education Development in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 185–205. http://dx.doi.org/10.18662/rrem/13.2/417.

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At this point, there are no systematic studies on the problems of adult education as a field of scientific and theoretical elaboration and its transformation in andragogy in Ukraine. The article aims to conduct a holistic and systematic analysis of establishing and developing andragogy as a theory and practice of adult education in Ukraine between the late 19th century - the 20th century to use the positive historical experience in modern andragogy. The article justifies the periodization of andragogy development in Ukraine (the 1850s-1917 - the emergence of theory and practice of adult learni

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M. Savićević, Dušan. "Andragoški naučni okviri visokog obrazovanja." Obrazovanje odraslih/Adult Education, no. 1 2009 (2009): 27–56. http://dx.doi.org/10.53617/issn2744-2047.2009.9.1.27.

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Comparative analyzes indicate the need to study higher education. In many countries, higher education is constituted in a theoretical sense. Institutions for higher education strive to gain insight into the quality of their own work. The relations between pedagogy and andragogy are considered on a scientific basis. In order to make this relationship clearer, it is important to follow the course and development of andragogy in its historical and comparative perspective. It is expected that there will be changes and revaluation of traditional pedagogical paradigms. The theoretical foundations re

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