Learning paradigms in professional training: mapping pedagogical and andragogical extensions

Yusran Hedar; Mario Emilzoli; Cendy Chaterine Manopo

doi:10.64014/jik.v23i2.327

Learning paradigms in professional training: mapping pedagogical and andragogical extensions

Yusran Hedar ^{Pusat Pengembangan Sumber Daya Manusia dan Gas, Badan Pusat Pengembangan Sumber Daya Manusia Kementrian ESDM,} , Mario Emilzoli ^{Universitas Pendidikan Indonesia,} , Cendy Chaterine Manopo ^{Universitas Pendidikan Indonesia,} ,

29 May 2026 · Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026 · Articles

DOI https://doi.org/10.64014/jik.v23i2.327

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Abstract

Professional training is undergoing a significant transformation driven by digitalization and the demand for lifelong learning. This study presents an integrated mapping of learning paradigms by analyzing Scopus-indexed literature (2010–2025) using bibliometric techniques. The findings reveal a closely interconnected conceptual structure in which pedagogy, andragogy, workplace learning, and experiential learning form a core. Rather than remaining fragmented, these paradigms are increasingly synthesized within a unified, practice-oriented framework. Thematic analysis identified two dominant clusters: work-based lifelong learning and reflective-experiential practice. Temporal visualizations demonstrate an evolutionary shift from traditional, curriculum-based formal education to flexible, technology-based models, such as e-learning and virtual reality. Furthermore, density analysis confirms the stability of foundational theories while highlighting emerging research interest in sustainability and professional identity. The results suggest that professional learning evolves through recontextualization, integrating established theoretical foundations with digital innovations, rather than replacing them. This study offers a cohesive conceptual roadmap for designing an adaptive curriculum that can effectively bridge the gap between formal education and professional practice.

Abstrak

Pelatihan profesional tengah mengalami transformasi signifikan yang didorong oleh digitalisasi dan tuntutan akan pembelajaran seumur hidup. Penelitian ini menyajikan pemetaan terintegrasi paradigma pembelajaran dengan menganalisis literatur terindeks Scopus (2010–2025) menggunakan teknik bibliometrik. Temuan penelitian mengungkapkan struktur konseptual yang saling terhubung erat, di mana pedagogi, andragogi, pembelajaran di tempat kerja (workplace learning), dan pembelajaran eksperiensial membentuk inti yang saling terhubung. Alih-alih tetap terfragmentasi, paradigma-paradigma tersebut semakin disintesis dalam kerangka kerja terpadu yang berorientasi pada praktik. Analisis tematik mengidentifikasi dua klaster dominan: pembelajaran seumur hidup berbasis kerja dan praktik reflektif-eksperiensial. Visualisasi temporal menunjukkan pergeseran evolusioner dari pendidikan formal tradisional berbasis kurikulum menuju model fleksibel berbasis teknologi, seperti e-learning dan realitas virtual (virtual reality). Lebih lanjut, analisis densitas mengonfirmasi stabilitas teori-teori dasar sekaligus menyoroti munculnya minat penelitian pada aspek keberlanjutan dan identitas profesional. Hasil penelitian menunjukkan bahwa pembelajaran profesional berkembang melalui rekontekstualisasi yang mengintegrasikan landasan teoritis yang mapan dengan inovasi digital, alih-alih menggantikannya. Studi ini menawarkan peta jalan konseptual yang kohesif untuk merancang kurikulum adaptif yang secara efektif dapat menjembatani kesenjangan antara pendidikan formal dan praktik profesional.

Kata Kunci: pembelajaran berbasis pengalaman; pembelajaran di tempat kerja; pembelajaran orang dewasa; pelatihan profesional

Keywords : Adult learning , experiential learning , professional training , workplace learning

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