SUTA, INDRA PRASETIA B (2026) KOMUNIKASI DIALOGIS DIGITAL PRENEURSHIP MELALUI PENGGUNAAAN KONVERGENSI MEDIA FAST LEARNING UNTUK MEWUJUDKAN ADDED VALUE PRODUK BELAJAR. S2 thesis, Universitas Mercu Buana Jakarta.
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Abstract
Media convergence has opened opportunities for higher education institutions to present more adaptive and participatory learning models, one of which is the FAST Learning system implemented by Universitas Mercu Buana (UMB) that integrates virtual synchronous lectures, asynchronous online learning, and offline face-to-face classes. Although this infrastructure is already in place, the effectiveness of media convergence does not automatically translate into improved learning quality, as variations in students’ digital literacy, the quality of interaction in synchronous and asynchronous sessions, and the consistency of mentoring may still influence entrepreneurship learning outcomes, indicating the need for an in-depth study of how media convergence creates added value in digital preneurship learning products. This study aims to analyze the implementation of FAST Learning media convergence in Entrepreneurship learning, to analyze how this convergence creates added value, and to identify the forms of added value produced in digital preneurship learning products. This study draws on several theoretical frameworks, namely Jenkins’s (2006) media convergence theory, Kolb’s (1984) experiential learning theory, Anderson’s (2008) community of inquiry framework, Jay Cross’s (2004) digital learning theory, and Porter’s (1985) added value theory in education. The study employs a constructivist paradigm with a qualitative case study method (single-case embedded design), with data collected through in-depth interviews, observation, and document review involving ten informants representing students, lecturers, system developers (PBAeL and BTI), and the UMB Entrepreneurship Bureau. Data were analyzed thematically using pattern matching and explanation building strategies. The findings show that FAST Learning has successfully realized the convergence of three learning modalities supported by the central role of PBAeL, and that added value is created mainly through a layered dialogical communication mechanism in the asynchronous forum. This study identifies six categories of added value, namely cognitive, affective, skill, digital skill, learning experience, and institutional added value, which together form a knowledge management university model through the synergy of PBAeL as the content architect, BTI as the technology infrastructure manager, and the Entrepreneurship Bureau as the driver of a real business ecosystem such as UMB Store and student business incubation programs. Keywords: Media Convergence, FAST Learning, Added Value, Digital Preneurship, Entrepreneurship Learning Konvergensi media membuka peluang bagi perguruan tinggi untuk menghadirkan model pembelajaran yang lebih adaptif dan partisipatif, salah satunya melalui sistem FAST Learning yang diterapkan Universitas Mercu Buana (UMB) dengan mengintegrasikan perkuliahan tatap muka virtual (Synchronous), daring (Asynchronous), dan kelas tatap muka (Offline). Meskipun infrastruktur ini telah tersedia, efektivitas konvergensi media tidak serta merta menghasilkan peningkatan kualitas pembelajaran, sebab variasi literasi digital mahasiswa, kualitas interaksi pada sesi sinkron dan asinkron, serta konsistensi pendampingan masih berpotensi memengaruhi capaian pembelajaran kewirausahaan, sehingga diperlukan kajian mendalam mengenai mekanisme konvergensi media tersebut dalam menciptakan added value pada produk belajar digital preneurship. Penelitian ini bertujuan menganalisis penerapan konvergensi media FAST Learning dalam pembelajaran Kewirausahaan, menganalisis bagaimana konvergensi tersebut menciptakan added value, serta mengidentifikasi bentuk-bentuk added value yang dihasilkan pada produk belajar digital preneurship. Kajian ini dibangun di atas beberapa kerangka teori, yaitu teori konvergensi media dari Jenkins (2006), teori experiential learning dari Kolb (1984), kerangka community of inquiry dari Anderson (2008), teori pembelajaran digital dari Jay Cross (2004), serta teori added value dalam pendidikan dari Porter (1985). Penelitian menggunakan paradigma konstruktivisme dengan metode studi kasus kualitatif (single-case embedded design), yang datanya dikumpulkan melalui wawancara mendalam, observasi, dan telaah dokumen terhadap sepuluh informan yang mewakili unsur mahasiswa, dosen, pengembang sistem (PBAeL dan BTI), serta Biro Kewirausahaan UMB. Analisis data dilakukan secara tematik dengan strategi pattern matching dan explanation building. Hasil penelitian menunjukkan bahwa FAST Learning berhasil mewujudkan konvergensi tiga modalitas pembelajaran yang ditopang oleh peran sentral PBAeL, dan bahwa added value tercipta terutama melalui mekanisme komunikasi dialogis yang berlapis pada forum asinkron. Penelitian ini mengidentifikasi enam kategori added value, yaitu added value kognitif, afektif, keterampilan, digital skill, pengalaman belajar, dan kelembagaan, yang secara bersama membentuk model knowledge management university melalui sinergi PBAeL sebagai arsitek konten, BTI sebagai pengelola infrastruktur teknologi, dan Biro Kewirausahaan sebagai penggerak ekosistem bisnis nyata seperti UMB Store dan program inkubasi bisnis mahasiswa. Kata Kunci: Konvergensi Media, FAST Learning, Added Value, Digital Preneurship, Pembelajaran Kewirausahaan
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