Efektivitas Pemenuhan Jam Pendidikan dan Pelatihan (Diklat) dalam Meningkatkan Kinerja Pengawasan Aparat Pengawas Intern Pemerintah (APIP) di Inspektorat Provinsi Bengkulu
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Surat Edaran Bersama Nomor 11 Tahun 2024 menetapkan standar pengembangan kompetensi Aparat Pengawas Intern Pemerintah (APIP) sebesar 120 Jam Pelajaran (JP) per tahun. Namun, rata-rata realisasi diklat pada Inspektorat Provinsi Bengkulu menurun dari 87 JP (2023) menjadi 55 JP (2025), dengan tingkat pemenuhan standar sebesar 0,00% dan 82,41% pegawai tidak mengikuti diklat pada 2025. Kondisi ini diperburuk oleh pembatasan anggaran akibat Instruksi Presiden Nomor 1 Tahun 2025. Penelitian ini bertujuan menganalisis efektivitas pemenuhan standar 120 JP, transfer pembelajaran ke praktik pengawasan, serta faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif hermeneutik melalui observasi, dokumentasi, dan wawancara terhadap sembilan informan yang dipilih secara purposif. Analisis menggunakan Teori Efektivitas Sutrisno (2007) dan Teori Pengukuran Kinerja Mustopadidjaja (2003). Hasil penelitian menunjukkan bahwa efektivitas pengembangan kompetensi bersifat parsial dan adaptif. APIP yang memenuhi 120 JP menunjukkan inovasi perangkat pengawasan berbasis spreadsheet dan peningkatan ketajaman analisis hukum, sedangkan kelompok yang belum memenuhi standar mempertahankan kinerja operasional melalui pembelajaran mandiri, webinar, dan berbagi pengetahuan antarrekan. Capaian PKPPT sebesar 78% menunjukkan keberlanjutan kinerja operasional, meskipun penguatan kinerja strategis masih menghadapi kendala. Penelitian ini menegaskan pentingnya evaluasi transfer pembelajaran, pemetaan kompetensi, pelembagaan berbagi pengetahuan, dan evaluasi kinerja tiga bulan pascadiklat sebagai pelengkap standar berbasis jam.
The Effectiveness of Fulfilling Education and Training Hours in Improving the Supervisory Performance of Government Internal Supervisory Apparatus (APIP) at the Inspectorate of Bengkulu Province
Abstract
Pursuant to Joint Circular Letter No. 11 of 2024 establishes an annual competency development standard of 120 instructional hours for Government Internal Supervisory Apparatus (APIP) personnel. However, average training participation at the Bengkulu Provincial Inspectorate declined from 87 hours in 2023 to 55 hours in 2025, with no personnel meeting the required standard and 82.41% recording zero training hours in 2025. These challenges were exacerbated by budget restrictions under Presidential Instruction No. 1 of 2025. This study examines the effectiveness of competency development, learning transfer into supervisory practices, and its supporting and inhibiting factors. A qualitative hermeneutic approach was employed, involving observations, document analysis, and interviews with nine purposively selected informants. Data were interpreted using Sutrisno's Effectiveness Theory (2007) and Mustopadidjaja's Performance Measurement Theory (2003). The findings reveal partial and adaptive effectiveness. Personnel meeting the standard demonstrated innovations in spreadsheet-based audit tools and improved legal analysis, whereas those below the standard maintained operational performance through self-directed learning, webinars, and peer knowledge sharing. The 78% achievement of the annual supervision program (PKPPT) indicates sustained operational performance despite persistent strategic constraints. The study highlights the importance of competency mapping, institutionalized peer knowledge sharing, and post-training performance evaluation as essential complements to instructional-hour requirements.
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