GUIDELINES FOR ENHANCING TEACHING EFFICIENCY TO FOSTER SOCIO-POLITICAL CONTEXT UNDERSTANDING AND OPERATIONAL READINESS OF POLICE NON-COMMISSIONED OFFICER STUDENTS

Abstract

This research article aims to enhance the effectiveness of teaching and learning management in the Police Non-Commissioned Officer (NCO) training program by emphasizing the development of an understanding of the socio-political context and the preparation of trainees for duty in an era of active citizenship. The study employed a research and development (R&D) methodology consisting of four phases: (1) analysis of problems and learning gaps, (2) development of an active learning innovation, (3) implementation of the learning management plan with a sample group, and (4) evaluation of learning outcomes in terms of knowledge, attitudes, and operational competencies. The research sample comprised 108 police NCO trainees from the Provincial Police Training Center Region 1, selected through cluster sampling. The research instruments included learning management plans utilizing area-based case studies and simulated scenarios, a knowledge and comprehension test, and a behavioral readiness assessment for operational performance. Data were analyzed using descriptive statistics, t-test analysis, and in-depth content analysis.

The research findings revealed that the current police instructional approach remains trapped in a one-way, passive learning model, which is insufficient for addressing the complex environment of Provincial Police Region 1 an area characterized by intensive industrial development and dynamic political conditions. The implementation of the developed active learning innovation significantly improved post-test learning achievement scores
( =13.12) compared to pre-test scores ( =6.45) at the .01 level of statistical significance. Furthermore, statistical analysis confirmed that educational background and age were not significantly related to the level of operational readiness after participation in the learning process. This finding indicates that the developed innovation functions as a formative mechanism that elevates the cognitive maturity of police NCO trainees across all groups toward a professional standard centered on public service. The study suggests that reform in police education must move beyond rote memorization of legal provisions toward the development of contextual intelligence and the application of procedural justice principles in order to build sustainable public trust and confidence.