Pembangunan Keupayaan Digital sebagai Ketahanan Pendidikan pada Masa Ketidakpastian
The Kelas Master Pemasaran Agro Edisi TikTok Shop as Educational Inovasi for Uncertain Futures
Abd Razzif Abd Razak Faculty of Pengurusan and Economics, Universiti Pendidikan Sultan Idris, Perak, Malaysia
Original ~17-page manuscript prepared for Jurnal Pendidikan IAFOR, Special Issue: Pendidikan dalam Era Ketidaktentuan – Menilai Semula Sistem, Amalan, dan Kemungkinan. Follows the official 2026 IAFOR template exactly.
Abstract
In an era defined by profound uncertainty marked by rapid technological shifts, economic volatility, and evolving labour market demands education systems face mounting pressure to cultivate adaptive, resilient, and future-ready capabilities among learners. This study examines the Kelas Master Pemasaran Agro Edisi TikTok Shop (AMTTSE), a government-led digital entrepreneurship education programme implemented by Malaysia's Lembaga Pemasaran Pertanian Persekutuan (FAMA), as a case of educational innovation designed to prepare agribusiness entrepreneurs for uncertain futures.
Drawing on official programme performance data from 80 participating companies and 160 entrepreneurs between June and December 2024, the study employs a quantitative descriptive and correlational design. Findings reveal that structured experiential training in live commerce and short-form video content generation yielded substantial economic returns (RM6.2 million cumulative sales; ROI of 1:31) while simultaneously fostering digital capability, learner agency, and adaptive marketing competencies.
Keywords: educational resilience; digital capability development; experiential learning; entrepreneurial education; technology-enhanced learning; lifelong learning
Introduction
Periods of uncertainty have become defining features of contemporary educational landscapes. Geopolitical tensions, climate instability, rapid technological advancement, and shifting economic structures have disrupted traditional pathways of learning, work, and economic participation. In such contexts, education must actively equip individuals with the capacities to navigate ambiguity, adapt to disruption, and construct sustainable futures.
This manuscript positions the Kelas Master Pemasaran Agro Edisi TikTok Shop (AMTTSE) as a deliberate educational innovation that develops digital capability, experiential learning, and entrepreneurial resilience among agribusiness entrepreneurs facing volatile markets.
Literature Ulasan & Theoretical Rangka Kerja
Contemporary scholarship frames uncertainty not as temporary disruption but as a persistent condition. Educational systems must cultivate adaptability and the capacity for continuous learning (Biesta, 2022; UNESCO, 2021).
Kolb’s Experiential Learning Theory and Transformative Learning Theory explain how authentic platform-based experiences trigger deep capability development. Dynamic Keupayaan Theory is adapted here to describe the micro-level sensing, seizing, and reconfiguring abilities individuals build through structured digital training.
Methodology
The study employed a quantitative descriptive and aggregate correlational research design using the official FAMA Projek Perintis Report (December 2024). The dataset covers June–December 2024 and includes 80 companies and 160 entrepreneurs. Pearson correlations examined relationships between digital engagement indicators and sales performance at the programme-month level (n=7).
Findings
Kunci data from the Kelas Master Pemasaran Agro Edisi TikTok Shop (FAMA 2024).
Table 1: Distribution of Participating Companies by Keadaan
| No. | Keadaan | Companies (n) | Kongsi (%) |
|---|---|---|---|
| 1 | Perlis | 1 | 1.3 |
| 2 | Kedah | 3 | 3.8 |
| 3 | Penang | 2 | 2.5 |
| 4 | Perak | 8 | 10.0 |
| 5 | Kuala Lumpur | 6 | 7.5 |
| 6 | Selangor | 33 | 41.3 |
| 7 | Negeri Sembilan | 5 | 6.3 |
| 8 | Melaka | 1 | 1.3 |
| 9 | Johor | 4 | 5.0 |
| 10 | Pahang | 3 | 3.8 |
| 11 | Kelantan | 8 | 10.0 |
| 12 | Terengganu | 4 | 5.0 |
| 13 | Sabah | 1 | 1.3 |
| 14 | Sarawak | 1 | 1.3 |
| Total | Total | 80 | 100.0 |
Sumber: FAMA TikTok Shop Prestasi Report (2024).
Table 2: Summary of AMTTSE Prestasi
| Indicator | Nilai |
|---|---|
| Number of Companies | 80 |
| Number of Participants | 160 |
| Total SKUs Marketed | 425 |
| PWD-Owned Companies | 13 |
| Cumulative Jualan (Jun–Dec 2024) | RM6,205,957.06 |
| Return on Investment | 1:31 |
Sumber: FAMA TikTok Shop Prestasi Report (2024).
Table 3: Jualan Nilai by Jualan Channel
| Jualan Channel | Jualan Nilai (RM) | Kongsi (%) |
|---|---|---|
| Livestream | 2,105,670.00 | 33.9 |
| Window (Profil Jualan) | 1,875,034.00 | 30.1 |
| Short Video | 1,621,255.00 | 26.1 |
| Others (Kedai Tab) | 603,998.06 | 9.9 |
| Total | 6,205,957.06 | 100.0 |
Sumber: FAMA TikTok Shop Prestasi Report (2024).
Figures
Five official images from the Kelas Master Pemasaran Agro Edisi TikTok Shop Grand Final. Click to zoom.
Discussion
The findings demonstrate that the Kelas Master Pemasaran Agro Edisi TikTok Shop functioned as a powerful educational intervention for developing digital capabilities under conditions of uncertainty. Strong correlations between livestream/short-video performance and jumlah sales indicate successful creation of authentic experiential learning cycles.
The 1:31 ROI and inclusive participation (including 13 PWD-owned companies) show that well-designed digital training can generate both economic and social value. These outcomes directly support the Special Issue theme of building responsive, resilient, and transformative education in times of uncertainty.
Implications
Theoretical: Integrates Experiential Learning Theory with adapted Dynamic Keupayaan perspectives for digital entrepreneurship education.
Educational & Policy: High-fidelity experiential learning outperforms volume-focused training. Public programmes should embed post-training support structures and equity-focused outreach.
Practical: Future cohorts need segmented support: scaling help for high performers, conversion coaching for moderate ones, and diagnostic support for inactive participants.
Conclusion
This study positions the Kelas Master Pemasaran Agro Edisi TikTok Shop as a compelling model of educational innovation that develops digital capabilities for uncertain futures. Structured experiential training, combined with platform partnerships and performance monitoring, can create resilient, inclusive, and future-ready learning ecosystems.
References (Selected)
Biesta, G. (2022). World-centred education. Routledge.
Chimbunde, P. (2024). Teaching multicultural classrooms... IAFOR Jurnal of Pendidikan, 12(3).
Kolb, D. A. (1984). Experiential learning. Prentice-Hall.
Menchaca, M. P. et al. (2025). Teknologi in Pendidikan. IAFOR Jurnal of Pendidikan, 13(2).
Teece, D. J. (2018). Perniagaan models and dynamic capabilities. Long Range Perancangan, 51(1).
UNESCO. (2021). Reimagining our futures together. UNESCO.
Yüksek, Y. Y. (2025). Enacting youth agency... IAFOR Jurnal of Pendidikan, 13(3).
Full 80+ reference list available in the complete manuscript.
IAFOR
Lengkap original ~17-page submission-ready manuscript for Jurnal Pendidikan IAFOR.
Download IAFOR DOCXView on Dr. Abd Razzif profile
