Journal of Nonformal Education starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/jone MIGRATION OFFICIAL STATEMENT HERE Journal of Nonformal Education (p-ISSN 2442-532X | e-ISSN 2528-4541) was published biannually (February & August) by Universitas Negeri Semarang, Indonesia. This Journal collaborates with Ikatan Akademisi Pendidikan Nonformal & Informal and Himpunan Akademisi dan Program Studi Penmas Indonesia containing research articles in the field of Nonformal Education with the scope of: The theoretical perspective on nonformal education: a study on the definition and concept of nonformal education, as well as the theoretical framework used to understand the nature of nonformal education. Community education: early childhood education, family education, learning communities, continuing education. Adult education: informal and non-formal education, for example in the form of skills education, education courses, training, entrepreneurship, and so on. Lifeskills: personal skills, social skills, academic skills, vocational skills. Community empowerment: economic empowerment, education empowerment, religious empowerment, agricultural empowerment, health empowerment. Equivalency Education: homeschooling, non-formal schools, gender education, life skills education, and so on. Indexing & Abstracting:
The Role of Community-Based Nonformal Education in Maintaining the Sawai Language in Central Halmahera: An Ecolinguistic Perspective
Background - Local-language maintenance depends not only on the number of speakers but also on whether a language continues to have meaningful social domains, intergenerational transmission, and community ownership. In Central Halmahera, the Sawai language remains an important marker of identity, yet its everyday use among younger community members is narrowing as Indonesian becomes more dominant in schooling, digital media, and daily interaction. Research Urgency - Previous language-maintenance initiatives in Indonesia have largely emphasized school-based local-content curricula and government revitalization programs. Less attention has been given to community-based nonformal education as a flexible learning ecology that can connect elders, families, tutors, cultural leaders, and young learners outside compulsory schooling. Research Method - This study used a qualitative case-study design in Kobe Village, Weda Tengah District, Central Halmahera Regency, North Maluku. Participants were selected purposively from community learning organizers, tutors or facilitators, customary and community leaders, and learners. Data were generated through in-depth interviews, participatory observation, and analysis of learning and community documents. The data were organized, coded, categorized, and interpreted thematically. Source and method triangulation were used to compare accounts across participant groups and data types. Research Findings - The findings indicate that Sawai continues to be used in customary events, family communication, oral traditions, and some intergenerational interactions, but its use among children and adolescents is becoming less regular. Existing transmission activities are mostly incidental and depend on families or cultural figures rather than a sustained community learning program. Community members prioritized oral competence, everyday communication, customary expressions, folklore, and knowledge of local flora and fauna as learning content. These findings show that community-based nonformal education can support language maintenance by creating recurring domains of use, organizing intergenerational learning, and linking language with culture and the local environment. The study formulates a seven-component framework covering needs and vitality mapping, learning outcomes, place-based content, participatory strategies, learning media, authentic assessment, and community partnership. Research Conclusion - Community-based nonformal education can function as an ecological space for Sawai-language maintenance when activities are regular, community-owned, intergenerational, and connected to everyday cultural and environmental practices. The proposed framework requires piloting before claims about its effectiveness can be made. Research Novelty/Contribution - This study connects nonformal education and ecolinguistics by positioning language maintenance as the construction of a community learning ecosystem rather than merely the addition of a local-language subject. It offers a context-sensitive framework for PKBM, cultural studios, village learning houses, and customary communities working with minoritized local languages.
community-based nonformal education; Sawai language; language maintenance; ecolinguistics; intergenerational learning
Copyright (c) 2026 Agus Hi Jamal, Prima Gust Yanti, Wini Tarmini (Author) https://creativecommons.org/licenses/by/4.0
Adolescent Reproductive Health Education Needs Analysis as a Foundation for Developing Participatory Learning Strategies: A Community Education Perspective
Background - Adolescent reproductive health education is essential for strengthening health literacy, responsible decision-making, and healthy behavior. However, adolescents’ educational needs vary according to their social conditions, parenting patterns, perceptions of reproductive health, peer relationships, and information and media environments. Research Urgency - Reproductive health education should be based on adolescents’ actual needs to ensure that learning content and strategies are relevant to their characteristics and lived experiences. Knowledge-centered approaches alone are insufficient to address social influences, peer pressure, and exposure to digital information. Therefore, needs assessment is essential for developing contextual and participatory reproductive health education within Community Education. Research Objectives - This study aims to analyze adolescents’ reproductive health education needs based on social conditions, parenting patterns, perceptions of reproductive health, and social and media environments as a foundation for developing participatory learning within Community Education. Research Method - A descriptive quantitative approach with a needs assessment survey design was employed. The study was conducted in Babakan Sari Urban Village, Bandung City, involving 45 adolescents selected through purposive sampling. Data were collected using a structured questionnaire subjected to expert review and readability testing. Data were analyzed using descriptive statistics, including frequencies, percentages, and cross component synthesis. Research Findings - The findings indicate that adolescents possess positive strengths, including the ability to choose friends, reject negative invitations, and demonstrate normative perceptions of reproductive health. However, they also experience diverse social and family conditions and exposure to sexual information and content through media. Thus, their educational needs extend beyond knowledge acquisition to reproductive health literacy, reflection and situational assessment, communication, decision-making, and managing peer and media influences. The synthesis produced a needs map for adolescent reproductive health education as a basis for contextual, interactive, and participatory learning Research Conclusion - Needs assessment is a fundamental stage in developing adolescent reproductive health education. Integrating individual, family, peer, and social-media dimensions provides an empirical basis for designing participatory learning responsive to adolescents’ characteristics and contexts. Research Novelty/Contribution - This study contributes by positioning needs assessment as the starting point for participatory reproductive health learning within Community Education, providing an empirically grounded needs map for educators, families, schools, program managers, and policymakers.
needs assessment; adolescent reproductive health education; Community Education; participatory learning; adolescents.
Copyright (c) 2026 Viena Rusmiati Hasanah, Sri Maslihah, Nike Kamarubiani, Rengky Yasepta (Author) https://creativecommons.org/licenses/by/4.0
Family Health Literacy Strengthening through Kader Surabaya Hebat Mentoring Strategies
Background – Family health literacy encompasses the ability to access, understand, evaluate, and use health information for decision-making. Research Urgency – Families increasingly face complex health information and require contextual assistance that helps translate information into appropriate decisions and actions. Research Objectives – This study analyzes the mentoring strategies used by Kader Surabaya Hebat to strengthen family health literacy and identifies supporting and inhibiting factors in Simomulyo, Surabaya. Research Method – A qualitative case study involved Kader Surabaya Hebat members, assisted families, a cadre coordinator, and community health center staff. Data were collected through in-depth interviews, observation, and documentation and analyzed using an interactive model; validity was ensured through source and technique triangulation. Research Findings – Mentoring was implemented adaptively through needs identification, personal communication, information simplification and clarification, monitoring, follow-up, and service facilitation. Implementation was supported by family openness, cadre experience and rapport, inter-cadre coordination, and institutional support, while administrative burden, time constraints, varied family capacities and responses, and inconsistent follow-up were obstacles. Research Conclusion – Strengthening family health literacy requires contextual, dialogic, and sustainable mentoring rather than one-way information dissemination. Research Novelty/Contribution – The study frames Kader Surabaya Hebat mentoring as health-literacy mediation and non-formal family learning.
Copyright (c) 2026 Ismaicha Dewanti Ramadhania, Monica Widyaswari (Author) https://creativecommons.org/licenses/by/4.0
Transformation Towards Excellence: Narative of Experiences and Coping Strategies Based on Nonformal Educational Values of Islamic Bording School Students with KIP Scholarships
Background — Pesantren as the oldest non-formal educational institution in Indonesia forms graduates with social-spiritual capital, such as khidmah, tawadhu, sincerity, patience, and riyadhoh. KIP-Lecture is present as an instrument of equal distribution of education that opens access for graduates from economically vulnerable families, including Islamic boarding schools, to formal higher education. However, the transition from pesantren to tertiary education presents complex academic, social, psychological, and digital challenges. Research Urgency — Empirical studies on the experiences of Islamic boarding school graduates who received KIP-Lecture in navigating the transition to non-formal education are still limited, although it is important to design scholarship support that is sensitive to the educational background and adaptation needs of students. Research Objectives — This study aims to describe the transition experience of Islamic boarding school graduates who receive KIP-Lecture and map the transformation of pesantren values, such as khidmah, tawadhu, sincerity, and riyadhoh, into a productive coping strategy. Research Method — The research used a phenomenological-narrative qualitative approach with 10 active KIP-Lecture recipients who lived in Islamic boarding schools and were selected purposively. Data was collected through in-depth interviews, personal documents, observations, and academic records. Analysis is carried out through transcription, horizontalization, theme grouping, textural description, restorying, and interpretation of meaning. Research Findings — Findings show that pesantren graduates experience value negotiations between pesantren culture and higher education demands, such as academic activeness, critical thinking, innovation, and digital literacy. This transition not only raises identity tensions, but also encourages a reinterpretation: solemnity becomes an academic mandate, tawadhu becomes readiness to learn, and sincerity becomes active acceptance accompanied by effort. The coping strategies formed are integrative, including problem-focused, emotion-focused, meaning-focused, and religious coping. Islamic boarding school spiritual practices, such as night prayers, dhikr, tawakkal, and riyadhoh, function as emotional regulation, strengthening thinking, and a source of academic meaning. Research Conclusion — The social-spiritual capital of pesantren is an adaptive resource for pesantren graduates in formal higher education, so that the relationship between non-formal and formal education needs to be understood as a complementary continuum. Research Novelty/Contribution — This research offers an integrative coping model based on socio-spiritual capital of pesantren to support KIP-Lecture policies, student transition assistance, and strengthening non-formal education studies across levels.
Guidance and Counseling students; KIP-Kuliah; nonformal education; pesantren; socio-spiritual coping; prospective teachers
Copyright (c) 2026 Elfi Rimayati, Widya Novi Angga Dewi, Wahidin Wahidin, Amelia Rahmi, Wasir Ali (Author) https://creativecommons.org/licenses/by/4.0
Community Empowerment Model Through the P4GN Program to Develop a Drug-Threat-Responsive
Background – Drug abuse poses a serious threat to social stability and community well-being, particularly in the urban areas of Cimahi City. Research Urgency – Cimahi City requires a community-based response that mobilizes institutions and residents through the P4GN program. Research Objectives – This study aims to develop a community empowerment model through the Prevention and Eradication of Drug Abuse and Illicit Trafficking Program (P4GN) as an effort to realize a Cimahi City that is responsive to drug threats. Research Method – The study employed a qualitative descriptive method involving seven informants (one Head of BNN Cimahi City, two program outreach analysts, and four community representatives) selected purposively, using in-depth interviews, participatory observation, documentary study, and Focus Group Discussions (FGDs), with data validity examined through technique triangulation. Research Findings – The findings indicate that community empowerment through the P4GN program has the potential to be effective in increasing public awareness and knowledge of the dangers of drugs. These findings were obtained through analysis of data from interviews with stakeholders, review of relevant documents, and focus group discussions involving various community elements. Research Conclusion – The proposed empowerment model emphasizes active community participation in various drug-prevention and drug-education activities, as well as collaboration among government, educational institutions, and community organizations. Research Novelty – The novelty of this study lies in the formulation of an empowerment prototype model that integrates five operational stages into a single, systematic development cycle, offering a conceptual contribution to the development of community-empowerment-based P4GN models in other cities with similar characteristics.
Copyright (c) 2026 Cucu Sukmana, Mustofa Kamil, Jajat Sudrajat Ardiwinata, Eko Sulistiono, Mohamad Hadi Ali Mutamam, Hiromu Inoue (Author) https://creativecommons.org/licenses/by/4.0
Project-Based STEAM Learning in Non-Formal Vocational Education: Occupational Korean Proficiency and Delayed Work-Culture Understanding
Background - The high interest of Indonesian youth in pursuing international career pathways, particularly through the G-to-G placement program to South Korea, poses a major vocational training challenge in the non-formal education sector. Preparing Prospective Migrant Workers (CPMI) requires more than standard linguistic capabilities; it demands deep synchronization with real-world technological environments and the dynamic palli-palli industrial culture. This study is grounded in Law No. 20 of 2003 on the National Education System, which mandates the development of students' optimal skills, independence, and professional competencies. Research Urgency - Standard language training frameworks in non-formal vocational institutions (LPK) frequently face persistent conventional paradigms, heavily relying on passive rote-learning to pass examinations. This creates a critical skill discrepancy and a link-and-match gap where graduates often experience immediate culture shock upon field deployment due to a lack of interdisciplinary simulation. Therefore, testing innovative instructional frameworks is urgently required to improve vocational readiness. Research Objectives - This study aims to analyze the effect of the integrated STEAM-based learning model on industrial Korean language mastery and work culture retention among young prospective migrant workers. Research Method - This study employs a quantitative approach utilizing a quasi-experimental framework with a Pretest-Posttest Non-Equivalent Control Group Design. The study involved 54 active vocational trainees at LPK Kencana Jember, naturally assigned into Class A as the control group (n = 26) exposed to the conventional method, and Class B as the experimental group (n = 28) treated with the project-based STEAM model. Data gathered through competency tests and retention matrices were statistically processed using Independent Sample t-Tests and ANCOVA via SPSS 26.0. Research Findings - The statistical analysis demonstrated that the project-based STEAM model yields outstandingly superior results. Trainees in the experimental class achieved a significantly faster acceleration in absorbing complex mechanical vocabulary and safety protocols. Furthermore, the ANCOVA results confirmed substantially higher scores in long-term work culture retention (encompassing the palli-palli pace and systemic discipline), proving that the experimental cohort acted far more critically and adaptively when confronting industrial simulations. Research Conclusion - Integrating interdisciplinary STEAM structures effectively bridges the link-and-match gap by shifting traditional supply-oriented language learning into active, demand-driven training. Vocational training centers must structurally enrich their language programs with technological layout mapping and cultural arts role-plays to cultivate job-ready individuals. Research Novelty/Contribution - This research provides one of the first quasi-experimental studies introducing the STEAM framework into the domain of non-formal migrant labor training. It establishes a replicable framework for synchronizing language education with direct industry variables and workplace cultural habits, providing a sustainable model to reduce deployment failure rates.
Vocational Readiness, Industrial Korean Language, Non-Formal Education, STEAM Model, Work Culture Retention
Copyright (c) 2026 Lutfi Ariefianto (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Interventions to Improve Socioeconomic Participation, Access to Services, Quality of Life, and Social Inclusion Among People with Disabilities: A Systematic Review and Meta-analysis
Background – The persistent exclusion of people with disabilities from social, economic, and health systems remains a critical global issue, driven by structural barriers, stigma, and unequal access to resources. Despite a growing number of intervention studies, evidence on their comparative effectiveness across contexts remains fragmented. Research Urgency – Existing disability interventions vary widely in design, implementation, and contextual adaptability, while systematic evidence on which models are most effective in improving inclusion outcomes is limited, particularly regarding how intervention types explain effect variability across studies. Research Objectives – This study systematically synthesizes the effectiveness of disability-related interventions in improving social participation, access to services, and inclusion outcomes, and examines the moderating role of intervention type in explaining between-study heterogeneity. Research Method – A systematic review and meta-analysis were conducted on 23 empirical studies. Random-effects and mixed-effects meta-regression models were applied to estimate pooled effect sizes and assess intervention type as a moderator of heterogeneity. Research Findings – The results indicate a significant overall positive effect of interventions on inclusion outcomes (estimate = 0.480; p < 0.001; 95% CI: 0.229–0.732). Heterogeneity was low to moderate (I² = 28.11%, Q = 39.221, p = 0.013). Moderator analysis revealed that intervention type significantly influenced effect size (QM = 19.817, p = 0.0002), with certain intervention categories demonstrating stronger effects. Evidence of potential publication bias was observed (Egger’s test p < 0.001), although results remained stable under sensitivity analysis. Research Conclusion – Disability-related interventions are generally effective in improving inclusion outcomes; however, their effectiveness depends significantly on the type of intervention implemented and contextual conditions. Research Novelty/Contribution – This study provides a comprehensive quantitative synthesis of disability inclusion interventions and advances the literature by identifying intervention type as a significant moderator of effectiveness, offering evidence-based guidance for policy design and inclusive development strategies.
disability inclusion; meta-analysis; social participation; intervention effectiveness; mixed-effects model; systematic review
Copyright (c) 2026 Abdul Malik, Sunardi Sunardi, Suminah Suminah, Haryani Haryani, Ghanis Putra Widhanarto (Author) https://creativecommons.org/licenses/by/4.0
Developing a Socio-Ecological L-E-A-D Training Model for Green Skills and Circular Economy Agency
Background – Village waste banks can connect household waste separation with circular value creation, but participation, green competence, and continuity of community action often remain uneven. Research Urgency – Existing waste-bank activities frequently emphasize awareness or sorting practice without integrating local ecological diagnosis, adult learning, supervised application, and community agency in one coherent nonformal training sequence. Research Objectives – This study developed a socio-ecological L-E-A-D training model and examined preliminary short-term changes in green knowledge, green attitudes, green skills, and circular economy agency among adult community participants. Research Method – The study used three development phases: qualitative needs assessment, prototype development with expert review, and a pre-experimental one-group pretest-posttest field study involving 30 purposively recruited participants at the Mugarsari Waste Bank, Tasikmalaya. A 20-item measure covered four outcome domains. Validation indices must be completed from the original validation records before submission. Research Findings – The overall mean increased from 58.60 to 86.23. The recalculated normalized gain was 0.667. Based on the reported summary, the mean paired difference was 27.63 (SDdiff = 2.41), 95% CI [26.73, 28.53], t(29) = 62.70, p < .001, Cohen’s dz = 11.45. The unusually large statistic and effect size require verification against raw data or software output. Research Conclusion – The results indicate preliminary short-term within-group improvement after training, but they do not establish causal effectiveness because the study lacked a control group, long-term follow-up, and fully reported validation evidence. Research Novelty/Contribution – The study operationalizes socio-ecological andragogy as L-E-A-D: Local Ecology, Education, Action, and Development, connecting place-based problem mapping, participatory adult learning, supervised waste-management practice, and development of community agency.
green skills; L-E-A-D training model; socio-ecological andragogy; circular economy; community empowerment; waste bank.
Copyright (c) 2026 Wiwin Herwina, Muslim Haidar, Lesi Oktiwanti, Rizal Fahmi Syaiful, Elsa Syafitri (Author) https://creativecommons.org/licenses/by/4.0
Development of an Andragogy-Based Partnership Supervision System for Madrasah Principals
Background - Academic supervision is a function of madrasah principals that assists teachers in improving the quality of learning processes and outcomes. However, literature review and a preliminary survey in public madrasahs in Sumedang Regency indicated that supervision remained interrogative, emphasized inspections to identify errors, did not encourage teachers to try new practices, and provided little opportunity for teachers to analyze weaknesses in their teaching. Research Urgency - This article examines an andragogy-based partnership supervision system intended to support a more humane and constructive implementation of academic supervision. Research Objectives - This study aimed to explore the design and implementation of an andragogy-based partnership supervision system, examine the associated learning outcomes, and develop a supervision model. Research Methods - The study used a research and development approach adapted into four stages: introduction, design, development, and dissemination. Qualitative data were collected through observation, interviews, and document analysis, while quantitative data were obtained through questionnaires and a one-group pretest-posttest evaluation. Research Findings - The study produced a system design, documented its implementation, and examined preliminary effectiveness through changes in the knowledge and competence of madrasah principals. The mean academic supervision competency score increased from 18.00 to 51.25, a gain of 33.25 points, reported as approximately 65%. Conclusion and Research Novelty - The andragogy-based partnership supervision system constitutes an innovative product that can serve as a theoretical and practical reference for academic supervision conducted by madrasah principals.
Copyright (c) 2026 ani rindiani (Author) https://creativecommons.org/licenses/by/4.0
Constructing an Andragogy Based Emotion Regulation Training Model to Develop the Self Efficacy of Nonformal Education Participants
Background – Low self-efficacy among students is a barrier to completing their studies for students in non-formal education programs, who are generally adults. Therefore, andragogy-based emotional regulation is needed to develop student self-efficacy. Research Urgency – This article identifies self-efficacy issues among students in non-formal education programs in Bandung City, resulting from unstable emotional regulation. This leads to the development of a training model to improve student self-efficacy. Research Objective – This study aims to explore students' self-efficacy and emotional regulation, and to develop a model to develop self-efficacy for students in non-formal education programs in Bandung City. Research Method – This study uses a qualitative approach to obtain in-depth and comprehensive information about the challenges faced by students in non-formal education programs. The chosen research method is Research and Development (R&D), which aims to identify problems and expectations while simultaneously developing a model to address these challenges. Research Findings – The main finding of this study is that students experience low self-efficacy due to unstable emotional regulation. Therefore, it is necessary to develop an andragogy-based emotional regulation training model to improve self-efficacy, consisting of input, process, and output aspects. Conclusion & Research Novelty – This study empirically identified the problem of low self-efficacy in students, which requires strengthening emotional regulation. Therefore, an andragogy-based emotional regulation training model was developed to develop student self-efficacy as a novelty in this research.
Copyright (c) 2026 asep saepudin (Author) https://creativecommons.org/licenses/by/4.0
Intergenerational Community Learning Management for Business Sustainability in Traditional Food MSMEs: A Case Study of the Kecimpring Enterprise Community in Indonesia
Background – Traditional food MSMEs play an important role in preserving local heritage and supporting community livelihoods. However, many family-based enterprises face sustainability challenges due to weak succession and ineffective intergenerational knowledge transfer. Research Urgency – Existing studies generally examine knowledge transfer, succession, and business sustainability separately, providing limited understanding of how community learning supports business continuity across generations. Research Objectives – This study aims to develop an Intergenerational Community Learning Management (ICLM) Model that facilitates knowledge transfer and business sustainability in traditional food MSMEs. Research Method – A qualitative case study was conducted in the Kecimpring traditional snack enterprise community in Pagerwangi Village, West Bandung Regency, Indonesia. Data were collected through in-depth interviews, participant observation, documentation, and literature review involving five purposively selected participants. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model and thematic analysis. Research Findings – Business sustainability is supported by environmental scanning, community capacity building, tacit and explicit knowledge transfer, mentoring, and succession learning. These processes occur through four stages: observation, apprenticeship, guided practice, and independent production. Knowledge transfer is bidirectional, with senior artisans transmitting craft expertise while successors contribute digital marketing knowledge. The proposed ICLM model integrates inputs, processes, outputs, and outcomes to support intergenerational business sustainability. Research Conclusion – Community learning is a strategic mechanism for sustaining traditional MSMEs through knowledge continuity and successor development. Research Novelty/Contribution – This study introduces the ICLM Model, extending nonformal education literature by integrating community learning, knowledge transfer, succession, and business sustainability within a unified framework.
intergenerational community learning management
Copyright (c) 2026 Dadang Yunus Lutfiansyah Dadang, Didin Samsudin, Sodikin, Hanifah Irnawati, Cucu Sukmana, Aqeel Khan (Author) https://creativecommons.org/licenses/by/4.0
Mapping Global Research Trends in Social Entrepreneurship and Sustainable Development: A Bibliometric Review for Nonformal Education and Community Empowerment
Background - Social entrepreneurship research has experienced rapid growth alongside increasing attention to sustainable development. However, systematic mapping, particularly examining the interrelationships between the two, remains limited, making it difficult to identify development directions and research gaps. Research Urgency - Research on social entrepreneurship and sustainable development is growing rapidly and producing influential work, but it remains dominated by fragmented conceptual approaches. The lack of longitudinal bibliometric mapping has left gaps in understanding the structure of knowledge, the dynamics of themes, and patterns of research collaboration. Research Objectives - This study aims to map publication growth, collaboration patterns, intellectual structure, and thematic evolution of research on social entrepreneurship and sustainable development during 2015–2025. Research Methods - A bibliometric analysis was conducted using 268 English-language journal articles indexed in Scopus. Data were collected on 14 January 2026 using the search string: TITLE-ABS-KEY ("social entrepreneurship" AND "sustainable development"), limited to journal articles (2015–2025). Bibliometric analysis was performed using Biblioshiny and VOSviewer to examine publication trends, collaboration networks, keyword co-occurrence, and thematic development. Research Findings - The findings indicate a significant annual growth rate of 23.37%, reflecting rapid expansion of the field. The dataset involved 752 authors across 163 journals, with an international collaboration rate of 27.24%. Sustainable development emerged as the most central concept in the keyword network, while social entrepreneurship functioned as an operational mechanism within the broader sustainability framework. SDGs, governance, and social innovation were identified as developing themes, indicating conceptual fragmentation. Research Conclusion - This study confirms that social entrepreneurship has become an important instrument of sustainable development, but strengthening conceptual and empirical integration, especially related to SDGs and social innovation, is still needed. Research Novelty - The novelty of the research lies in the ten-year longitudinal bibliometric mapping that reveals publication dynamics as well as strategic thematic gaps as a basis for formulating a future research agenda.
Copyright (c) 2026 Fitta Ummaya Santi, Sujarwo Sujarwo, Salman Rashid (Author) https://creativecommons.org/licenses/by/4.0
Reproductive Health Education Needs Among Adolescents and Young Adults: A Community-Based Survey
Background – The need for reproductive health education among adolescents and young adults is influenced by social conditions, parenting styles and family communication, perceptions of reproductive health, peer relationships, as well as social and information environments. Research Urgency – Reproductive health education needs to be grounded in actual requirements to ensure that developed programs align with the characteristics and life contexts of the target group. Research Objectives – This study aims to analyze the reproductive health education needs of adolescents and young adults to serve as a basis for program development. Research Method – The study employed a quantitative approach using a descriptive survey design oriented towards a needs assessment. It was conducted in Babakan Sari Urban Village, Bandung City, involving 35 respondents aged 11–22 years selected through purposive sampling. Data were collected using a 20-item structured questionnaire with response formats tailored to the nature of the questions. Data were analyzed using frequencies, percentages, and a synthesis across components. Research Findings – The study produced a needs map covering social conditions, parenting styles and family communication, perceptions of reproductive health, peer relationships, and social and information environments. This synthesis was formulated into the Adolescent Reproductive Health Education Needs Framework (ARHENF), serving as an initial conceptual synthesis based on survey findings rather than an empirically validated framework. Research Conclusion – The needs analysis provides an empirical basis for understanding reproductive health education needs in alignment with the characteristics and life contexts of adolescents and young adults. Research Novelty/Contribution – The study's contribution lies in the integrated mapping of needs and their synthesis into the ARHENF, serving as a conceptual foundation for the development of reproductive health education programs.
Copyright (c) 2026 Shobri Firman Susanto, Sjafiatul Mardliyah, Heryanto Susilo, Widodo Widodo, Monica Widyaswari (Author) https://creativecommons.org/licenses/by/4.0
Developing PjBL-Based Google Sites Teaching Materials for Advertising, Slogans, and Posters to Enhance Students’ Conceptual Understanding and Creativity
The Merdeka Curriculum is an educational innovation that provides flexibility for schools and teachers to develop learning that is relevant to students' needs. However, the implementation of the Merdeka Curriculum in SKB Semarang Regency faces the challenge of students' low understanding of concepts and creativity, especially in advertising materials, slogans and posters. To overcome this problem, this research aims to develop teaching-based materials Google Sites with models Project-Based Learning (PjBL) which is effective in increasing students' conceptual understanding and creativity. This research uses research and development methods (Research and Development) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data collection was carried out through interviews, questionnaires and observations. This research shows that teaching materials are based Google Sites developed meets the criteria of validity, practicality and effectiveness. Expert validation gave an average score of 90.83%, which indicates that this teaching material is very suitable for use. Statistical tests showed a significant increase in students' conceptual understanding and creativity, with the average posttest score for the experimental class being higher than the control class. Based teaching materials Google Sites This not only improves understanding of concepts, but also encourages active involvement of students through creative projects that are relevant to the real world. Application of based technology Google Sites allows more flexible learning, especially for students with limited time, such as student workers in the package pursuit program. The novelty of this research lies in the integration of the model Project-Based Learning with Google Sites which is designed to improve interactive learning in the context of the Independent Curriculum. This approach supports the development of students' creativity through project exploration that is contextual and based on real needs. This research is an important reference for the development of digital teaching materials at various levels of education. Use of technology Google Sites not only provides flexibility in learning access, but also encourages learning that is more interactive, creative, and in accordance with the principles of the Independent Curriculum. Thus, teaching materials are based Google Sites which was developed into an innovative solution to improve the quality of learning
Teaching Materials, Creativity, Google Sites, Learning, Project-Based Learning
Copyright (c) 2026 Ayu Asih Sulistiyorini, Tri Suminar, Amin Yusuf, Moses Adeleke Adeoye (Author) https://creativecommons.org/licenses/by/4.0
Community-Based Artificial Intelligence for Enhancing Productive Digital Literacy in Non-Formal Education: A Participatory Framework Study
Background The diffusion of artificial intelligence (AI) in education has expanded the opportunities for personalization and learning analytics. However, much of the discourse is still centered on formal education and commercial education technology, while non-formal education and lifelong learning in local communities have not received adequate attention. Purpose This article aims to develop and analyze a Community-Based Artificial Intelligence (Community-Based AI/Cb-AI) framework that integrates the improvement of productive digital literacy for learners in non-formal educational institutions, especially Community Learning Activity Centers (PKBM) and Learning Activity Studios (SKB). Method This study uses a systematic literature study approach combined with conceptual framework analysis from two research tracks: (1) a community-based AI framework through participatory action research, and (2) a project-based learning model (PjBL) for increasing productive digital literacy in non-formal education settings. Findings The results of the study resulted in a Cb-AI-PjBL framework consisting of four pillars: (1) community-curated local knowledge repositories, (2) culturally responsive adaptive learning pathways, (3) multimodal access and digital literacy bridges, and (4) participatory governance and ethical oversight of AI. The integration of PjBL in this framework has proven to be effective in increasing productive digital literacy with an average increase of 25.4% in field trials. Conclusion The Cb-AI-PjBL framework offers an alternative paradigm to the centralized education AI model by positioning the community as the owner of knowledge, the learner as the co-designer, and the AI as a tool that must be democratically managed. This framework is relevant to strengthen the role of PKBM and SKB as transformative spaces in Indonesia's non-formal education ecosystem. Novelty The novelty of this article lies in the development of the integrated framework Cb-AI-PjBL (Community-Based AI for Productive Digital Literacy through Project-Based Learning) which for the first time combines the four pillars of community-based AI—local knowledge repositories, culturally responsive adaptive pathways, multimodal access, and participatory governance—with Project-Based Learning as a connecting pedagogical mechanism, specifically for the context of non-formal education (PKBM/SKB) in Indonesia.
community-based artificial intelligence; productive digital literacy; non-formal education; participatory design; the digital divide; ethical AI governance
Copyright (c) 2026 Multazam Multazam, Ahmad Miftahudin, Darul Qudni, Elfi Rimayati, Musab Isah (Author) https://creativecommons.org/licenses/by/4.0
Psychological Well-Being, Academic Burden, Social Support, and Perceptions of Educational Management as Predictors of Self-Efficacy
Background – Self-efficacy is a key psychological factor that influences students’ academic achievement and their ability to adapt to learning challenges. In the context of Community Learning Centers (PKBM), students often face various academic and environmental pressures that may affect their confidence in learning. Factors such as psychological well-being, perceived academic workload, social support, and perceptions of educational management play important roles in shaping students’ self-efficacy. Research Urgency – Despite the importance of self-efficacy, there is still limited empirical evidence examining how multiple psychological and environmental factors simultaneously influence students’ self-efficacy in non-formal education settings like PKBM. Understanding these relationships is crucial to design effective interventions that support students’ academic success and well-being. Research Objectives – This study aims to analyze the relationships and the strength of correlation between psychological well-being, perceived academic workload, social support, and perceptions of educational management with students’ self-efficacy at PKBM. Research Method – This study employed a quantitative approach using a survey method. Data were collected through questionnaires administered to PKBM students. The analysis technique used was Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among variables. Research Findings – The results indicate that psychological well-being has a strong positive correlation with self-efficacy (r = 0.62), followed by social support (r = 0.58) and perceptions of educational management (r = 0.55), both showing moderate positive correlations. In contrast, perceived academic workload has a moderate negative correlation with self-efficacy (r = -0.47). These findings suggest that supportive psychological and environmental factors enhance students’ confidence, while excessive academic demands may reduce it. Research Conclusion – The study concludes that improving psychological well-being, strengthening social support, and enhancing positive perceptions of educational management are essential strategies to increase students’ self-efficacy. Conversely, managing academic workload is necessary to prevent negative impacts on students’ confidence. Research Novelty/Contribution – This study contributes by providing an integrated analysis of psychological and contextual factors affecting self-efficacy in non-formal education settings (PKBM). It offers practical insights for educators and policymakers to create supportive learning environments that foster students’ confidence and academic resilience.
academic workload; community learning center; educational management; psychological well-being; self-efficacy; social support
Copyright (c) 2026 Erwin Erlangga, Rini Sugiarti, Arumwardhani Nusandari (Author) https://creativecommons.org/licenses/by/4.0
Intergenerational Informal Learning through Work Values and Community Empowerment among Waste-Picker Families in Surabaya, Indonesia
Background – Waste pickers contribute to urban recycling while experiencing livelihood insecurity and social marginalization. Their everyday work also creates informal learning settings in families and community networks. Research Urgency – Evidence remains limited on how work values are learned across generations and how participants connect them with community empowerment. Research Objectives – This study examined learning processes, recurring work values, and perceived empowerment pathways in a waste-picker community near Benowo, Surabaya. Research Method – A qualitative case study involved nine purposively selected adults: four waste pickers, two recyclable-material collectors, a village head, a community leader, and a local resident. Indonesian-language interviews, observation, and documents were analyzed through iterative coding and thematic comparison. Research Findings – Family socialization, guided participation in daily work, and community interaction reinforced responsibility, discipline, perseverance, cooperation, honesty, adaptability, and environmental awareness. Participants associated these values with livelihood continuity, social cohesion, environmental responsibility, and adaptive capacity, but structural vulnerability remained. Research Conclusion – Intergenerational informal learning may support community capabilities, yet it cannot substitute for occupational protection, social services, fair recognition, or safeguards against child labour. Research Novelty/Contribution – The study offers a provisional framework linking informal-learning settings and processes with work values and perceived empowerment pathways in an Indonesian waste-picker community.
Community empowerment; Environmental sustainability; Scavenger community; Urban marginality; Work culture inheritance.
Copyright (c) 2026 Heryanto Susilo, Yatim Riyanto, Widya Nusantara, Mustakim Mustakim, Fina Akmalia Putri (Author) https://creativecommons.org/licenses/by/4.0
Adaptive Educational Social Work in Vocational Batik Learning for Students with Disabilities: A Qualitative Case Study
Background – Students with disabilities require accessible vocational learning that connects practical competence, cultural participation, and emerging independence. SLB Negeri Cilacap uses batik production as a school-based vocational context. Research Urgency – Evidence remains limited on how culturally grounded vocational practice can be adapted through an educational social work support system within a special school. Research Objectives – This study examined instructional adaptations, reported and observed learner development, and the relational and material conditions shaping Grade XI vocational batik learning. Research Method – A single-case qualitative study involved 13 purposively selected participants: five educators and trainers, six students with hearing, communication, or intellectual disabilities, and two parents. Data came from interviews, direct observation, and program documents. The analysis organized evidence across participant groups and data sources, supported by triangulation and member checking. Research Findings – Educators used visual demonstration, tangible tools, simple language, repetition, individual guidance, and process-focused reinforcement. Observations and participant accounts indicated developing knowledge, greater control during canting and coloring, and emerging patience, responsibility, cooperation, confidence, and initiative. Development remained uneven. Limited equipment, practice time, environmental comfort, fear, fatigue, and informal coordination constrained participation. Research Conclusion – Adaptive instruction and relational support operated together, but the single-case design does not establish causal effectiveness, sustained competence, or transferability. Research Novelty/Contribution – The study proposes a provisional framework linking needs assessment, adaptive planning, guided culturally grounded practice, psychosocial support, and iterative capability monitoring.
Vocational Batik Program, Students with Special Needs, Student Skills
Copyright (c) 2026 Wiwit Widiansyah, Jajat S. Ardiwinata, Mustofa Kamil, Asep Saepudin, Maulani Zahra Febriyana (Author) https://creativecommons.org/licenses/by/4.0
Black Soldier Fly Cultivation as Experiential Learning: A Mixed-Methods Study of Ecoliteracy and Circular Economy Education in an Indonesian Community Learning Center
Background – Organic waste management remains a major environmental challenge in Indonesia, requiring not only technological solutions but also educational approaches that promote environmental awareness and sustainable behavior. Black Soldier Fly (BSF) cultivation offers a practical approach that integrates organic waste management with environmental education and circular economy principles. Research Urgency – Despite growing interest in BSF cultivation for waste management, limited studies have explored its role as a learning medium for eco-literacy development and circular economy education, particularly in nonformal education settings. Research Objectives – This study aims to explore, through an exploratory mixed-methods case study, how BSF cultivation functioned as a learning strategy and experiential learning medium for eco-literacy development and circular economy education through the Maggotpreneur Program at PKBM Bhina Swakarya. Research Method – This study used an embedded mixed-methods case study design with a one-group pretest–posttest component, conducted over three weeks. Of 53 Package B and Package C learners initially assessed for experience and interest, 34 joined the training program, and the 14 who joined the BSF cultivation learning group (ages 14–45) and completed both pretest and posttest assessments formed the main analytic sample. Quantitative data (a 15-item knowledge test) were analyzed using paired-samples statistics and N-Gain scores; qualitative data from field observations and participant reflections were analyzed through iterative coding, categorization, and interpretation. Given the one-group design without a comparison group and the small sample, this study is exploratory in nature. Research Findings – Knowledge scores increased significantly from pretest to posttest, t(13) = 4.41, p < .001, with a mean N-Gain of 0.59 (moderate) and a large effect size (Cohen's d = 1.18), indicating a learning improvement in participants' understanding of organic waste management and circular economy concepts. Qualitative observations suggested increased environmental awareness and a shift in some participants' perceptions of organic waste, from viewing it as a disposal problem toward recognizing it as a resource with environmental and economic value. Research Conclusion – As an exploratory case study, this research provides preliminary evidence that BSF cultivation can serve as an experiential and contextual learning medium for promoting eco-literacy and circular economy education in nonformal education settings; confirmatory studies with comparison groups are needed to establish effectiveness. Research Novelty/Contribution – This study contributes by positioning BSF cultivation not only as an organic waste management practice but also as an experiential learning medium for eco-literacy development and circular economy education within a nonformal education context, specifically through the Maggotpreneur Program at a community learning center (PKBM) in Indonesia.
Copyright (c) 2026 Iip Saripah, Wahid Erawan, Hanifah Irnawati, Dadang Yunus Lutfiansyah, Gumpanat Bariboon (Author) https://creativecommons.org/licenses/by/4.0
Development of a Massive Open Online Course on Reference Management
Background - In the digital age and increasing access to scientific information, the ability to effectively manage references is becoming an important skill for students, researchers, and academics. The development of information technology has presented various reference management software that can help users in organizing literature, automating the citation process, and minimizing errors in writing scientific papers. However, there are still many academics who have not mastered the optimal use of the application due to the limitations of training, the complexity of application features, and the limited structured learning resources. Research Urgency - With the increasing demand for scientific publications and the need for quality academic writing, accessible and systematic learning media are needed to improve reference management competency. Massive Open Online Courses (MOOCs) offer an open, flexible, and accessible online learning environment for participants from a wide variety of backgrounds. Therefore, developing a MOOC on reference management is crucial to provide structured learning resources, enhance learning independence, and assist academics and researchers in managing citations and bibliographies more efficiently and accurately. Research Objectives - This study aims to develop a MOOC on Reference Management. Research Method - Utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research has reached the development phase. In the analysis phase, learning needs were identified through interviews with students, lecturers, and journal management practitioners. The interviews revealed that participants required a deeper understanding of reference management software, proper citation principles, and efficient reference management techniques. In the design phase, the focus was on formulating learning competencies, constructing a competency map, and designing materials and assignments that support the achievement of learning objectives. Research Findings - The validation results indicated a very high level of validity, with a percentage of 90% for content experts and 88% for media experts, placing this MOOC in the "highly valid" category and ready for use without revision. The user trial involved students, lecturers, and practitioners, who provided positive feedback regarding accuracy, time efficiency, and cost-effectiveness. Research Conclusion - Based on these findings, the Reference Management MOOC is recommended for implementation with ongoing evaluation and feedback to ensure its relevance and effectiveness. Research Novelty/Contribution - The development of a MOOC specifically designed to improve reference management competency in scientific writing. This MOOC provides structured, flexible, and widely accessible learning, thus providing a more effective training alternative than conventional training.
Copyright (c) 2026 Mujiono Mujiono, Widiyanto Widiyanto (Author) https://creativecommons.org/licenses/by/4.0
Older Adults’ Lifelong Learning in Indonesia: Motivational Ecosystem, Institutional Design, and Family Capital
Background- This study addresses the growing demand for effective educational approaches for older adults in the context of global population aging, particularly within community-based programs in Indonesia. Research Urgency- Despite increasing elderly participation in learning programs, the underlying motivational mechanisms that sustain their engagement remain insufficiently explored, especially in non-formal and culturally embedded settings. Research Objectives- The study aims to investigate the key factors that motivate elderly learners to participate in and sustain engagement in a 40-day residential community education program at Pesantren Daarut Tauhiid, Bandung. Research Method- A qualitative case study design was employed involving nine participants, including elderly learners, a program coordinator, and family members. Data were collected through semi-structured interviews, non-participant observation, and document analysis, and analyzed using the Miles–Huberman–Saldaña interactive model. Research Findings- The findings identify a three-pillar motivational ecosystem consisting of internal motivation, program-level support, and family support. Internal motivation is shaped by life experience, spiritual beliefs, existential awareness, and goal orientation. Program support includes social and instructional elements that facilitate participation, while family support provides emotional, informational, and practical assistance. Research Conclusion- The interaction of these three dimensions plays a crucial role in sustaining elderly learning engagement in community-based programs. Research Novelty/Contribution- This study offers an integrated motivational ecosystem model that combines internal, institutional, and familial factors, contributing to the advancement of geragogical theory and providing practical guidance for designing effective elderly education programs.
active aging; geragogy; lifelong learning; older adult motivation; community education; social support; family capital
Copyright (c) 2026 Eko Sulistiono, Imbar Novansyah, Asep Saepudin, Rengky Yasepta, M.Sc (Author) https://creativecommons.org/licenses/by/4.0
Nonformal Literacy and Bounded Social Transformation: A Historical Study of Kejar Paket A in Indonesia, 1977–1999
Background – Introduced in 1977, Kejar Paket A provided nonformal literacy for Indonesians who had never entered or completed primary school. This early function is often conflated with the elementary-equivalency pathway developed later. Research Urgency – Existing accounts emphasize policy milestones and aggregate successes while giving insufficient attention to curricular change, delivery mechanisms, documentary bias, and the evidentiary limits of transformation claims. Research Objectives – This study reconstructs Kejar Paket A between 1977 and 1999 and evaluates how its curriculum, learning arrangements, and management mechanisms contributed to literacy, livelihood capability, participation, agency, and educational access. Research Method – Qualitative historical research examined six purposively selected Gita Setra issues published in 1981, 1983, 1986, 1987, 1993, and 1999. Regulations and a contemporary UNESCO study provided corroboration; recent indexed scholarship supported comparison. External and internal criticism assessed provenance, credibility, institutional framing, consistency, and corroboration. Evidence was coded diachronically and thematically and interpreted through contribution analysis. Research Findings – The program developed through foundational literacy, functional consolidation, policy integration, and equivalency-oriented transition. A1–A100 materials combined literacy and numeracy with practical themes, group learning, tutoring, self-study, and low-cost media. Evidence is strongest for access and literacy capability; broader effects cannot be isolated from concurrent change. Research Conclusion – Kejar Paket A provided a flexible bridge among literacy, community learning, and basic education, but its contribution should be expressed as bounded and context-dependent rather than as a singular cause of macro-social change. Research Novelty – The study distinguishes early literacy from later equivalency and integrates source criticism, multidimensional transformation, and explicit evidentiary confidence in one historical account.
Copyright (c) 2026 Tarunasena Tarunasena, Dimas Aldi Pangestu, Wawan Darmawan, Hilda Restiawati, Syaiful Amin (Author) https://creativecommons.org/licenses/by/4.0
Improving Graphic Design Competence Through an Internship at a Community Learning Center
Background - A significant proportion of Community Learning Center (CLC) alumni transition directly into the workforce upon graduation rather than pursuing higher academic education. This trend necessitates the acquisition of practical life skills that are highly relevant to current labor market demands. Research Urgency - Internship programs within CLCs are pivotal in bridging the gap between classroom instruction and professional requirements. Systematic evaluation of these programs, particularly in the field of graphic design, is essential to ensure that graduates' competencies meet nationally recognized standards. Research Objectives - This study aims to evaluate the development of graphic design competencies among CLC learners through an internship program implemented during the 2022-2023 academic year. Research Method - A non-experimental quantitative approach with descriptive statistical techniques was employed. The study involved a sample of 20 CLC participants. Data collection utilized assessment rubrics adapted from the Indonesian National Work Competency Standards (SKKNI) issued by the Ministry of Manpower of the Republic of Indonesia to measure the participants' competency levels. Research Findings - The findings reveal significant competency progression among the learners. Participants who initially possessed only basic design principles at the program's inception achieved novice-level proficiency by its conclusion. This underscores the effectiveness of structured internship programs in enhancing technical skills. Research Conclusion - Competency-based internship programs are effectively proven to prepare CLC learners for successful integration into the professional landscape by fulfilling established work competency standards. Research Novelty/Contribution - This research provides a practical reference for other CLCs in designing effective internship programs, specifically in the graphic design domain, by aligning non-formal curricula with SKKNI standards to enhance graduate employability.
internship program; graphic design competency; lifeskills development; community learn-ing center.
Copyright (c) 2026 Ida Nur’aini Noviyanti, Uyu Wahyudin2 Uyu Wahyudin, Asep Saepudin, Yanti Shantini (Author) https://creativecommons.org/licenses/by/4.0
Development and Effectiveness of eBizmate: A Project-Based Digital Simulation for Enhancing Business Opportunity Analysis Competence in Vocational Education
Background – Competency in analyzing business opportunities is a fundamental component of the Entrepreneurship and Crafts (PKWU) subject in the Indonesian curriculum. However, students often experience difficulties due to the abstract and complex nature of business analysis concepts, particularly in market, financial, and risk analysis. Research Objective – This study aims to develop and examine the effectiveness of EBizmate, an interactive digital learning media designed as a project-based business simulation platform, to enhance students’ competence in analyzing business opportunities. Research Method – This study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed media was validated by experts in learning media, subject matter, and instructional design. Effectiveness testing was conducted using a quasi-experimental design involving 60 vocational high school students. Research Findings – The results indicated a significant improvement in business analysis competence among students using eBizmate. The experimental group achieved an N-Gain score of 0.64 (p < 0.001), which was higher than the control group’s N-Gain score of 0.34, with a large effect size (Cohen’s d = 1.21). These findings demonstrate that eBizmate effectively enhances students’ abilities in market analysis, financial analysis, and risk assessment. Research Conclusion – The study concludes that eBizmate is a valid, practical, and effective digital learning medium for supporting experiential learning and structured scaffolding within the Project-Based Learning (PjBL) framework in vocational entrepreneurship education. Research Novelty/Contribution – This research contributes an empirically validated model for integrating simulation-based digital learning media with Project-Based Learning to improve business opportunity analysis competence in vocational high school entrepreneurship education.
Copyright (c) 2026 Yuanita Ardyanti, Arief Rahman Yusuf, Sumaji Sumaji, Sachin Gupta (Author) https://creativecommons.org/licenses/by/4.0
Learning from Cognitive Slips: Reflective Mentoring and Error-Driven Informal Learning in Internship Contexts
Background: In the VUCA era, internships function as critical learning spaces bridging academic preparation and professional practice, exposing students to complex cognitive demands where errors shape learning trajectories. Research urgency: While experiential and informal learning are widely discussed, limited attention has been given to how interns learn from cognitive errors, particularly attention and memory slips, and how these challenges can be addressed through internship design. Research objective: This study examines how attention and memory slips operate as cognitive thresholds in interns’ informal learning, explores the role of reflective practice in transforming these slips into adaptive learning opportunities, and proposes an integrated internship design model. Research method: A qualitative interpretivist–constructivist approach was employed involving 30 undergraduate interns across corporate, creative, and educational sectors. Data were collected through interviews, reflective journals, and field observations and analyzed using thematic analysis with cross-case comparison. Research findings: Attention slips were linked to cognitive overload and task fragmentation, while memory slips were associated with procedural disruption, fatigue, and the absence of cognitive aids. Supported by psychological safety, reflective supervision, and tools such as digital checklists, these slips became catalysts for informal learning and metacognitive regulation. Research conclusion: Attention and memory slips function as developmental thresholds that, when reflectively scaffolded, strengthen cognitive resilience, procedural fluency, and professional judgment. Research novelty: This study advances a cognitive scaffolding framework that positions attention and memory slips as interconnected triggers for reflective mentoring and error-driven informal learning in internship contexts.
Copyright (c) 2026 Sopingi Sopingi, Riana Nurmalasari, Hanggara Budi Utomo, Buyung Adi Dharma, Autchariya Krautharot (Author) https://creativecommons.org/licenses/by/4.0
Mentoring-Based Entrepreneurship Training To Improve Community Empowerment
This study aims to analyse the effectiveness of community empowerment through entrepreneurship training and guidance in improving the entrepreneurial competence and economic self-sufficiency of individuals living in Karawang Regency. The research methodology uses a mixed-method approach characterised by a sequential explanatory design. Quantitative data were collected through a pretest-posttest design with entrepreneurship training participants across various CLCs, while qualitative data were collected through interviews, observations, and documentation. Quantitative analysis was conducted using paired t-tests, N-Gain assessments, and effect size calculations (Cohen’s d), while the qualitative study followed Miles and Huberman’s interactive model. The analysis showed a statistically significant increase across all dimensions of entrepreneurial ability, including managerial, conceptual, interpersonal, decision-making, and time management competencies. The participants’ average scores increased from the low category in the pretest to the exceptional category in the posttest. The N-Gain value is high (≥0.86), and the effect size indicates a substantial impact (Cohen's d > 0.80), suggesting the model’s significant effectiveness. Qualitative findings reinforce the importance of participatory engagement and continuous guidance in promoting greater business autonomy, improved decision-making capacity, and the sustainability of entrepreneurial efforts. Collectively, these findings prove that the combination of systematic training and entrepreneurial mentoring is an effective and sustainable paradigm for community empowerment.
Copyright (c) 2026 Dayat Hidayat, Nia Hoerniasih, Iwan Hermawan, Froilan Delute Mobo (Author) https://creativecommons.org/licenses/by/4.0
Deconstructing Matrilineal Parenting: A Role-Specific Analysis of Authoritative, Authoritarian, and Permissive Practices
Background: While matrilineal parenting influences adolescent character, Western-derived parenting typologies are often applied monolithically, obscuring nuanced, role-specific practices within kinship-based systems. Aim: This study examines how parenting practices by mothers, fathers, and maternal uncles (mamak) are differentially associated with twelve adolescent character strengths in Minangkabau, Indonesia. Methods: A cross-sectional survey of 296 primary caregivers used a culturally contextualized questionnaire. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test multivariate relationships between nine parenting dimensions (three practices × three caregivers) and character outcomes. Results: Mother’s authoritative practices positively predicted all character strengths. Mamak’s authoritarian practices displayed dual effects: positively predicting discipline and respect but negatively predicting honesty and creativity. Father’s authoritative practices fostered independence and confidence, while his permissiveness was particularly detrimental. Discussion/Implication: Findings reveal a specialized “parenting ensemble,” where effects depend on the cultural legitimacy of the caregiver’s role. This challenges universal parenting models and suggests family support programs must be role-specific: strengthening authoritative communication universally, refining the mamak’s disciplinary approach, and clarifying the father’s unique supportive niche to holistically foster adolescent character
Matrilineal parenting, Adolescent character, Parenting styles, Cultural transmission, Minangkabau
Copyright (c) 2026 MHD Natsir, Melvina Melvina, Ahmad Jazimin Jusoh , Marina Lidya (Author) https://creativecommons.org/licenses/by/4.0
Governance of Community Learning Centers in Indonesia: A Systematic Literature Review
Background - Community Learning Centers (PKBM) serve as critical non-formal education institutions in Indonesia, yet governance challenges persist across leadership, collaboration, accountability, policy alignment, and digital dimensions. Research Urgency - Despite growing research on PKBM, a comprehensive synthesis focusing specifically on governance dimensions remains limited. Post-pandemic digital transformation introduces new governance dynamics requiring systematic analysis. Research Objectives - This study aims to: (1) systematically review literature on PKBM governance in Indonesia; (2) identify key governance dimensions influencing implementation; (3) develop an integrated multi-level governance framework; (4) identify critical challenges; and (5) provide evidence-based recommendations. Research Method - Following the PRISMA framework, 18 studies from Google Scholar, Scopus, and ERIC (2022–2026) were analyzed using a multi-level governance theory. Thematic analysis employed an integrated deductive-inductive approach. Research Findings - Results reveal five key governance dimensions: transformational leadership capacity, multi-stakeholder collaboration, accountability mechanisms, policy alignment, and digital governance. Cross-study synthesis identifies three structural contradictions: the standardization-flexibility paradox, the accountability pluralism dilemma, and the digital equity tension. Research Conclusion - Governance plays a decisive role in shaping PKBM effectiveness, quality, and sustainability. The integrated multi-level framework illustrates complex interdependencies across micro, meso, and macro governance levels, advancing governance theory for community-based non-formal education in developing country contexts. Research Novelty/Contribution - This study provides the first comprehensive multi-level governance framework specifically tailored to community-based non-formal education in developing country contexts, synthesizing fragmented literature into a coherent theoretical model and offering evidence-based policy recommendations for strengthening inclusive lifelong learning ecosystems.
accountability mechanisms; collaborative governance; community learning center; educational governance; non-formal education.
Copyright (c) 2026 Dadang Yunus Lutfiansyah Dadang , Hanifah Irnawati, Yanti Shantini, Ihat Hatimah, Aqeel Khan (Author) https://creativecommons.org/licenses/by/4.0
Participatory Action Research to Strengthen Community Early-Warning Facilitators in Nonformal Education: An Indonesian Case
Background - Facilitator capacity is critical for the effectiveness of community-based early warning systems (CBEWS) in disaster risk reduction. Facilitators serve as intermediaries translating complex hazard data into actionable insights that enable communities to respond effectively to disasters. In Indonesia, where disaster risk is high, facilitators play an essential role in protecting lives and livelihoods at the grassroots level. Urgency of Research - Despite their importance, capacity-building approaches for CBEWS facilitators often employ top-down training methods that fail to engage facilitators as active agents in their own learning. Current programs lack participatory approaches that leverage facilitators' contextual knowledge and experience, undermining the sustainability and relevance of capacity-building initiatives. There is an urgent need for innovative, participatory approaches that position facilitators as co-creators of knowledge. Research Objectives - This study aimed to describe the process and outcomes of implementing participatory action research (PAR) to enhance the capacity of CBEWS program facilitators in nonformal education settings, investigating how PAR supports facilitator understanding of CBEWS concepts, develops contextual and adaptive facilitation skills, cultivates reflective capacity, and identifies enabling and inhibiting factors. Research Method - This qualitative descriptive study was conducted between 2021 and 2024 across seven disaster-prone Indonesian provinces: Central Java, East Java, West Java, Banten, South Kalimantan, Gorontalo, and Bali. Forty-five CBEWS facilitators participated in PAR cycles involving planning, action, observation, and reflection stages. Data were collected through 60+ hours of participatory observation, 20 in-depth interviews, 8 focus group discussions, and document analysis. Thematic analysis was employed to identify patterns and themes. Research Findings - Three dimensions of capacity development emerged: enhanced understanding of CBEWS concepts applicable to specific disaster contexts; improved contextual and adaptive facilitation skills enabling tailoring of approaches to community needs and creation of inclusive learning environments; and cultivated reflective capacity for systematic practice improvement. Enabling factors included institutional support, facilitator openness to learning, and collaborative researcher-facilitator relationships. Inhibiting factors included limited time for reflection, dual roles as implementers and learners, and organizational barriers. Research Conclusion & Novelty - Participatory action research effectively develops facilitator capacity when supported by institutional commitment and multi-year engagement. This approach provides a viable model for community-based disaster risk reduction programs, contributing to both adult learning theory in nonformal education settings and practical disaster risk reduction implementation.
Copyright (c) 2026 Ninil R Miftahul Jannah, Sujarwo Sujarwo, Gumpanat Boriboon (Author) https://creativecommons.org/licenses/by/4.0
Parenting Style and Social Media Exposure on Bullying Behavior of Rural Adolescents
Background: Bullying among adolescents remains a serious social problem in Indonesia, including in rural areas experiencing rapid digitalization. Parenting styles and increasing exposure to social media are key factors influencing aggressive behavior and bullying among adolescents. Research Objectives: This study aims to analyze the influence of parenting styles and social media exposure on bullying behavior among adolescents in Sukaharja Village, Bogor Regency. Research Method: This study employed an explanatory quantitative approach with a cross-sectional design. A total of 245 adolescents aged 12–18 years were selected using stratified random sampling. Data were collected through structured questionnaires and analyzed using Pearson correlation and multiple linear regression. Research Findings: The results show that parenting style has a significant negative effect on bullying behavior, while social media exposure has a significant positive effect. The regression model explains 35.4% of the variance in adolescent bullying behavior, with age and gender also showing significant influence. Conclusion: Positive and authoritative parenting combined with parental guidance in social media use plays a crucial role in reducing bullying behavior among rural adolescents. Novelty/Originality/Value: This study provides empirical evidence on the combined influence of parenting styles and social media exposure on bullying behavior in a rural Indonesian context, offering a holistic perspective for family- and community-based bullying prevention strategies.
Copyright (c) 2026 Puji Hadiyanti , Daddy Darmawan, Purnama , Bayu Pradikto, Setiawan Wibowo, Lei Wanpeng (Author) https://creativecommons.org/licenses/by/4.0