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All Journal Cakrawala Pendidikan Comm-Edu (Community Education Journal)
Witri Dian Rafani
Universitas Pendidikan Indonesia
Education

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PERENCANAAN EVALUASI KOLABORATIF DALAM RANGKA MEWUJUDKAN PROGRAM PEMBANGUNAN DAN PEMBERDAYAAN MASYARAKAT YANG BERMUTU Witri Dian Rafani; Yanti Shantini
Comm-Edu (Community Education Journal) Vol. 9 No. 1 (2026): Januari 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/comm-edu.v9i1.28821

Abstract

Kemajuan sebuah negara dapat diamati dari sebuah nilai tinggi rendahnya angka Indeks Pembangunan Manusia (IPM) di negara tersebut. Tingginya angka IPM suatu negara dapat diartikan bahwa negara tersebut termasuk ke dalam negara maju begitupun sebaliknya, apabila angka IPM suatu negara rendah, maka dapat dikatakan bahwa negara tersebut belum termasuk kategori negara maju. IPM dapat ditingkatkan dengan dibuatnya suatu program pembangunan dan pemberdayaan masyarakat. Program pembangunan dan pemberdayaan masyarakat akan berhasil apabila memiliki perencanaan yang cukup matang terutama dalam hal perencanaan evaluasi. Mengingat program pemberdayaan dan pembangunan masyarakat merupakan program yang membutuhkan banyak bantuan dari semua pihak maka perlu adanya kolaborasi. Kolaborasi tersebut dapat terjadi dari mulai proses perencanaan sampai tahapan evaluasi program. Dalam tahapan perencanaan evaluasi, kolaborasi dilakukan dengan berbagai stakeholder sehingga dapat meningkatkan kualitas dari program pembangunan dan pemberdayaan masyarakat yang digagas.
Bridging the gap: Unveiling assessment literacy among non-formal education tutors Elih Sudiapermana; Yanti Shantini; Nike Kamarubiani; Witri Dian Rafani
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.89075

Abstract

Although assessment literacy is increasingly recognized as a critical component of effective teaching, empirical research addressing this competency in non-formal education contexts remains limited. This study addresses this gap by examining the level and distribution of assessment literacy among non-formal education (NFE) tutors in Indonesia and by exploring the structural validity of an assessment literacy framework adapted to non-formal learning environments. Using survey data collected from 322 NFE tutors, the study investigates variations in assessment literacy across demographic and professional characteristics and analyzes the contribution of seven conceptual dimensions to overall assessment literacy. The findings indicate that tutors’ assessment literacy levels are generally modest. No significant differences are observed in relation to gender, length of teaching experience, or type of educational work experience, whereas age and educational attainment are associated with statistically significant variation. All seven dimensions demonstrate meaningful relationships with assessment literacy, with contextual responsiveness and reflective practice emerging as particularly influential, while several indicators require further refinement. By providing empirical evidence on assessment literacy in non-formal education settings, this study contributes to the refinement of existing conceptual frameworks and underscores the importance of context-sensitive professional development and institutional support in enhancing assessment practices and learning quality in non-formal education.
Co-Authors Elih Sudiapermana, Elih Nike Kamarubiani Yanti Shantini, Yanti