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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Journal of Nonformal Education VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jendela PLS: Jurnal Cendekiawan Ilmiah Pendidikan Luar Sekolah Indonesian Journal of Adult and Community Education (IJACE) Jurnal Pengabdian Kepada Masyarakat Patikala Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Journal of Community Empowerment Aktual : Jurnal Pengabdian Kepada Masyarakat Journal of Nonformal Education Abdi Wisata: Jurnal Pengabdian Kepada Masyarakat Edukasi
Darmawan, Daddy
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Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Journal : Journal of Nonformal Education

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The Influence of Deep Learning on Dialogic Communication in the Learning Process at Community Learning Centers Irvansyah, Adi; Sasmita, Karta; Mutakim, Jaenal; Wibowo, Setiawan; Darmawan, Daddy
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.34837

Abstract

Background: The rapid development of 21st-century education requires a paradigm shift from teacher-centered learning toward learner-centered approaches that emphasize deep learning. In the context of non-formal education, Community Learning Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) serve as strategic spaces for lifelong learning. However, many still rely on conventional, one-way instructional practices that limit reflective dialogue and learner engagement. Deep learning, which focuses on critical thinking, collaboration, and knowledge transfer to real-life contexts, has the potential to transform these interactions into more dialogic and meaningful communication processes. Research Objectives: This study aims to analyze the influence of the deep learning model on enhancing dialogic communication during the learning process at community learning center. Additionally, it seeks to examine the extent to which deep learning contributes to the achievement of UNESCO’s four pillars of learning—learning to know, learning to do, learning to be, and learning to live together. Research Method: This research employed a mixed-methods design with an explanatory sequential approach. The quantitative phase used a quasi-experimental method involving 120 learners across six community learning center in Jakarta, divided into experimental and control groups. The experimental group implemented a deep learning model emphasizing reflective questioning and collaborative dialogue, while the control group applied conventional methods. Quantitative data were analyzed using t-tests and multiple linear regression, while qualitative data were gathered through interviews and observations, then analyzed thematically to provide contextual understanding. Research Findings: The results showed that learners in the experimental group experienced a significant improvement in dialogic communication compared to the control group (t = 6.42; p = 0.000). Their mean score increased from 61.2 to 84.3, demonstrating enhanced participation, reflection, and critical dialogue. Multiple regression analysis revealed that deep learning was a dominant predictor of achieving the four pillars of learning (β = 0.68; p = 0.000), explaining 53% of the variance in holistic learning outcomes. Qualitative findings supported these results, illustrating that learners perceived the deep learning environment as challenging yet meaningful, fostering curiosity, collaboration, and a sense of empowerment. Conclusion: The study concludes that deep learning significantly strengthens dialogic communication and holistic learning in non-formal education contexts. By integrating reflection, collaboration, and authentic problem-solving, this approach transforms community learning center classrooms into inclusive and participatory learning spaces. It not only enhances cognitive and social skills but also aligns with the broader mission of community empowerment through lifelong learning. Novelty/Originality/Value:   This study provides one of the first empirical investigations linking deep learning with dialogic communication in Indonesian non-formal education settings. It offers a practical model for community learning center tutors to foster transformative learning interactions and contributes to policy discussions on enhancing pedagogical capacity in community-based education.
Parenting Style and Social Media Exposure on Bullying Behavior of Rural Adolescents Hadiyanti , Puji; Darmawan, Daddy; Dewi, Intan; Pradikto, Bayu; Wibowo, Setiawan; Wanpeng, Lei
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.40704

Abstract

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.  
Co-Authors Aan Wasan Anas Muthtar Ardiana, Meta Cecep Kustandi Dewi, Intan Dewi, Intan Purnama Durotul Yatimah Fitri Ana, Elsa Hadiyanti , Puji Hadiyanti, Puji Henny Herawaty Br Dalimunthe Herawati, Henny Intan Purnama Dewi Irvan, adi IRVANSYAH, ADI Karta Sasmita Khoiriyah, Fitri Lalan Erlani Mutakim, Jaenal Pradikto, Bayu Purnama Dewi, Intan Rahmansyah, Citra Setya Rahmat syah Rahmat Syah Retno Dwi Lestari, Retno Dwi Sasmita, Karta Setiawan Wibowo Sulistyaningrum, Restu Dyah Syamsuddin, Syaiful Syifa Nabibah, Asma Tahar, Mohd Mokhtar Hj Wanpeng, Lei Wibowo, Setiawan