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All Journal Jurnal Infinity Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Jurnal Ijtimaiyya Jurnal Ilmiah POTENSIA IJECA (International Journal of Education and Curriculum Application) Jurnal Paedagogy Prosperity: Journal of Society and Empowerment Cendekia: Jurnal Kependidikan dan Kemasyarakatan Rangkiang Mathematics Journal Prima Magistra: Jurnal Ilmiah Kependidikan Journal of Nonformal Education Media Penelitian dan Pengembangan Kesehatan Jurnal Pendidikan MIPA Lembaran Ilmu Kependidikan
Boriboon, Gumpanat
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Blended Learning Approach Implementation to Improve Adults’ Tahsin Ability in the Digital Era Tiarawati, Putri Vidi; Nurhayati, Sri; Hidayah, Siti Nurul; Boriboon, Gumpanat
Cendekia: Kependidikan dan Kemasyarakatan Vol 21 No 2 (2023)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v21i2.7111

Abstract

This study aims to determine the extent of Tahsin Al-Qur'an learning improvement using a blended learning approach among adult learners at Sekolah Ibu Bandung. This study employed a qualitative approach with a case study method. 13 Tahsin teachers and 130 adult learners participated in this study. From the thorough interview results, observation and document study revealed that after involving 6 phases of blended learning program implementation, the adult learners in all Tahsin levels highly increased their Tahsin learning proficiencies. This blended approach has been met with enthusiasm from both educators and learners, with many lauding its flexibility, active engagement opportunities, and the nurturing mentorship it fosters during face-to-face sessions. The structured design and execution of this program have been pivotal in amplifying learners' comprehension of Tahsin Al-Qur’an concepts. From this study findings, the blended learning approach in Tahsin Al-Qur’an learning can be broadly adopted to general learners to improve their Tahsin aptitudes.
Exploring Students’ Mathematical Representation through the Lens of APOS Theory of APOS Theory: An Exploratory Study Asra, Aqilul; Boriboon, Gumpanat
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.102

Abstract

Mathematical representation ability is one of the key competencies that reflects the depth of students’ conceptual understanding in mathematics learning. However, various studies show that mathematics education students still face difficulties in using and connecting multiple forms of representation, leading to limited conceptual understanding. This study aims to analyse students’ mathematical representation abilities using the APOS (Action, Process, Object, Schema) theoretical framework to reveal the underlying mental mechanisms. A qualitative descriptive method with data triangulation (test and interview) was employed. Six mathematics education students were selected and categorized into low (score < mean – SD), medium (mean – SD ≤ score < mean + SD), and high (score ≥ mean + SD) ability groups based on their mathematical representation test results. Data from tests and interviews were analysed through qualitative coding to ensure reliability and credibility. The findings indicate that low-ability students tended to remain at the Action stage, medium-ability students reached the Process stage, and high-ability students began to reach the Object and Schema stages. This study confirms that the quality of mathematical representation is closely related to students’ cognitive stages according to the APOS theory and introduces a novel link between representation indicators and APOS stages, offering valuable insights for mathematics education research.
THE INFLUENCE OF EDUCATORS’ COMMUNICATION SKILLS, EMOTIONAL MATURITY, AND NON-DISCRIMINATION ATTITUDES ON LEARNERS’ MOTIVATION IN NON-FORMAL EQUIVALENCY EDUCATION IN INDONESIA Amir, Rudi; Marzuki, Kartini; Natsir, Nasrah; Nirwana, Nirwana; Nurhayati, Sri; Boriboon, Gumpanat; Olugbade, Damola; Qolamani, Khalid Ilias Basheer
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6561

Abstract

This study investigated the relationship between educators’ communication skills, emotional maturity, and non-discrimination attitudes and their influence on learner motivation in equivalency education programs at SPNF SKB Takalar, Indonesia. Equivalency education, designed to provide alternative pathways for individuals who did not complete formal schooling, requires sustained learner motivation to achieve its social and educational goals. The study aimed to identify the extent to which these three educator attributes contribute to learner engagement and persistence. A quantitative descriptive-correlational design was employed. The population included 115 learners enrolled in equivalency programs, with a random sample of 40 participants. Data were collected using structured questionnaires assessing communication skills, emotional maturity, non-discrimination attitudes, and learner motivation. Statistical analysis involved descriptive measures and Pearson product-moment correlations to examine associations among the variables. Findings revealed that all three attributes were rated as “fairly good” by learners and significantly correlated with learner motivation. Communication skills emerged as the strongest predictor, highlighting the importance of clarity, immediacy, and relational engagement. Emotional maturity demonstrated a strong link with motivation, emphasizing empathy, resilience, and regulation in shaping supportive classroom climates. Non-discrimination attitudes were also significant, underscoring the role of fairness and inclusivity in fostering learners’ confidence and persistence.
SILFA Model Approach Development for Women Artisans’ Education and Empowerment: Integrating Karawo Cultural Heritage into Non-Formal Learning Abdul, Silfana; Isa, Abd Hamid; Zubaidi, Mohamad; Rahman, Misran; Nurhayati, Sri; Boriboon, Gumpanat; Jacob, Udeme Samuel
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34374

Abstract

Women artisans in rural areas face persistent barriers in accessing education and achieving economic empowerment, particularly when their livelihoods rely on sustaining fragile cultural heritage traditions. This study developed and piloted the SILFA Model Approach for Women Artisans’ Education and Empowerment, integrating Karawo cultural heritage into non-formal learning. The model aims to provide a culturally grounded learning framework that enhances skills, knowledge, and socio-economic agency while preserving heritage identity. Employing a Research and Development design guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved thirty women artisans in Pongongaila Village, Gorontalo, Indonesia, with ten participating in a small-group pilot implementation. Quantitative data from pre- and post-tests were analyzed using descriptive statistics, while qualitative data from focus group discussions, reflections, and observations were interpreted through thematic analysis. Results showed a substantial improvement in knowledge and skills, with mean scores increasing from 47.4 to 80.4. Participants also reported heightened confidence, creativity in developing new Karawo motifs, adoption of digital marketing, and motivation to establish cooperative groups. Conceptually, the SILFA Model contributes to theories of women’s empowerment and culture-based education by operationalizing sustainability, interactivity, and identity-preserving principles within a participatory non-formal learning context. As a validated pilot framework, it demonstrates how embedding cultural heritage in non-formal education can simultaneously revitalize Karawo traditions and strengthen women’s educational and economic empowerment in rural communities.
Co-Authors Abdul, Silfana Agus Ramdani Ahmad Fauzan Ahsan, Md. Hafizi Anita Rakhman, Anita ansori ansori Arfin, Arfin Ari Putra Asra, Aqilul Bin Bahurudin Setambah, Mohd Afifi Dadang Hermawan Dafid Slamet Setiana Dina, Islami Dionisius Heckie Puspoko Jati Djibu, Rusdin DWI LESTARI, RETNO Firmansyah, Dudi Adi FIRMANSYAH, VERA Gianto Gianto Gunarti Dwi Lestari Hafizatunnisa, Hafizatunnisa Hasanah, Viena Rusmiati Heryanto Susilo Hidayat, Ipan Ilmansyah Iip Saripah, Iip Imam Shofwan Isa, Abd. Hamid Jacob, Udeme Samuel Jajat S Ardiwinata, Jajat S Linling, Yudiani Lotfi, Fatima Zahra Marzuki, Kartini Melania Eva Wulanningtyas Misran Rahman Mohamad Zubaidi Munggarani, Febi Mustofa Kamil, Mustofa Mutmainnah, Disa Aisha Nani Suryani Natsir, Nasrah Nirwana, Nirwana Olugbade, Damola Pramudia, Joni R Pramudia, Joni Rahmat Putri, Shindriani Qolamani, Khalid Ilias Basheer Rudi Amir, Rudi Rusmayati, Titin S.Pd. M Kes I Ketut Sudiana . Safuri Musa Siti Nurul Hidayah Somantri, Ade Sri Nurhayati Sri Nurhayati Sujarwo Sujarwo Supriadi Supriadi Syaputra, Hamdani Tiarawati, Putri Vidi Wulandari, Hodijah Yasri, Budi Yoyoh Jubaedah Yudan Hermawan Yulyanti Harisman