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All Journal Jurnal Infinity Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Jurnal Ijtimaiyya Jurnal Ilmiah POTENSIA Masyarakat Madani: Jurnal Kajian Islam dan Pengembangan Masyarakat 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 Public Health Social Sciences Other

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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.
INCLUSIVE COMMUNITY DEVELOPMENT IN ACTION: THE ROLE OF COMMUNITY-BASED REHABILITATION AND EMPOWERMENT STRATEGIES Anggraeni, Neni; Nurhayati, Sri; Boriboon, Gumpanat
Masyarakat Madani: Jurnal Kajian Islam dan Pengembangan Masyarakat Vol 10, No 2 (2025): Desember 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jmm.v10i2.37760

Abstract

This study investigates the persistent challenge of advancing sustainable disability inclusion in rural Indonesia by critically examining participatory, community-based approaches through a qualitative case study method. The research aims to elucidate how locally embedded methodologies—specifically participatory rural appraisal, bottom-up planning, and cross-sectoral stakeholder engagement—can address the structural and cultural barriers that marginalize children with disabilities and their families. Employing an interpretive case study design, data were collected via in-depth interviews, focus group discussions, and documentary analysis to generate a nuanced understanding of the lived experiences and collaborative processes among beneficiaries, practitioners, and local policymakers engaged in community-based disability programs. The findings demonstrate that the integration of participatory methodologies within multi-level partnerships is fundamental to shifting social attitudes, reducing stigma, and embedding inclusive practices within local policy and governance. The deliberate involvement of families, particularly mothers and children with disabilities, emerged as both a key driver and tangible outcome of empowerment and social transformation. 
Participatory Action Research to Strengthen Community Early-Warning Facilitators in Nonformal Education: An Indonesian Case Jannah, Ninil Riyati Miftahul; Sujarwo, Sujarwo; Boriboon, Gumpanat
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.v12i1.41103

Abstract

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.
Co-Authors Abdul, Silfana Agus Ramdani Ahmad Fauzan Ahsan, Md. Hafizi Anggraeni, Neni 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 DWI LESTARI, RETNO Firmansyah, Dudi Adi FIRMANSYAH, VERA Gianto Gianto Hafizatunnisa, Hafizatunnisa Hasanah, Viena Rusmiati Hidayat, Ipan Ilmansyah Iip Saripah, Iip Isa, Abd. Hamid Jacob, Udeme Samuel Jannah, Ninil Riyati Miftahul 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 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