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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Pendidikan Luar Sekolah Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PEDAGOGIA Empowerment DIKLUS: Jurnal Pendidikan Luar Sekolah Jurnal Ilmiah POTENSIA International Journal of Pedagogy and Teacher Education VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Comm-Edu (Community Education Journal) Jurnal Dedikasi Pendidikan EDUTEC : Journal of Education And Technology Journal Of Millennial Community Jurnal Scientia E-Coops-Day : Jurnal Ilmiah Abdimas Journal of Nonformal Education
Iip Saripah
Universitas Pendidikan Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Social Sciences Other

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Journal : Journal of Nonformal Education

 1 
Hypothetic Model of Learning Facilitation Based on Students' Problems and Expectations in Quick Completion of Study on Time Asep Saepudin; Iip Saripah; Viena Rusmiati Hasanah; Ani Rindiani; Faridah Hanim Yahya
Journal of Nonformal Education Vol. 10 No. 2 (2024): Equivalency education and community education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i2.1597

Abstract

Completion of studies on time is the hope of every student, in addition to achieving very satisfying academic achievements. Despite these hopes, currently many doctoral program students at the Faculty of Education, Indonesian Education University are not graduating on time. For this reason, research needs to be carried out to find out the reasons and efforts to resolve it. The aim of the research is to find students' problems and hopes in completing their studies quickly. This research method uses Research and Development with data collection techniques in the form of questionnaires, interviews and documentation. The research results show that firstly, empirically the completion of student studies is still relatively low, as evidenced by the number of students who have not graduated at 72%. Second, student affairs problems consist of relatively diverse academic and non-academic problems, including student expectations of lecturers and study program services. Third, based on students' problems and expectations, a learning facilitation service model is needed. The research conclusion is that it is necessary to develop a learning facilitation model design consisting of background, objectives, assumptions, principles, system components, procedures and indicators of success. This research produces a model design as a novelty that contributes to higher education leaders, academic supervisors, and administrative staff to provide services to students in completing studies quickly on time.
Enhancing Transformative Learning through 'Setara Daring': A Framework for Optimizing Equivalent Education in Bandung, Indonesia Iip Saripah; Joni Rahmat Pramudia; Jajat S Ardiwinata; Gumpanat Boriboon
Journal of Nonformal Education Vol. 11 No. 1 (2025): Community education and lifelong education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i1.15825

Abstract

Background: Transformative learning is a learning process that 'brings' learners closer to reality, presenting critical-reflective knowledge, by positioning the teacher more as a facilitator to guide and encourage that process. Online learning has become a choice for face-to-face learning systems in the Digital Era using Learning Management Systems (LMS) to support learning achievements. Research Objectives: The ultimate goal to be achieved in this research is the emergence of a new product on the transformative learning model assisted by the LMS "Setara Daring" for learners of Equivalency Education in the city of Bandung, Indonesia Research Method: This research employs a qualitative approach utilizing the case study method to explore the implementation of transformative learning through the Setara Daring LMS in equivalency education. The qualitative approach is chosen to gain an in-depth understanding of the learning process, interactions, and experiences of learners and educators in a digital learning environment. The case study method enables a comprehensive and context-specific analysis by examining real-world applications of the LMS in non-formal education units in Bandung City. Data collection techniques include observations, in-depth interviews, and document analysis, ensuring a holistic examination of the learning dynamics. Through this approach, the study aims to capture the nuances of learner engagement, critical thinking development, and the role of facilitators in guiding transformative learning. The qualitative nature of this research allows for an exploratory and interpretive analysis, providing valuable insights into how LMS-supported transformative learning can enhance the critical attitudes and adaptability of learners in non-formal education settings.   Research Findings: The findings of this study highlight the crucial role of the Setara Daring Learning Management System (LMS) in fostering a transformative learning experience within the context of equivalency education. The system effectively promotes active learner engagement through structured yet flexible learning pathways, enabling meaningful interactions between students, instructors, and learning materials. Interactive features such as discussion forums, collaborative assignments, and formative assessments further reinforce knowledge construction and participation. Additionally, the LMS facilitates critical reflection by integrating activities that encourage students to analyze, evaluate, and synthesize information critically, supported by immediate feedback and self-paced learning opportunities. Through guided discussions and problem-solving tasks, learners are empowered to question assumptions, articulate reasoning, and engage in higher-order thinking processes. Moreover, the Setara Daring LMS enhances critical thinking skills by incorporating inquiry-based learning strategies, case studies, and self-assessment tools, fostering an environment that supports independent exploration, analytical reasoning, and decision-making abilities. Overall, this study provides empirical evidence that Setara Daring LMS serves as an effective platform for cultivating interactive, reflective, and cognitively engaging learning experiences, contributing to the advancement of digital learning innovations in non-formal education.. Research Conclusion: This study demonstrates that the Setara Daring LMS effectively supports active learner engagement, critical reflection, and critical thinking skills in equivalency education. The developed transformative learning model, facilitated by this LMS, offers an interactive and flexible approach, helping learners adapt to online learning in the digital era. Educators play a vital role as facilitators, guiding learners' critical thinking processes. The Setara Daring LMS has proven to be an effective tool for improving learning quality in non-formal education in Bandung City. This research contributes to a transformative learning model based on LMS, providing a foundation for further development and application of LMS to enhance learning quality in non-formal education. Research Novelty: The novelty of this study lies in its development of a transformative learning model using the Setara Daring LMS for equivalency education, a sector often overlooked in digital learning innovations. It highlights the LMS's effectiveness in fostering active engagement, critical reflection, and critical thinking skills, while emphasizing the crucial role of educators as facilitators in guiding learners. The research provides empirical evidence from its implementation in Bandung City's non-formal education system, offering a foundational framework for future LMS-based learning models in non-formal education. This study bridges the gap between digital tools and transformative learning in under-researched educational contexts.  
Co-Authors Achmad Hufad Ade Sadikin Ade Sadikin Adela Anita Ahmad Hufad Akhyadi, Ade Sadikin Andika Pratama Ani Rindiani Ani Rindiani Ari Putra Asep Saepudin Asep Saepudin Babang Robandi Eko Sulistiono Elih Sudiapermana, Elih Fahmi Dinni Faridah Hanim Yahya Gumpanat Boriboon Ihat Hatimah Jaenal Mutakin Jajat S Ardiwinata Khairul Azmi Khalif Ashhabul Umam Mustakim Mustakim Mustofa Kamil, Mustofa Nudiati, Deti Pramudia, Joni Rahmat Rahmawan Rahmawan Reni Suwarni Siti Maspupah Sri Ratnasari susi susilawati Uyu Wahyudin Viena Rusmiati Hasanah Wulan Ayu Indriyani Yanti Shantini, Yanti Yusmanto Yusmanto