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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Nonformal Education and Community Empowerment The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Jurnal Aksara Raga
INDRA SUDRAJAT
STMIK Amikom Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Proses Pembelajaran Technological Pedagogical Content Knowladge (TPACK) di Lembaga Dakwah Faqih, Rizal Al; Sudrajat, Indra
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 9 No. 2 (2023): September
Publisher : Program Studi Pendidikan Luar Sekolah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v9i2.8296

Abstract

Abstract This research aims to analyze the process of TPACK (Technological Pedagogical Content Knowledge) learning in a Dakwah Training Institution. TPACK is the integration of technological, pedagogical, and content knowledge that is essential in improving the quality of learning. This study employs a qualitative approach involving observations of the training sessions and interviews with trainers and participants. The training focuses on the integration of TPACK in the learning process at the Dakwah Training Institution.The results of the research indicate that the integration of TPACK provides significant benefits in the development of dai's competencies. Dai can effectively deliver religious messages in the digital era by utilizing innovative teaching strategies such as social media and digital platforms. They also develop relevant technological skills, manage digital content, and utilize online resources. Additionally, the integration of pedagogical knowledge enables dai to implement effective and inclusive teaching strategies. A deep understanding of religious content allows dai to deliver messages with confidence and accuracy. The implementation of TPACK in the Dakwah Training Institution can enhance the quality of religious education. The findings of this research are expected to provide a better understanding of the implementation of TPACK in the context of a Dakwah training institution.Key Words: TPACK (Technological Pedagogical Content Knowledge), learning, Dakwah Training Institution.Abstrak Penelitian ini bertujuan untuk menganalisis proses pembelajaran TPACK (Technological Pedagogical Content Knowledge) di Lembaga Pelatihan Dakwah. TPACK adalah gabungan pengetahuan tentang teknologi, pedagogi, dan konten yang penting dalam meningkatkan kualitas pembelajaran. Metode penelitian yang digunakan adalah pendekatan kualitatif, melibatkan pengamatan terhadap pelatihan dan wawancara dengan pelatih dan peserta pelatihan. Penelitian ini fokus pada integrasi TPACK dalam proses pembelajaran di Lembaga Pelatihan Dakwah. Hasil penelitian menunjukkan bahwa integrasi TPACK memberikan manfaat yang signifikan dalam pengembangan kompetensi dai. Dai dapat menyampaikan pesan agama secara efektif dalam era digital dengan menggunakan strategi pembelajaran yang inovatif, seperti media sosial dan platform digital. Mereka juga mengembangkan keterampilan teknologi yang relevan, mengelola konten digital, dan memanfaatkan sumber daya online. Selain itu, integrasi pengetahuan pedagogi memungkinkan dai menerapkan strategi pengajaran yang efektif dan inklusif. Pemahaman yang mendalam tentang konten agama juga memungkinkan dai menyampaikan pesan dengan keyakinan dan akurasi. Implementasi TPACK di Lembaga Pelatihan Dakwah dapat meningkatkan kualitas pembelajaran agama. Hasil penelitian ini diharapkan dapat memberikan pemahaman yang lebih baik tentang implementasi TPACK dalam konteks lembaga pelatihan dakwah.Kata Kunci: TPACK, proses pembelajaran, lembaga pelatihan dakwah..
Evaluasi Program Pelatihan Komputer di LPK Teknos Ciruas Serang Banten Hildayanti, Dyah; Permatasari, Rina; Sudrajat, Indra
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 9 No. 2 (2023): September
Publisher : Program Studi Pendidikan Luar Sekolah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v9i2.8314

Abstract

AbstractJob Training Institute (LPK) is an institution that aims to improve a life skill and is still in a non-formal education unit. According to Munthe 2015: 1, Program Evaluation is here to provide input, study and consideration in determining whether the program is worth continuing or stopping. The term makes program evaluation conditions commonplace in a non-formal and formal educational institution, including in training institutions and courses. In this context we use a descriptive study method with a qualitative approach. We evaluated the computer training program at LPK Teknoss Ciruas. The evaluation model used is the Contex-Input-Product (CPP) evaluation model. From the perspective of the learning process, no computer material or curriculum is developed in the rotation of batches per year. This means that the knowledge received by trainees is always the same in every generation or period and is not evolutionary. The implementation of Computer Training at LPK Teknoss Ciruas is based on the needs of students who have the motivation to learn to know computers to become proficient in both workers and students. So that the target and even the purpose of the computer training program at LPK Teknoss are in accordance with the needs of the training participants and the targets are in accordance with what is set. Supporting materials have also been carried out so that they are in accordance with the ideal standards of the curriculum. Media and learning tools consist of Modules, internet, and Computers. The computer training program at LPK Teknoss has achievement indicators that can be used as a benchmark for the success of training. Along with the development of the times, the needs in the world of work increasingly require us to have a skill. That's why there are currently many training programs that provide various programs to help improve skills.Key Words: Non Formal Education, CPP Evaluation, LPK Teknoss CiruasAbstrakLembaga Pelatihan Kerja (LPK) merupakan suatu lembaga yang bertujuan untuk meningkatkan suatu keterampilan hidup dan masih berada dalam satuan pendidikan non formal. Menurut Munthe 2015:1, Evaluasi Program hadir untuk memberikan masukan, kajian dan pertimbangan dalam menentukan apakah program layak untuk diteruskan atau dihentikan. Istilah tersebut membuat kondisi evaluasi program menjadi sesuatu yang lumrah di suatu Lembaga Pendidikan nonformal dan formal Tak terkecuali di Lembaga pelatihan dan kursus. Dalam konteks ini kami menggunakan metode studi descriptive dengan pendekatan kualitatif. Kami melakukan evaluasi pada program pelatihan komputer di LPK Teknoss Ciruas. Model evalusi yang digunakan adalah model evaluasi Contex-Input-Product (CPP). Dari perspektif proses pembelajaran, tidak ada materi atau kurikulum komputer yang dikembangkan dalam pergantian angkatan per tahunnya. Artinya pengetahuan yang diterima peserta pelatihan selalu sama pada setiap generasi atau periode dan bukan merupakan evolusi. Penyelenggaran Pelatihan Komputer di LPK Teknoss Ciruas didasarkan pada kebutuhan peserta didik yang memiliki motivasi ingin belajar mengenal computer hingga mahir baik pekerja maupun siswa. Sehingga sasaran bahkan tujuan dari adanya program pelatihan komputer di LPK Teknoss sudah sesuai dengan kebutuhan peserta pelatihan dan sasarannya pun sudah sesuai dengan yang ditetapkan. Materi penunjang pun sudah dilakukan sehingga sesuai dengan standar ideal kurikulum. Media dan alat belajar terdiri dari Modul, internet, dan Komputer. Program pelatihan komputer  di LPK Teknoss memiliki indikator ketercapaian yang bisa dijadikan sebagai tolak ukur keberhasilan dari pelatihan. Seiring berkembangnya zaman kebutuhan didunia kerja semakin menuntut kita untuk memiliki sebuah keterampilan. Karena hal itulah saat ini banyak sekali program pelatihan-pelatihan yang menyediakan berbagai program untuk membantu meningkatkan skills.Kata Kunci: Pendidikan Non Formal, Evaluasi CPP, LPK Teknoss Ciruas.
Evaluasi Program Pelatihan Kesehatan dan Keselamatan Kerja (K3) di LPK Veritrust Nugroho, Helga Raissa; Febriani, Ida; Sudrajat, Indra
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 9 No. 2 (2023): September
Publisher : Program Studi Pendidikan Luar Sekolah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v9i2.8326

Abstract

Provinsi Banten menjadi peringkat ke-3 besar dalam pengangguran. Badan Pusat Statistik (BPS) mencatat Provinsi Banten masih menjadi daerah yang paling tinggi angka penganggurannya dibandingkan wilayah lain di Indonesia. Sehingga di perlukannya sertifikasi untuk bisa mendobrak dan bersaing dengan orang - orang dari luar Banten. Lembaga pelatihan kerja (LPK) Veritrust hadir untuk membantu mengembangkan potensi SDM untuk mengurangi angka pengangguran khususnya di provinsi Banten. Pada kegiatan evaluasi ini menggunakan model evaluasi Kirkpatrick dengan 4 tahapan yaitu Reaksi, Pembelajaran, Perilaku, dan Hasil. Teknik pengumpulan data ini dilakukan dengan wawancara dan observasi kepada pengelola LPK Veritrust. Sumber data pada evaluasi ini berasal dari data primer (pengelola LPK Veritrust) dan data sekunder (dokumentasi, buku, artikel jurnal, sumber relevan). Hasil evaluasi yang telah dilakukan menunjukan bahwa keberhasilan program pelatihan sudah sesuai dengan tujuan diselenggarakannya pelatihan. Setiap peserta yang mengikuti pelatihan Kesehatan dan Keselamatan Kerja (K3) akan mendapatkan sertifikasi Ahli K3 Umum yang dapat membantunya didalam dunia kerja, serta membantu peserta pelatihan dalam mengikuti magang atau mendapatkan pekerjaan sehingga hal ini dapat berguna untuk mengurangi pengangguran yang terjadi di Provinsi Banten
Implementasi Sistem Pelayanan dan Informasi Dalam Pengambilan Sertifikat Badan Nasional Sertifikasi Profesi (BNSP) di BBPVP Serang Darmawan, Dadan; Sudrajat, Indra; Larasati, Anisa Putri
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 11 No. 1 (2025): Maret
Publisher : Program Studi Pendidikan Luar Sekolah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v11i1.14566

Abstract

Abstract: This study examines the implementation of service and information systems in the management of the National Professional Certification Agency (BNSP) certificates at the Center for Vocational Training and Productivity Development (BBPVP) Serang. The focus of this research is the certificate management process, and the human resources involved in supporting its implementation. This study aims to understand how the certificate management system is effectively applied at BBPVP Serang. The findings reveal that certificate management at BBPVP Serang not only provides efficient services but also supports human resource development through competency-based certification. The integrated service system accelerates and improves the quality of certificate management, offering significant benefits to training participants in enhancing their careers.Key Words: BNSP Certificate, BBPVP, Service System, and InformationAbstrak: Penelitian ini membahas implementasi sistem pelayanan dan informasi dalam pengelolaan sertifikat Badan Nasional Sertifikasi Profesi (BNSP) di Balai Besar Pelatihan Vokasi dan Produktivitas (BBPVP) Serang. Fokus utama penelitian ini adalah proses pengelolaan sertifikat serta sumber daya manusia yang terlibat dalam mendukung pelaksanaannya. Penelitian ini bertujuan untuk mengetahui bagaimana sistem pengelolaan sertifikat diterapkan secara efektif di BBPVP Serang. Temuan ini menunjukkan bahwa pengelolaan sertifikat di BBPVP Serang tidak hanya memberikan layanan yang efisien, tetapi juga mendukung pengembangan sumber daya manusia melalui sertifikasi berbasis kompetensi. Sistem pelayanan yang terintegrasi membantu mempercepat dan meningkatkan kualitas pengelolaan sertifikat, memberikan manfaat besar bagi peserta pelatihan dalam menunjang karier mereka.Kata Kunci: Sertifikat BNSP, BBPVP, Sistem Pelayanan, dan Informasi.
YOUNG LEARNERS’ VOCABULARY AND QUIZLET APPLICATION Sudrajat, Indra; Pratama, Reza Fatwa
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 4 No. 2 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i2.89

Abstract

This research is about using Quizlet as a learning media to help young learners learn vocabulary and young learners' responses after learning English vocabulary using Quizlet application. This research was conducted in a house in Gadobangkong Village, West Bandung regency. The participants in this study were three young students in the fourth grade of elementary school where they were aged nine to ten years and the researcher as a teacher who taught English vocabulary using the Quizlet application. This study uses a qualitative descriptive analysis with a case study as the research design. The results of the study, there are four memory strategies for each feature provided by Quizlet. Memory Strategy is a learning strategy that involves four sets of memory strategies, namely: creating mental linkages, applying images and sounds, reviewing well, and employing action. The four memory strategies are applied in learning vocabulary using Quizlet. Quizlet has several features that young learners explore during the teaching and learning process. These features include flashcard, learn, write, spell, test, games (matching and gravity) which of the four strategies are applied in learning using Quizlet, but the application of action does not have much effect in this study. And in the "Spell" feature is a feature that is difficult for young learners because they are still lacking in spelling vocabulary letters. Young Learners have a positive response when Quizlet is used in learning English vocabulary. They find Quizlet easy and fun, interesting because Quizlet contains interesting pictures and features, sounds, and games.
PROMOTING PARALINGUISTICS FEATURES THROUGH VOICEOVER CHALLENGES ON TIKTOK APPLICATION Sudrajat, Indra; Amalia, Ridha
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 1 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i1.95

Abstract

The aim of the research is to find out how students promote paralinguistics features in TikTok voiceover and to investigate how TikTok can increase learner control over learning content and learner involvement in the content offered by the TikTok application. The rapid development of technology and communication (ICT) has made major changes in the world of education such as the TikTok application namely voice over Tiktok uses paralinguistics features to help respondents practice expression and intonation in their ability to play an event with confidence. In addition, each respondent has a different response to the learning content. At the first, they looked surprised, excited and challenged. Once they get to know Tiktok dubbing using deeper paralingustics features, they look more expressive, proficient, and confident. TikTok is believed to be able to promote elections that refer to various features on TikTok, such as TikTok voiceovers using paralinguistics features. The research instrument used to collect data was observation which consisted of two meetings which showed students' progress towards the content and also the participants' involvement in using the Tiktok application, the second interview which showed their responses to the content offered by the Tiktok application. The way that features paralinguistics features in Tiktok dub. The results of this study indicate that Tiktok makes a different contribution to each respondent.
PEMBELAJARAN KREATIF MELUKIS GYPSUM TEMATIK SEBAGAI MEDIA EKSPRESI DIRI WARGA BINAAN LAPAS KELAS IIA SERANG Silitonga, Simon; Sudrajat, Indra; Nurhasan , Arif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51084

Abstract

The thematic gypsum painting activity was carried out at Class IIA Serang Correctional Institution as one form of developmental guidance for inmates. The program aimed to provide a more varied learning experience through the use of gypsum media combined with specific themes as a reference in creating artwork. This study employed a descriptive qualitative approach with data collected through observation, brief interviews, documentation, and evaluation sheets conducted before and after the activity. The implementation process included the introduction of the activity, explanation of tools and materials, painting practice, direct assistance, and simple evaluation. The findings indicated that participants showed positive involvement during the learning process, demonstrated enthusiasm, and gradually became more capable of adjusting color choices to the assigned themes. The evaluation results also revealed changes in participants’ responses after joining the activity, particularly in understanding the painting process, developing confidence in creating artwork, and expressing ideas through visual media. Overall, thematic gypsum painting can serve as an alternative creative learning activity that encourages inmates to become more active, confident, and engaged during the educational process within the correctional environment.
EFEKTIVITAS MEDIA ULAR TANGGA EDUKATIF DALAM PROGRAM PEMBERANTASAN BUTA AKSARA BAGI WARGA BINAAN DI LEMBAGA PEMASYARAKATAN KELAS IIA SERANG Azzahra, Salsabila; Sudrajat, Indra; Nurhasan, Arif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51793

Abstract

The effectiveness of learning media refers to the success level of a learning medium in supporting the learning process so that learning objectives can be achieved optimally. In literacy education, the use of attractive and interactive learning media is essential, especially for learners who have limited reading and writing skills. One of the learning media that can be used is educational snakes and ladders media, which is a game-based medium modified into a learning tool through a learning-by-playing approach. This study aims to analyze the effectiveness of educational snakes and ladders media in the illiteracy eradication program for inmates at Lembaga Pemasyarakatan Kelas IIA Serang. This study employed a descriptive qualitative method with data collection techniques consisting of observation, interviews, documentation, and field notes. The results showed that the use of educational snakes and ladders media was able to improve inmates’ basic literacy skills, particularly in recognizing letters, reading simple words, and basic writing skills. In addition, the learning media increased learning motivation, enthusiasm, social interaction, and participants’ self-confidence during the learning process. Therefore, educational snakes and ladders media is considered effective as a learning medium in supporting illiteracy eradication programs for inmates in correctional institutions.
IMPLEMENTASI MEDIA PEMBELAJARAN BRICKS LEGO DALAM PENDIDIKAN NONFORMAL UNTUK MENINGKATKAN KONSENTRASI DAN KEMAMPUAN MOTORIK WARGA BINAAN PEMASYARAKATAN DI LAPAS KELAS IIA SERANG Hayyun Praditha, Khezya; Sudrajat, Indra; Nurhasan, Arif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51834

Abstract

This research is motivated by psychological and physiological problems experienced by inmates at the Class IIA Serang Penitentiary, such as boredom, anxiety, lack of motivation, and decreased concentration and motor skills due to limited space and monotonous routines. Furthermore, the available development programs are still limited in variety and facilities. The purpose of this study is to describe the implementation of Lego Bricks learning media in non-formal education and analyze its impact on improving concentration and motor skills of inmates. The study used a qualitative approach with descriptive methods. The research subjects were six inmates selected by purposive sampling. Data collection methods consisted of direct observation and a simple questionnaire before and after the activity. Five statements were included in the questionnaire and related to focus, interest in building something, boredom, manual motor skills, and interest in the activity. "Yes," "Sometimes," and "No" were used to answer the questions. Most participants experienced improvement, according to the results of the study. After the activity, participants felt more focused, calm, and less bored. They also felt their hands were more active and trained, and they wanted to participate in Lego activities again. Five of the six participants showed significant improvements in motor skills and concentration. The results of this study indicate that using Lego Bricks as a learning medium is effective in improving concentration and motor skills among inmates. It also demonstrates that they can create a fun, non-monotonous, and participatory learning environment. This study suggests using Lego Bricks as an alternative for inventive, non-formal mentoring programs in community institutions.
Co-Authors Alviaderi Novianti Amalia, Ridha Azzahra, Salsabila Dadan Darmawan, Dadan Dharma Sugana, Muhammad Treynadi Bio Dzatil A, Siti Adwa Faqih, Rizal Al Febriani, Ida Febriyanto, Budi Feniawati Darmana Fitriyyah, Shofa Hayyun Praditha, Khezya Hildayanti, Dyah Ilham Nawari Kusumayanthi, Susie Larasati, Anisa Putri Martina Mulyani Maulana, M. Kahfi Zaeni Nufus, Nurhafiza Hayatun Nugroho, Helga Raissa Nurhasan , Arif Nurhasan, Arif Pratama, Reza Fatwa Retno Wiyati Ridha Mardiani RINA PERMATASARI Silitonga, Simon Sri Widianiningsih Suryani Herdiah, Iis Veny Juniarni Hardi Wiguna, Ach.Furqon