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All Journal Cakrawala Pendidikan SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Jurnal Pendidikan Luar Sekolah EMPATI : JURNAL ILMU KESEJAHTERAAN SOSIAL FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) PEDAGOGIA Jurnal SOLMA Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan DIKLUS: Jurnal Pendidikan Luar Sekolah VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal ABDIMAS SILIWANGI Comm-Edu (Community Education Journal) Jurnal Riset Kesehatan Poltekkes Depkes Bandung KOLOKIUM: Jurnal Pendidikan Luar Sekolah Journal Of Millennial Community Jurnal Scientia Jurnal Akrab (Aksara agar Berdaya) E-Coops-Day : Jurnal Ilmiah Abdimas Indonesian Journal of Adult and Community Education (IJACE) International Journal of English and Applied Linguistics (IJEAL) Innovative: Journal Of Social Science Research Jurnal Andragogi Pedagogi dan Pemberdayaan Masyarakat Journal of Nonformal Education Media Penelitian dan Pengembangan Kesehatan PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Yanti Shantini, Yanti
Universitas Pendidikan Indonesia
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Journal : Journal of Nonformal Education

 1 
Project-Based Learning Model in Productive Digital Literacy Training Firdaus, Nunu Mahmud; Wahyudin, Uyu; Sudiapermana, Elih; Shantini, Yanti; Sava, Simona
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.v12i1.36217

Abstract

Background - The low level of productive digital literacy skills among equality education learners in Community Learning Centers (CLC) has become a major challenge to community empowerment in the digital era. Digital literacy training in CLC is still conventional, lecture-centered, and lacks contextual relevance. Research Urgency -  Non-formal education institutions need innovative and participatory learning models to strengthen digital competence and creativity among learners. However, existing digital literacy programs remain limited to basic operational skills and have not yet developed productive digital capabilities. Research Objectives - This study aims to develop a productive digital literacy training model based on Project-Based Learning (PjBL) that is innovative, participatory, and contextually appropriate for equality education learners in CLC. Research Method - The research used a modified Borg and Gall Research and Development (R&D) model, consisting of nine stages: preliminary study, planning, initial product development, expert validation, limited trial, first product revision, large-scale trial, second product revision, and dissemination. The research subjects were equality education learners from three PKBM in West Bandung Regency. Research Findings - The findings show that learners’ productive digital literacy skills were initially low, particularly in content evaluation, knowledge construction, and digital content creation. The developed PjBL model was validated as highly feasible (average score of 82.7%). Model implementation demonstrated good adherence to the PjBL syntax (85.2%) and positive responses from both learners and tutors (85.3%). The large-scale trial showed a 25.4% improvement in digital literacy, with N-Gain values categorized as moderate to high. Research Conclusion - The PjBL-based training model effectively enhances the productive digital literacy skills of PKBM learners, promoting active learning and digital creativity in non-formal education settings. Research Novelty/Contribution - This study contributes theoretically by integrating the PjBL framework into digital literacy training within non-formal education, and practically by offering an applicable model for PKBM institutions, policymakers, and community educators to improve digital empowerment programs.
Governance of Community Learning Centers in Indonesia: A Systematic Literature Review Dadang , Dadang Yunus Lutfiansyah; Irnawati, Hanifah; Shantini, Yanti; Hatimah, Ihat; Khan, Aqeel
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.v12i1.41504

Abstract

Background - Community Learning Centers (PKBM) serve as critical non-formal education institutions in Indonesia, yet governance challenges persist across leadership, collaboration, accountability, policy alignment, and digital dimensions. Research Urgency - Despite growing research on PKBM, a comprehensive synthesis focusing specifically on governance dimensions remains limited. Post-pandemic digital transformation introduces new governance dynamics requiring systematic analysis. Research Objectives - This study aims to: (1) systematically review literature on PKBM governance in Indonesia; (2) identify key governance dimensions influencing implementation; (3) develop an integrated multi-level governance framework; (4) identify critical challenges; and (5) provide evidence-based recommendations. Research Method - Following the PRISMA framework, 18 studies from Google Scholar, Scopus, and ERIC (2022–2026) were analyzed using a multi-level governance theory. Thematic analysis employed an integrated deductive-inductive approach. Research Findings - Results reveal five key governance dimensions: transformational leadership capacity, multi-stakeholder collaboration, accountability mechanisms, policy alignment, and digital governance. Cross-study synthesis identifies three structural contradictions: the standardization-flexibility paradox, the accountability pluralism dilemma, and the digital equity tension. Research Conclusion - Governance plays a decisive role in shaping PKBM effectiveness, quality, and sustainability. The integrated multi-level framework illustrates complex interdependencies across micro, meso, and macro governance levels, advancing governance theory for community-based non-formal education in developing country contexts. Research Novelty/Contribution - This study provides the first comprehensive multi-level governance framework specifically tailored to community-based non-formal education in developing country contexts, synthesizing fragmented literature into a coherent theoretical model and offering evidence-based policy recommendations for strengthening inclusive lifelong learning ecosystems.
Co-Authors Ace Suryadi Achmad Hufad Afra Shafa Ramadlani Akhyadi, Ade Sadikin Ali Mutamam, Mohamad Hadi Asep Saepudin Asep Saepudin Az Zahra, Puti Bastian Rina Dadang , Dadang Yunus Lutfiansyah Dayat Hidayat Dzumalin, Muhammad Naufal Nastran Elih Sudiapermana, Elih Fajri, Muthia Yasmina Hasanah, Viena Rusmiati Ida Ayu Putu Sri Widnyani Ihat Hatimah Iip Saripah Iip Saripah, Iip Iis Elfa Syafmaini Indradewa, Rhian Indriyani, Wulan Ayu Irnawati, Hanifah Jajat S Ardiwinata, Jajat S Jajat S. Ardiwinata, Jajat S. Japar Rohimat Joni Rahmat Pramudia Kamarubian , Nike Kamarubiani , Nike Kartanegara, Haruman Taufik Khaerunisa, Diza S Khan, Aqeel Lilis Widaningsih, Lilis Lutfiansyach, Dadang Yunus Maspupah, Siti Maulana, Hasan Tafsir Mitsuru, Takahashi Mustofa Kamil Mustofa Kamil, Mustofa Mutakin, Jaenal Nike Kamarubiani Nudiati, Deti Nunu Mahmud Firdaus Nuri Aslami Oong Komar Oong Komar Pramudia, Joni Rahmat Pratama, Yolanda Lusiana Purnomo Purnomo Rafani, Witri Dian Ramadhina, Arneta Khairunnisa Rini Novianti Yusuf Rosita, Neng Ayu Rosmia, Ade Romi S.Pd. M Kes I Ketut Sudiana . Saepudin, Asep Santos, Adriana de Araujo dos Saputri, Ashri Fauziah Sardin Sardin Sava, Simona Sharaf Eldin Khair, Amar Sihombing, Ferdinan Siti Maspupah Sodikin Sodikin Sri Maslihah Sunandar, Kuslan Syafmaini, Iis Elfa Tantia Nova, Rusyda Ihwani Tati Ruhmawati Tuti Alawiyah Tutin Aryanti Uyu Wahyudin Uyu Wahyudin Vina Adriany Witri Dian Rafani Wulan Ayu Indriyani Yuka Martlisda Anwika Yulindrasari, Hani