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All Journal Jurnal Konseling dan Pendidikan Lembaran Ilmu Kependidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Development Research Jurnal Pendidikan Nonformal The Spirit of Society Journal : International Journal of Society Development and Engagement Ijaz Arabi Journal of Arabic Learning Mimbar Ilmu Child Education Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian MOTORIC Jurnal Pengabdian UNDIKMA NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Journal of Education Research Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat JPUS: Jurnal Pendidikan Untuk Semua Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Al Hikmah: Indonesian Journal of Early Childhood Islamic Education J+Plus: Jurnal Mahasiswa Pendidikan Luar Sekolah Edukasi Journal of Educational and Learning Studies
ROFIK JALAL ROSYANAFI
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Developing a life skills-based teaching factory model for kejar paket C photography training Alvian Pramadani Hestyan; Yatim Riyanto; Rofik Jalal Rosyanafi
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02832

Abstract

This study aimed to develop and validate a life skills-based teaching factory model for photography training in the Kejar Paket C equivalency program to address the limited application of teaching factory in nonformal education. The study employed development research using the Four-D (Define, Design, Develop, Disseminate) model. The model was tested through limited and wider field trials involving learners from two Community Learning Centers in East Java. Data were collected using validated instruments and analyzed through expert validation, paired-sample t-tests, and normalized gain scores. The model was rated highly feasible and practical by experts, tutors, and learners. It also produced significant improvements in cognitive, psychomotor, and affective learning outcomes across both trial stages. The life skills-based teaching factory model is feasible, practical, and effective for photography training in nonformal equivalency education, providing an evidence-based framework for integrating vocational competence and life skills within Community Learning Centers.
Digital Storytelling in Developing Expressive Language Skills in Early Childhood: A Phenomenological Study Danang Prastyo; Budi Purwoko; Rofik Jalal Rosyanafi; Desika Putri Mardiani; Ardhana Reswari
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 1 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i1.986

Abstract

Digital technology advancements have created innovative opportunities in early childhood education, particularly through digital storytelling. This research is motivated by challenges in developing expressive language skills in children in the digital era and the lack of comprehensive literature on the effectiveness of digital storytelling in Indonesian early childhood education contexts. This study aims to explore and analyze the phenomenon of using digital storytelling as a learning medium to develop expressive language skills in children aged 5-6 years. The research employed a qualitative method with a phenomenological approach, involving 15 children and 8 teachers at Darul Mustofa Burneh Kindergarten, Bangkalan, Madura. The results indicate that digital storytelling significantly improves children's ability to express ideas, retell stories with more complex structures, and develop new vocabulary. Thematic analysis identified four main themes: (1) Improved Quality and Complexity of Expressive Language, (2) Increased Active Participation and Duration of Children's Speaking, (3) Positive Impact on Introverted Children, and (4) Increased Social and Collaborative Learning. This study concludes that appropriate and curriculum-integrated use of digital storytelling can be an effective strategy in developing expressive language skills in early childhood. This research contributes to the developme nt of innovative technology-based learning models that align with the developmental characteristics of children in the digital era.
Designing an Adaptive Curriculum Framework for Nonformal Education in the Era of Artificial Intelligence: A Digital Andragogy Approach Rofik Rosyanafi; Gunarti Lestari; Rivo Nugroho; Kharizha Krishnandya; Mohammad Wasil; Febritesna Nuraini; Edwin Jaimes Villaflor
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001619

Abstract

The rapid advancement of artificial intelligence (AI) has redefined the dynamics of adult and community learning, calling for curriculum models that combine technological adaptability with human-centered pedagogy. This study designs and validates an Adaptive Curriculum Framework for Nonformal Education (ACF-NE) grounded in digital andragogy principles, AI-based adaptivity, and community contextualization. Employing a Design and Development Research (DDR) approach, data were collected through document analysis, focus group discussions, and expert validation across five community learning centers and two vocational institutions in East Java, Indonesia. The iterative design process produced three core dimensions—(1) learner autonomy and experiential relevance, (2) AI-driven personalization and feedback, and (3) socio-cultural integration of community learning. Quantitative validation involving four experts yielded high consensus scores across relevance (M = 4.68), clarity (M = 4.41), feasibility (M = 4.37), and innovation (M = 4.42). Thematically, results indicate that AI can enhance adult autonomy when positioned as a facilitative partner rather than an instructional replacement. The final ACF-NE model integrates adaptive scaffolding with human mediation, establishing a co-learning ecology that aligns digital personalization with cultural responsiveness. This study contributes theoretically by extending andragogy into the AI era through the construct of contextual adaptivity, and practically by offering a replicable framework for human-centered digital transformation in nonformal education.
Penerapan Word Wheel Berbasis Artificial Intelligence dan Respons Motivasional Peserta Didik Paket C di SKB Negeri Surabaya Herlina; Heryanto Susilo; Rofik Jalal Rosyanafi
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.22336

Abstract

Abstract: The Package C equivalency education program requires learning activities that can accommodate heterogeneous learner profiles while sustaining participation. This study describes the implementation of an Artificial Intelligence (AI)-supported Word Wheel, learner and tutor responses, and facilitating and constraining factors at SKB Negeri Surabaya. A descriptive qualitative design involved 12 Grade X learners aged 18–20 years and one tutor. Data were collected through observation, semi-structured interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing/verification, supported by first- and second-cycle coding and source and technique triangulation. The Word Wheel presented predetermined questions or challenges; learners provided answers, an AI system generated feedback on response accuracy and points requiring attention, and the tutor facilitated interpretation and use of the feedback. Findings showed positive motivational responses manifested in attention, curiosity, willingness to answer, active participation, persistence, task completion, peer interaction, and the use of AI feedback to review and correct answers. AI functioned as rapid feedback support rather than replacing tutor guidance or automatically adapting task difficulty. Main constraints were internet stability, device readiness, and differences in digital literacy. These findings indicate that an AI-supported gamified wheel can serve as an interactive learning support in Package C settings when accompanied by tutor facilitation and adequate technical preparation. Because the study is descriptive and does not use pre/post measurement or experimental comparison, the findings should not be interpreted as causal evidence of increased motivation. Abstrak: Program Pendidikan Kesetaraan Paket C memerlukan aktivitas pembelajaran yang dapat mengakomodasi keragaman karakteristik peserta didik sekaligus mempertahankan keterlibatan mereka. Penelitian ini mendeskripsikan penerapan Word Wheel berbantuan Artificial Intelligence (AI), respons peserta didik dan tutor, serta faktor pendukung dan penghambat penggunaannya di SKB Negeri Surabaya. Penelitian menggunakan desain deskriptif kualitatif dengan melibatkan 12 peserta didik kelas X berusia 18–20 tahun dan satu tutor. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan yang didukung first-cycle coding, second-cycle coding, triangulasi sumber, dan triangulasi teknik. Word Wheel menyajikan pertanyaan atau tantangan yang telah ditentukan sebelumnya; peserta didik memberikan jawaban, sistem AI menghasilkan umpan balik mengenai ketepatan jawaban dan bagian materi yang perlu diperhatikan, sedangkan tutor memfasilitasi pemaknaan dan penggunaan umpan balik tersebut. Temuan menunjukkan respons motivasional positif berupa perhatian, rasa ingin tahu, keberanian mencoba menjawab, partisipasi, ketekunan, penyelesaian aktivitas, interaksi dengan teman, serta pemanfaatan umpan balik AI untuk meninjau dan memperbaiki jawaban. AI berfungsi sebagai pendukung umpan balik cepat, bukan sebagai pengganti tutor atau sistem yang secara otomatis menyesuaikan tingkat kesulitan. Kendala utama meliputi kestabilan jaringan, kesiapan perangkat, dan perbedaan literasi digital. Temuan menunjukkan bahwa Word Wheel berbantuan AI berpotensi menjadi media pendukung pembelajaran interaktif pada Paket C apabila disertai pendampingan tutor dan kesiapan teknis. Karena desain penelitian bersifat deskriptif tanpa pengukuran sebelum–sesudah atau pembanding eksperimental, temuan tidak dimaknai sebagai bukti kausal peningkatan motivasi.
Peningkatan Work Readiness Peserta Didik  Kejar Paket C Melalui Career Literacy Di PKBM Prospek, Wonosobo Desika Putri Mardiani; Shobri Firman Susanto; Tri 'Ulya Qodriyati; Widya Nusantara; Rofik Jalal Rosyanafi; Monica Widyaswari; Wafiq Afidah
Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 3 (2026): Volume 05 Nomor 03 (Agustus-September 2026)
Publisher : Jurusan Matematika FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/1e44k409

Abstract

Rendahnya work readiness peserta didik Program Pendidikan Kesetaraan Paket C dipengaruhi oleh terbatasnya career literacy yang mencakup pemahaman dunia kerja, perencanaan karier, dan pengembangan soft skills. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan work readiness melalui penguatan career literacy pada peserta didik Paket C di PKBM Prospek Wonosobo. Program dilaksanakan menggunakan pendekatan experiential learning, participatory training, dan action learning melalui workshop, simulasi wawancara kerja, diskusi kasus, refleksi, serta penyusunan career action plan. Evaluasi dilakukan menggunakan desain pre-test dan post-test terhadap 12 peserta dan dianalisis secara deskriptif serta inferensial. Hasil menunjukkan peningkatan rata-rata skor dari 87,50 menjadi 96,67 dengan perbedaan yang signifikan (p = 0,021). Nilai N-Gain sebesar 0,733 menunjukkan kategori tinggi, sedangkan effect size sebesar 0,774 menunjukkan pengaruh sedang hingga besar. Selain meningkatkan career literacy, program juga memperkuat komunikasi, kepercayaan diri, dan kemampuan menyusun rencana karier. Program ini menunjukkan bahwa integrasi career literacy merupakan strategi yang efektif untuk meningkatkan work readiness peserta didik pendidikan kesetaraan..
Co-Authors Achmad Irfandi Aghata, Marsyivania Ziven Agung Sihono Agus Sukoco Akmalia Putri, Fina Al dhita Ika Putri Irianti Alfa Izza Ramadhani Alfina Nelish Zharfana Alfira Rizky Rahmadina Ali Yusuf Alvian Pramadani Hestyan Anisa Yunita Ardhana Reswari Ardhana Reswari Arief, Hanif Aripin, Jainul Rahmat Bagus Cahyanto Budi Purwoko Budi Purwoko Calista Sabina Catharine Laboure Nimas Ayu Anindita Chelonia, Zioravinky Clara Hetty Primasari Danang Prastyo Danang Prastyo Danang Prastyo Delia Indrawati Della Aldea Hunafa Denok Dwi Anggraini Desika Putri Mardiani Desika Putri Mardiani Dewangga, Teguh Dwijayanto, Aditya Jati Edwin Jaimes Villaflor Edwin Jaimes Villaflor Ekki Erlangga Febritesna Nuraini Fitri Rofiyarti Fonny Dameaty Hutagalung Gunarti Dwi Lestari Gunarti Lestari Hamidah Binti Mohamad Herlina HERU SISWANTO Heryanto Susilo Hidayat, Wahyu Pratama Nasrul I Ketut Atmaja Johny Artha, I I Putu Artaya Ida Ayu Puspita Sari Ida Ayu Puspita Sari Ima Widiyanah Junaedi, Lukman Kharizha Krishnandya Kholisussa'di LAKSANA, ILHAM Lestari , Gunarti Dwi Lestari, GD Mallevi Agustin Ningrum, Mallevi Agustin Mardiani, Desika MARDIANI, DESIKA PUTRI MARIA VERONIKA ROESMININGSIH Meita Santi Budiani Mesakh Yunanto Muchamad Arif Mufarrihul Hazin Muhammad Ikhsan Setiawan Muhammad Turhan Yani Mustakim Mustakim Nesya Dwi Ardha Dirgahayu Nugroho, R Nungky Kusuma Putri Nunuk Hariyati Nuraini, Febritesna Nusantara, Widya Purwanto Purwanto Putri Intan Permatasari Putri, Fina Akmalia Qodriyati, Tri Ulya Raya Sulistyowati Reivera, Kevin Rivo Nugroho Rizal Bahaswan Roesminingsih, MV Salma Adhwa Hanifah Sarah Arifah Safitri Selfi Lailiyatul Iftitah Shobri Firman Susanto SJAFIATUL MARDLIYAH Sri Wiwoho Mudjanarko, Sri Wiwoho Suharyani Supriyanto Supriyanto Susanto , Shobri Firman Sutanto, Wahyuning Budiwati Syailatur Rahmah Taufiq Harris Titis Angga Rini Tri 'Ulya Qodriyati Varia Virdania Virdaus virdaus, varia virdania Wafiq Afidah Wahyuni Wahyuni Wasil, Mohammad Widodo Widodo Widodo Widodo Widyaswari, Monica WIWIN YULIANINGSIH Wiwin Yulianingsih Wiwin Yulianingsih Yatim Riyanto Yayuk Setyawati Yulianti, E Yulianti, Endah Yusuf, A Zakariyah, M Fahmi