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Design and Development of MOOCs to Develop Civil Apparatus Competence for the Banten Provincial Government Toward Banten Corporate University Muhammad Arif Rahman; Subai; Lilik Nur Kholidah; Farooq Ahmed Jam; Mustofa Kamil; Suherman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 1 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i1.3251

Competency development is important for every employee and should be empowered for them. Competency development through training consists of classical training and non-classical training. One form of non-classical training is independent learning and self-development through online learning, such as Massive Open Online Courses (MOOCs). The purpose of this research is to figure out the learning process either before and after the development of MOOCs and to develop an information system for training and independent learning as one feature of LMS Banten Ceria in the form of a Massive Open Online Course (MOOC) as an online learning platform with the principle of independent learning or self-directed learning in order to support the Corporate University program in the Province of Banten. This research has a mixed-methods design that blends qualitative and quantitative methodologies. The 4D Thiagarajan model is used in this study, along with research and development methodologies. The result show that MOOCs are effective in developing the competencies of the civil apparatus in the Province of Banten. The difference in average between the pre-test and post-test scores is 20 points. The learning process after using MOOCs shows improvements in knowledge and competence. Hence, the system of online learning will support the BPSDMD Banten Provincial Program as it becomes a corporate university. Keywords: Development MOOCs, Design MOOCs, Civil Apparatus Competence

Santri Entrepreneurial Model and its Implementations as Community Empowerment Programs Ansori Ansori; Mustofa Kamil; Achmad Hufad
Journal of Nonformal Education Vol 9, No 2 (2023): August: (Adult Education and Community Empowerment)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jne.v9i2.43322

The challenges in local community development and the need for innovative solutions in entrepreneurship training and education form the crucial foundation for this research. The objective of the study is to determine the effect of the entrepreneurial model of Santri (students of Islamic Boarding School) on the empowerment of the community around the Miftahul Ihsan Islamic Boarding School. The research used quasi experimental method. The instruments of the study are observation, interviews, questionnaires. The data analysis technique used in this study is the linear regression test and the t test. The sample are 200 students of Miftahul Ihsan Islamic boarding school. Based on the results of the study found that (1) the influence of entrepreneurial students showed a very strong and significant relationship toward community empowerment indicated premises n the value of t count is 27,720 and the value of t table with df = 198 and α = 0 , 05 is 1.972. (2) Thera are difference in the community development group that uses Santri entrepreneurial model and group with conventional entrepreneurial model, it is indicated by the average of gain score in the experimental group that is 0.53, it is higher than in the control group that shows 0.01. The conclusion is that Santri entrepreneurial model effective in promoting community empowerment in Miftahul Ihsan Pesantren (Islamic Boarding School). The implication of this research is that community empowerment through the entrepreneurial model of Santri can build a new system for community structure as an effort to optimize natural potential and human resources so that people can contribute to community development

Design and Development of MOOCs to Develop Civil Apparatus Competence for the Banten Provincial Government Toward Banten Corporate University Muhammad Arif Rahman; Subai; Lilik Nur Kholidah; Farooq Ahmed Jam; Mustofa Kamil; Suherman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 1 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i1.3251

Competency development is important for every employee and should be empowered for them. Competency development through training consists of classical training and non-classical training. One form of non-classical training is independent learning and self-development through online learning, such as Massive Open Online Courses (MOOCs). The purpose of this research is to figure out the learning process either before and after the development of MOOCs and to develop an information system for training and independent learning as one feature of LMS Banten Ceria in the form of a Massive Open Online Course (MOOC) as an online learning platform with the principle of independent learning or self-directed learning in order to support the Corporate University program in the Province of Banten. This research has a mixed-methods design that blends qualitative and quantitative methodologies. The 4D Thiagarajan model is used in this study, along with research and development methodologies. The result show that MOOCs are effective in developing the competencies of the civil apparatus in the Province of Banten. The difference in average between the pre-test and post-test scores is 20 points. The learning process after using MOOCs shows improvements in knowledge and competence. Hence, the system of online learning will support the BPSDMD Banten Provincial Program as it becomes a corporate university. Keywords: Development MOOCs, Design MOOCs, Civil Apparatus Competence

The Role of Female Tutors in the Implementation of Emergency Drills Education for Child Protectionin Nonformal Childhood Chandra Asri Windarsih; Mustofa Kamil; Elih Sudiapermana; Silvia C. Ambag
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.v11i1.16856

Background: Female tutors in non-formal education play an important role in guiding children to deal with emergencies. They are not only educators, but also protectors and agents of change. However, this role has not been fully supported, both in training and resources. Research Urgency: The lack of studies on the strategic role of female tutors in emergency training education shows the need for this research. The results are expected to be the basis for strengthening the capacity and protection of children through the empowerment of female tutors. Research Objectives: This study examines the role of female tutors in implementing emergency training education in non-formal children's institutions and strengthens their role in child protection. Research Method: Using a mixed method sequential exploration design in Cimahi City, data was collected through in-depth interviews, observations, document reviews, and questionnaires. Research Findings: These findings suggest that female tutors play an important role in training children for emergencies, with roles distributed as caregivers (15%), educators (20%), gender norm resistance (15%), leaders (10%), agents of change (10%), internalization (10%), participatory training (13%), and contributors to social context (7%). Efforts to strengthen their role include improving education and health, promoting women's participation in decision-making, raising public awareness, and providing child support and protection. However, challenges remain, such as inadequate training and limited understanding of emergency response procedures. This research highlights the need for ongoing training and adequate resources. Research Conclusion: Female tutors play a vital role in preparing children for emergency situations through various strategic roles. Strengthening these roles requires capacity building, increased participation, and continuous support. However, challenges such as limited training and inadequate understanding of procedures highlight the need for ongoing interventions and sufficient resource allocation. Research Novelty/ Contibution: Her contribution lies in the emphasis on women's role in emergency exercises as the foundation of policy development. The novelty of this study is the integration of the maternal instincts of female tutors with technical emergency training to improve child protection in non-formal settings.

Adaptive Educational Social Work in Vocational Batik Learning for Students with Disabilities: A Qualitative Case Study Wiwit Widiansyah; Jajat S. Ardiwinata; Mustofa Kamil; Asep Saepudin; Maulani Zahra Febriyana
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.54485

Background – Students with disabilities require accessible vocational learning that connects practical competence, cultural participation, and emerging independence. SLB Negeri Cilacap uses batik production as a school-based vocational context. Research Urgency – Evidence remains limited on how culturally grounded vocational practice can be adapted through an educational social work support system within a special school. Research Objectives – This study examined instructional adaptations, reported and observed learner development, and the relational and material conditions shaping Grade XI vocational batik learning. Research Method – A single-case qualitative study involved 13 purposively selected participants: five educators and trainers, six students with hearing, communication, or intellectual disabilities, and two parents. Data came from interviews, direct observation, and program documents. The analysis organized evidence across participant groups and data sources, supported by triangulation and member checking. Research Findings – Educators used visual demonstration, tangible tools, simple language, repetition, individual guidance, and process-focused reinforcement. Observations and participant accounts indicated developing knowledge, greater control during canting and coloring, and emerging patience, responsibility, cooperation, confidence, and initiative. Development remained uneven. Limited equipment, practice time, environmental comfort, fear, fatigue, and informal coordination constrained participation. Research Conclusion – Adaptive instruction and relational support operated together, but the single-case design does not establish causal effectiveness, sustained competence, or transferability. Research Novelty/Contribution – The study proposes a provisional framework linking needs assessment, adaptive planning, guided culturally grounded practice, psychosocial support, and iterative capability monitoring.

Andragogy and Financial Literacy in Indonesia: An Integrative Review of Adult Education Practices Illa Susanti; Mustofa Kamil; Uyu Wahyudin; Iip Saripah; Sachin Gupta
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.31677

Background – Financial literacy is an increasingly important adult capability because household decisions now combine budgeting, saving, borrowing, investment, and digitally mediated financial services. In Indonesia, these decisions are shaped by uneven access to financial services, differences in digital competence, and the financial management needs of households and micro, small, and medium enterprises. Research Urgency – Recent Indonesian studies are distributed across financial inclusion, fintech adoption, MSME finance, digital literacy, and community education. The evidence is less often synthesized from an adult-learning perspective that asks how relevance, experience, participation, cultural context, mentoring, and evaluation shape financial learning. Research Objectives – This review synthesizes recent evidence on adult financial literacy in Indonesia, identifies andragogical principles that are visible in effective educational practice, examines digital and cultural conditions that affect participation, and proposes implications for nonformal and community-based financial education. Research Method – An integrative review was conducted using 54 peer-reviewed and DOI-traceable publications from 2022–2026. Indonesian studies were prioritized for contextual evidence, while recent international studies were used to interpret financial literacy, digital financial capability, and adult-learning design. Findings were organized through thematic comparison rather than meta-analysis. Research Findings – Five recurring design requirements were identified: problem-centered learning tied to immediate financial decisions; use of learners’ prior experience; guided practice and reflection; support for digital financial capability and risk awareness; and contextualization through community, livelihood, and, where appropriate, Islamic financial values. Evidence also indicates that one-off knowledge transfer is insufficient when programs lack mentoring, accessibility, and follow-up evaluation. Research Conclusion – Andragogy is most useful as a design framework for financial education rather than as a stand-alone explanation of financial behavior. Adult financial literacy programs are more defensible when practical learning, digital inclusion, culturally responsive facilitation, and sustained support are connected to observable financial practices. Research Novelty/Contribution – This review develops a community-based andragogical framework for adult financial literacy education in Indonesia. The framework integrates problem-centered learning, prior experience, guided practice, digital financial capability, culturally responsive facilitation, mentoring, and outcome-based evaluation. It extends existing financial-literacy research by positioning community learning infrastructure as a mechanism that connects financial knowledge with observable financial practices.

Community Empowerment Model Through the P4GN Program to Develop a Drug-Threat-Responsive Cucu Sukmana; Mustofa Kamil; Jajat Sudrajat Ardiwinata; Eko Sulistiono; Mohamad Hadi Ali Mutamam; Hiromu Inoue
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.53700

Background – Drug abuse poses a serious threat to social stability and community well-being, particularly in the urban areas of Cimahi City. Research Urgency – Cimahi City requires a community-based response that mobilizes institutions and residents through the P4GN program. Research Objectives – This study aims to develop a community empowerment model through the Prevention and Eradication of Drug Abuse and Illicit Trafficking Program (P4GN) as an effort to realize a Cimahi City that is responsive to drug threats. Research Method – The study employed a qualitative descriptive method involving seven informants (one Head of BNN Cimahi City, two program outreach analysts, and four community representatives) selected purposively, using in-depth interviews, participatory observation, documentary study, and Focus Group Discussions (FGDs), with data validity examined through technique triangulation. Research Findings – The findings indicate that community empowerment through the P4GN program has the potential to be effective in increasing public awareness and knowledge of the dangers of drugs. These findings were obtained through analysis of data from interviews with stakeholders, review of relevant documents, and focus group discussions involving various community elements. Research Conclusion – The proposed empowerment model emphasizes active community participation in various drug-prevention and drug-education activities, as well as collaboration among government, educational institutions, and community organizations. Research Novelty – The novelty of this study lies in the formulation of an empowerment prototype model that integrates five operational stages into a single, systematic development cycle, offering a conceptual contribution to the development of community-empowerment-based P4GN models in other cities with similar characteristics.

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