Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Journal of Nonformal Education Journal of Nonformal Education
Daddy Darmawan
Universitas Negeri Jakarta, Indonesia
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Development of an Interactive Multimedia Module on Andragogy For Community Education Tutors Daddy Darmawan; Puji Hadiyanti; Durotul Yatimah; Karta Sasmita; Lei Wanpeng
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.v9i2.46594

Abstract

This study explores the concept of community education, emphasizing the role of tutors in facilitating effective learning experiences for adults. Community education empowers individuals by enhancing their knowledge, skills, and awareness of societal issues. Tutors play a crucial role in this process, employing various teaching strategies to engage learners and cater to their needs. However, challenges exist, including tutor qualifications, teaching consistency, and adult learning management. The study introduces the concept of Andragogy, which focuses on empowering adults in their learning journey, considering their real-life circumstances and learning preferences. Andragogy highlights the importance of interactive teaching methods, enjoyable programs, and personalized approaches. The research develops an interactive multimedia Andragogy (MIA) module using the Multimedia Development Life Cycle (MDLC) model. This module aims to enhance community education tutors' teaching capabilities for adult learners. Survey data analysis reveals that the MIA Module significantly improves participants' media literacy comprehension and information access skills. The module's learner-centered approach and interactive design align with educational theories like experiential learning and constructivism, promoting active engagement and critical thinking. Moreover, the module's adaptability and flexible learning strategies resonate with Universal Design for Learning (UDL) principles, ensuring inclusivity. The study highlights the positive impact of the MIA Module on enhancing media literacy and information access skills within the context of community education. The module's design, adaptability, and interactive elements make it relevant and effective in contemporary education.
Empowering Rural Entrepreneurship: Innovating Through Village-Owned Enterprises Puji Hadiyanti; Daddy Darmawan; Karta Sasmita; Muhammad Mawardi Jafar; Henny Herawaty Br Dalimunthe
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.v10i2.5998

Abstract

The lack of formal job access and limited employment sectors in rural areas have increased unemployment and poverty rates. Expanding rural entrepreneurship is a potential solution to create job opportunities and increase rural communities' income. Therefore, a comprehensive strategy needs to be developed to strengthen social capital and support the sustainability of Village-Owned Enterprises (BUMDes). This research examines efforts to build entrepreneurship in the village environment through innovations implemented in BUMDes. It explores innovative strategies used by BUMDes to enhance the village's economic potential, focusing on developing local businesses, empowering the community, and improving access to resources. The research methods used include surveys, interviews, and quantitative data analysis. The results show that BUMDes and their partners have a good relationship, and BUMDes managers regularly communicate with their partners. However, BUMDes managers must also establish good communication with community members and local leaders. If BUMDes managers can build strong relationships with village residents, they will find it easier to obtain support, information, and helpful advice for managing BUMDes. BUMDes managers are categorized as having a high level of support for those in the community who have difficulty accessing business capital loans. Furthermore, the results of the path analysis reveal that there is no statistically significant relationship between the variables of experience (X1), motivation (X1), ICT media role (X3), and social capital capacity (Y1). This means that in the context of this study, these three independent variables do not significantly impact social capital capacity (Y1). These findings can guide the government, community, and relevant stakeholders in supporting efforts to build rural entrepreneurship through BUMDes innovations.
Development of Digital Learning Media for Community-Based Education: A Collaborative Innovation and Literacy Framework Daddy Darmawan; Puji Hadiyanti; Setiawan Wibowo; Rahmat Syah; Muhammad Fadhlan  Abdillah
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.32060

Abstract

Background: The rapid advancement of digital technology has transformed global education, yet disparities in access persist, particularly in low-income and rural regions. Digital literacy—encompassing technical, critical, and ethical competencies—remains underdeveloped due to insufficient teacher training and infrastructural limitations. Research Objectives: This study aims to (1) assess the effectiveness of FOCIL in improving digital literacy, (2) evaluate its socio-cultural and infrastructural adaptability, and (3) identify key features that enhance learning outcomes in underserved communities. Research Method: A mixed-methods sequential exploratory design was employed, combining qualitative stakeholder interviews, observational studies, and document analysis, followed by quantitative usability and field trials. Research Findings: The FOCIL platform significantly enhanced literacy outcomes, with participants demonstrating greater progress than those using conventional methods. Learning modules that incorporated local wisdom, such as regional folktales, proved more engaging and achieved higher completion rates than generic materials. The platform’s low-bandwidth design effectively supported learners in rural areas, enabling continued access through offline mode. Interactive features, particularly discussion forums and gamification, played a central role in boosting engagement and reinforcing learning gains. Conclusion: FOCIL effectively bridges digital divides by aligning with socio-cultural contexts, overcoming infrastructural barriers, and employing evidence-based pedagogies. Challenges include server latency and the need for teacher training. Future iterations should integrate AI-driven feedback and expand partnerships for scalability. Novelty/Originality/Value:  This study contributes a validated Cultural-Technological Implementation Framework and an open-source, adaptive platform tailored for resource-constrained settings. It advances the discourse on equitable digital education by demonstrating how community-centric design and hybrid learning models can enhance literacy and inclusion.
Co-Authors Durotul Yatimah Henny Herawaty Br Dalimunthe Karta Sasmita Lei Wanpeng Muhammad Fadhlan  Abdillah Muhammad Mawardi Jafar Puji Hadiyanti Rahmat Syah Setiawan Wibowo