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Internship Program to Enhance Youth Development: Learning from the Real World Fakhruddin Fakhruddin; Bunyamin Bunyamin; Liliek Desmawati; Wirathep Pathumcharoenwattana; Yudi Siswanto
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.v9i2.43916

One of the issues encountered in youth development field involves identifying prospective management. The research aims to analyze the internship program on the youth to enhance their development through academic and non-academic achievements. Also to describe the impacts of the internship programs in the youth development. The research method use the mixed method with 100 youth’s from State University Semarang as the sample participants. The research collecting data uses a structured questionnaire with a modified scale applied for academic and non-academic achievements. The research result shows that the Internship Program can improve youth achievements both at academic and non-academic levels. This program provides opportunities for the youth to collaborate and work with other roles in the real world. Conversely, this program can improve the youth's achievements at academic and non-academic levels. The research result shows that the sig value = 0,000 0,05 while the t-test value is 38,756. The internship program provides benefits to youths who participate in the program. Otherwise, Internship partners who open the opportunities for the youth to gain experiences also receive benefits for workplace experience. This research will give the novelty on the latest standards to held the internship program that can enhance youth development.

DESAIN ONLINE LEARNING PADA KURSUS DESAIN GRAFIS DI LKP VISION COLLEGE SEMARANG An Nissa Hafna Muthi'ah; Yudi Siswanto
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1847

Digital technology development has driven learning transformation in course and training institutions, particularly in practical skills fields such as graphic design. This study aims to identify online learning design in graphic design courses using the ICCEE model at LKP Vision College Semarang. Employing a descriptive qualitative approach with purposive sampling, this research selected informants who understand the research context, including instructors directly involved in online learning design and implementation, institutional administrators establishing course policies and strategies, and online graphic design course participants. Data were collected through in-depth interviews exploring the identify, choose, create, engage, and evaluate processes; non-active participatory observation documenting learning interactions and strategies; and documentation studies of syllabi, modules, teaching materials, and evaluation instruments. Data validity was ensured through source and method triangulation. Findings reveal that online learning design in graphic design courses at LKP Vision College Semarang follows a systematic framework aligned with the ADDIE model and oriented toward Competency-Based Training. This research expands understanding of online learning design in practice-based non-formal education, demonstrating that online learning success depends not only on technology but also on systematic instructional design, instructor support, and institutional policies adaptive to creative industry needs.

DESAIN ONLINE LEARNING PADA KURSUS DESAIN GRAFIS DI LKP VISION COLLEGE SEMARANG An Nissa Hafna Muthi'ah; Yudi Siswanto
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1847

Digital technology development has driven learning transformation in course and training institutions, particularly in practical skills fields such as graphic design. This study aims to identify online learning design in graphic design courses using the ICCEE model at LKP Vision College Semarang. Employing a descriptive qualitative approach with purposive sampling, this research selected informants who understand the research context, including instructors directly involved in online learning design and implementation, institutional administrators establishing course policies and strategies, and online graphic design course participants. Data were collected through in-depth interviews exploring the identify, choose, create, engage, and evaluate processes; non-active participatory observation documenting learning interactions and strategies; and documentation studies of syllabi, modules, teaching materials, and evaluation instruments. Data validity was ensured through source and method triangulation. Findings reveal that online learning design in graphic design courses at LKP Vision College Semarang follows a systematic framework aligned with the ADDIE model and oriented toward Competency-Based Training. This research expands understanding of online learning design in practice-based non-formal education, demonstrating that online learning success depends not only on technology but also on systematic instructional design, instructor support, and institutional policies adaptive to creative industry needs.

Women`s Empowerment through Non-Formal Education Programs to Increase Women's Confidence and Self-Potential Asih Zaetun; Amin Yusuf; Mintarsih Arbarini; Yudi Siswanto; Tamar Mikeladze
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.v12i1.27223

Background: Women's empowerment is an important component of sustainable development. However, gender inequality remains evident in Indonesia's agricultural sector. Although women account for about 36.7% of the agricultural workforce, their contributions are often viewed only as supporting roles rather than as primary actors. Women Farmers Groups (WFG) have emerged as grassroots organizations that promote women's empowerment through non-formal education programs, including skills development, entrepreneurship training, financial literacy, and awareness of women's rights. Research Urgency: Previous studies on WFG empowerment mainly emphasize economic outcomes, while psychological empowerment such as self-confidence and personal potential development has received limited attention. Understanding these aspects is important to strengthen women’s participation and independence in rural communities. Research Objectives: This study aims to analyze the empowerment process through non-formal education programs in WFG, focusing on strengthening women's self-confidence and personal potential, as well as identifying supporting and inhibiting factors. Research Method: This study employed a qualitative case study approach with data were collected through interviews with six informants, observations, and documentation analysis. Data analysis used Miles and Huberman’s interactive model combined with Longwe’s gender empowerment framework. Research Findings: The findings show that empowerment occurs through four stages: awareness building, capacity development, participation, and self-reliance. Non-formal education programs such as skills training, life skills education, entrepreneurship training, and literacy activities significantly increased members’ confidence and potential. Internal support from leadership and member commitment, along with external institutional support, strengthened the empowerment process despite challenges related to time limitations and diverse member capacities. Research Conclusion: Non-formal education within women farmers groups provides an effective approach to strengthening women’s psychological and social empowerment in rural agricultural communities. Research Novelty: This study highlights psychological empowerment through non-formal education within women farmers groups, a dimension rarely explored in previous research that mainly focused on economic outcomes.

A Systematic Evaluation and Implementation Review of Non-Formal Education: Sewing Training for Life Skills Development Imam Roos Wahyudi; Fakhruddin Fakhruddin; Mintarsih Arbarini; Yudi Siswanto; Sachin Gupta
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.30719

This study presents a systematic implementation review and program evaluation of a non-formal sewing training initiative conducted by SKB Kota Semarang, aiming to enhance life skills and economic independence among community members. The research focuses on two main aspects: (1) the instructional design of the sewing training program, and (2) its effectiveness based on the Context, Input, Process, and Product (CIPP) evaluation model. The sewing training was designed using a Competency-Based Training (CBT) approach aligned with the Indonesian National Work Competency Standards (SKKNI). The curriculum includes progressive modules from basic to advanced garment-making techniques, supported by 260 instructional hours, real-world practice using customer orders, and entrepreneurship components. Instructional delivery integrates demonstrations, peer learning, individual mentoring, and flexible scheduling to accommodate diverse learner needs. A qualitative descriptive method was employed, involving document analysis, classroom observations, and interviews with a coordinator, tutor, group leader, and participants. Findings show that the program aligns with learners' needs and goals, supported by competent instructors, sufficient funding (APBN), and appropriate infrastructure. The training process encouraged active participation and practical engagement, resulting in measurable skill acquisition and enhanced self-confidence. Despite these strengths, the program experienced a recent decline in enrollment due to limited promotion, scheduling rigidity, insufficient equipment, and lack of post-training support. These findings indicate the importance of strategic program enhancement to ensure sustainability and impact. The study concludes that the CIPP model offers a comprehensive framework not only to assess program effectiveness but also to guide continuous improvements in non-formal vocational education. This study contributes to the field of educational evaluation by applying the CIPP model to a community-based, non-formal vocational training program in Indonesia. It offers a structured and contextual analysis of program strengths and weaknesses, providing actionable insights for policymakers and educators. The study’s novelty lies in its holistic assessment of a grassroots educational initiative that integrates life skills development with local economic empowerment, a domain that is often overlooked in formal academic evaluations. By highlighting the intersection of education, gender, and community development, this research adds significant value to the discourse on non-formal education’s role in social transformation.

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