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Participatory Learning is Needed to Increase Family Independence in Handling Post-stroke Patients at Home Ali Hamzah; Ihat Hatimah; Asep Saepudin; Joni Rahmat Pramudia; Khemaradee Masingboon
Journal of Nonformal Education Vol. 10 No. 1 (2024): Community education and community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i1.1410

Post-stroke patients often experience dependency and disability due to paralysis and this really requires their families support to continue treatment at home. Currently, to carry out post-stroke treatment, they use homecare services because the family is less able to carry out post-stroke care independently at home. This research aims to identify an educational model that allows families to actively participate in learning so that they can be independent in treating post-stroke patients at home. The method used is mix method, involving 56 families of post-stroke patients selected by purposive sampling technique for quantitative data and two family members, two healthcare providers for qualitative data used in dept interview. The data quantitative were analyzed using the percentage formula which is presented in the form of a frequency distribution table, meanwhile qualitative data were processed by data reduction, presentation, and drawing conclusions. The results showed that most of the families of stroke patients didn’t receive and utilize homecare services for various reasons, including ignorance, inability and unpreparedness as well as inability to pay the costs. It is necessary to conduct research use the research and development (R & D) method with topics related to the development of homecare service models for post-stroke patients at home based on participatory learning. The novelty of this research is the production of a model design that can answer the needs of families to increase independence in treating post-stroke patients at home

The Influence of Parenting on Problematic Behavior in Children Novi Widiastuti; Ihat Hatimah; Elih Sudiapermana; Asep Saepudin
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.v11i1.2412

Problem behavior in adolescents (12-17 years) has become a serious concern in the social environment. The parenting style applied by parents can play an important role in shaping this behavior. This study investigates the effect of various parenting styles on problem behavior in adolescent children. The research sample consisted of 100 parents in Bandung with children aged 12-17 with problem behavior. The sample was selected through stratified random sampling techniques to ensure good representation. Data was collected through a questionnaire that measures children's parenting styles and problem behavior. Data analysis involved regression analysis and quantitative correlation. The regression analysis showed that each parenting style contributes differently to problematic behavior. Permissive parenting style showed a significant effect (p < 0.001), followed by authoritarian parenting styles (p < 0.001) and authoritative (p = 0.022). However, uninvolved parenting style had the most significant impact (p < 0.001). Quantitative correlation also indicated a strong relationship between permissive and uninvolved parenting styles and problematic behavior (r = 0.677 and r = 0.994). Parenting styles have different influences on problematic behavior in adolescent children. These findings provide a deeper understanding of how each parenting style plays an important role in forming problem behaviors in children. This study makes a new contribution to understanding the relationship between parenting style and problem behavior in adolescent children by highlighting the role of quantitative and statistical analysis in uncovering this relationship.

Character and Emotional Intelligence Impact on Juvenile Delinquency: The Mediating Role of Interpersonal Intelligence Dede Ahmad Supriatna; Achmad Hufad; Asep Saepudin; Ade Romi Rosmia; Faridah Hanim
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.v11i1.19379

This study explores the role of interpersonal intelligence in mediating the influence of character strength and emotional intelligence on juvenile delinquency. Using a quantitative survey method, data were collected from 250 vocational high school students in Cianjur City through a validated questionnaire and analyzed using the SEM-PLS approach. The results showed that character strength had a negative and significant effect on juvenile delinquency, with a coefficient value of -0.321, indicating that increasing character strength can significantly reduce juvenile delinquency. In addition, emotional intelligence also showed a negative and significant effect on juvenile delinquency. This confirms that increasing emotional intelligence also contributes to reducing juvenile delinquency. Interpersonal intelligence negatively and significantly impacts juvenile delinquency, with a coefficient value of -0.161, indicating that better interpersonal skills can reduce the tendency for delinquent behavior. Furthermore, character strength and emotional intelligence were found to have a positive and significant effect on interpersonal intelligence, with coefficient values of 0.370 and 0.484, respectively. Another important finding is the significant negative indirect effect of character strength and emotional intelligence on juvenile delinquency through interpersonal intelligence. This shows that increasing character strength and emotional intelligence can reduce juvenile delinquency by improving interpersonal intelligence. This study concludes that strengthening students’ character and emotional intelligence and increasing interpersonal intelligence are essential strategies for reducing juvenile delinquency

Islamic Boarding School Entrepreneurship Learning in Shaping the Entrepreneurial Character of Students in Islamic Boarding Schools throughout West Java Saktika Rohmah Fajarwati; Jajat Sudrajat Ardiwinata; Asep Saepudin; Yanti Shantini
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2604

This study aims to determine the process of Islamic boarding school entrepreneurship learning in shaping the entrepreneurial character of students in Islamic boarding schools throughout West Java. The research is motivated by the importance of developing the entrepreneurial character of the younger generation in facing economic challenges and the high rate of youth unemployment in Indonesia. Islamic boarding schools, as community-based educational institutions, have great potential in integrating character education with entrepreneurial practices through various productive economic activities. This study uses a qualitative approach with a multi-site design at several Islamic boarding schools in West Java that have active entrepreneurship programs. Data collection was conducted through in-depth interviews, participant observation, and documentation studies. Data analysis was conducted using thematic analysis and cross-case analysis techniques to identify patterns of Islamic boarding school entrepreneurship learning in shaping the entrepreneurial character of students. The results show that entrepreneurship learning in Islamic boarding schools takes place through the integration of formal and non-formal education, and direct practice in Islamic boarding school business units. The learning process is carried out through the example of kyai (Islamic clerics), the habituation of productive work, the involvement of students in business activities, and the internalization of Islamic values in daily economic activities. The entrepreneurial character traits developed include independence, discipline, responsibility, hard work, creativity, leadership, risk-taking, and Islamic-based business ethics such as sidiq, amanah, and istiqamah. This research demonstrates that Islamic boarding schools (pesantren) have a strategic role as a character-based entrepreneurial education ecosystem relevant to the development of public education in Indonesia

Improving Graphic Design Competence Through an Internship at a Community Learning Center Ida Nur’aini Noviyanti; Uyu Wahyudin2 Uyu Wahyudin; Asep Saepudin; Yanti Shantini
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.v12i1.46164

Background - A significant proportion of Community Learning Center (CLC) alumni transition directly into the workforce upon graduation rather than pursuing higher academic education. This trend necessitates the acquisition of practical life skills that are highly relevant to current labor market demands. Research Urgency - Internship programs within CLCs are pivotal in bridging the gap between classroom instruction and professional requirements. Systematic evaluation of these programs, particularly in the field of graphic design, is essential to ensure that graduates' competencies meet nationally recognized standards. Research Objectives - This study aims to evaluate the development of graphic design competencies among CLC learners through an internship program implemented during the 2022-2023 academic year. Research Method - A non-experimental quantitative approach with descriptive statistical techniques was employed. The study involved a sample of 20 CLC participants. Data collection utilized assessment rubrics adapted from the Indonesian National Work Competency Standards (SKKNI) issued by the Ministry of Manpower of the Republic of Indonesia to measure the participants' competency levels. Research Findings - The findings reveal significant competency progression among the learners. Participants who initially possessed only basic design principles at the program's inception achieved novice-level proficiency by its conclusion. This underscores the effectiveness of structured internship programs in enhancing technical skills. Research Conclusion - Competency-based internship programs are effectively proven to prepare CLC learners for successful integration into the professional landscape by fulfilling established work competency standards. Research Novelty/Contribution - This research provides a practical reference for other CLCs in designing effective internship programs, specifically in the graphic design domain, by aligning non-formal curricula with SKKNI standards to enhance graduate employability.

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.

Older Adults’ Lifelong Learning in Indonesia: Motivational Ecosystem, Institutional Design, and Family Capital Eko Sulistiono; Imbar Novansyah; Asep Saepudin; Rengky Yasepta
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.v12i2.47541

Background- This study addresses the growing demand for effective educational approaches for older adults in the context of global population aging, particularly within community-based programs in Indonesia. Research Urgency- Despite increasing elderly participation in learning programs, the underlying motivational mechanisms that sustain their engagement remain insufficiently explored, especially in non-formal and culturally embedded settings. Research Objectives- The study aims to investigate the key factors that motivate elderly learners to participate in and sustain engagement in a 40-day residential community education program at Pesantren Daarut Tauhiid, Bandung. Research Method- A qualitative case study design was employed involving nine participants, including elderly learners, a program coordinator, and family members. Data were collected through semi-structured interviews, non-participant observation, and document analysis, and analyzed using the Miles–Huberman–Saldaña interactive model. Research Findings- The findings identify a three-pillar motivational ecosystem consisting of internal motivation, program-level support, and family support. Internal motivation is shaped by life experience, spiritual beliefs, existential awareness, and goal orientation. Program support includes social and instructional elements that facilitate participation, while family support provides emotional, informational, and practical assistance. Research Conclusion- The interaction of these three dimensions plays a crucial role in sustaining elderly learning engagement in community-based programs. Research Novelty/Contribution- This study offers an integrated motivational ecosystem model that combines internal, institutional, and familial factors, contributing to the advancement of geragogical theory and providing practical guidance for designing effective elderly education programs.

Development of an Andragogy-Based Partnership Supervision System for Madrasah Principals Ani Rindiani; Rina Rindanah; Asep Saepudin; Faridah Hanim Yahya
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.v12i2.57719

Background - Academic supervision is a function of madrasah principals that assists teachers in improving the quality of learning processes and outcomes. However, literature review and a preliminary survey in public madrasahs in Sumedang Regency indicated that supervision remained interrogative, emphasized inspections to identify errors, did not encourage teachers to try new practices, and provided little opportunity for teachers to analyze weaknesses in their teaching. Research Urgency - This article examines an andragogy-based partnership supervision system intended to support a more humane and constructive implementation of academic supervision. Research Objectives - This study aimed to explore the design and implementation of an andragogy-based partnership supervision system, examine the associated learning outcomes, and develop a supervision model. Research Methods - The study used a research and development approach adapted into four stages: introduction, design, development, and dissemination. Qualitative data were collected through observation, interviews, and document analysis, while quantitative data were obtained through questionnaires and a one-group pretest-posttest evaluation. Research Findings - The study produced a system design, documented its implementation, and examined preliminary effectiveness through changes in the knowledge and competence of madrasah principals. The mean academic supervision competency score increased from 18.00 to 51.25, a gain of 33.25 points, reported as approximately 65%. Conclusion and Research Novelty - The andragogy-based partnership supervision system constitutes an innovative product that can serve as a theoretical and practical reference for academic supervision conducted by madrasah principals.

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