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All Journal Jurnal Pemberdayaan Masyarakat Madani (JPMM) Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Palupi, Retno Endah
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Arts Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Creative and Innovative Learning Through Environmental Empowerment, Gajah Wong Clean River Program Palupi, Retno Endah
Jurnal Pemberdayaan Masyarakat Madani (JPMM) Vol. 8 No. 1 (2024): Jurnal Pemberdayaan Masyarakat Madani (JPMM) (DOAJ & SINTA 3 Indexed)
Publisher : Fakultas Ekonomi dan Bisnis Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPMM.008.1.07

Abstract

Kali Gajah Wong is a river located in Kampung Giwangan, Yogyakarta, which was previously known as a slum area. Through a community empowerment program initiated by the Mrican Youth community, Kali Gajah Wong has transformed into a tourist village. This article discusses the application of creative and innovative learning in the environmental empowerment of Kampung Kali Gajah Wong. The research employs a literature study method by examining research articles related to the community empowerment of Kali Gajah Wong. The results show that creative and innovative learning has been implemented through various training programs for local residents, such as waste management, processed fish products, and so on. These activities aim to enhance the skills and productivity of the residents while creating distinctive village products as branding for the Kali Gajah Wong tourist village. It can be concluded that creative and innovative learning is highly applicable in real community empowerment through direct observation of its benefits.
From Insecurity to Agency: Professional Competency Development among Non-Formal Early Childhood Educators in Indonesia Palupi, Retno Endah; Sugito
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.101-14

Abstract

In many non-formal early childhood education (ECE) contexts in Indonesia, especially in rural and community-based institutions, professional competency development remains an underexplored issue despite the prevalence of unqualified teaching staff. This study explores how non-formal early childhood educators without formal educational qualifications develop their professional competencies within the institutional setting of SPS Miftahul Jannah, Sleman, Yogyakarta. Employing a qualitative descriptive case study, data were collected through interviews, participatory observation, and document analysis, then analyzed thematically using Braun and Clarke’s framework. Five core themes emerged: initial professional insecurity as a catalyst for growth, skill transformation through structured training, professional community building via MGMP forums, contextual pedagogical innovations, and the role of mentorship in providing emotional and instructional support. These findings reveal that, despite lacking formal credentials, the educators demonstrated reflective, adaptive, and collaborative professionalism—enabled by sustained institutional support, peer learning, and intrinsic motivation. The study underscores the need to reframe early childhood professionalism to recognize practice-based knowledge and community-embedded expertise. It challenges prevailing assumptions that equate qualification solely with academic degrees and highlights how informal, experiential learning can foster legitimate professional growth. Although this research is limited by its single-site focus and reliance on self-reported data, it offers critical insight into non-traditional pathways of teacher development in under-resourced settings. The findings contribute to the broader discourse on equitable teacher development and call for hybrid certification models that integrate formal education with field-based experiences, thereby institutionalizing inclusive and practice-responsive approaches to professionalization in early childhood education.
Co-Authors SUGITO