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Elih Sudiapermana
Universitas Pendidikan Indonesia, Indonesia
Education

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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

Abstract

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.
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

Abstract

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.
Understanding Adolescents’ Perception of Parenting: A Case Study in Bandung, Indonesia Djudju Sriwenda; Elih Sudiapermana; Joni Rahmat Pramudia; Gumpanat Bariboon
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.v11i2.17036

Abstract

Background: Adolescents, defined by the United Nations as individuals aged 10 to 19 years, are a significant population group, numbering 1.3 billion worldwide. Adolescence is a complex period of transition, characterized by rapid physical, cognitive, and psychosocial growth. These developments affect the way adolescents feel, think, make decisions, and interact with many things. This transition is often described as a period of “storm and stress,” which emphasizes the important role of parents in supporting adolescent’s development. Objective: Exploring adolescents' perception of the parental treatment that adolescents receive. Methods: This study used a survey, involving 120 adolescent respondents in Bandung City, consisting of 40 males and 76 females. Data were collected through questionnaires and analyzed descriptively. Result: The study showed that most of the respondents were 14 years old and lived with their families. Although most adolescents feel closer to their mothers, adolescent girls tend to confide in friends more often than their mothers when facing problems.  The findings also show that parents still tend to compare their children with other children, even with neighboring children. Adolescents expect parents not to compare them with siblings and always support their activities. Conclusion: Adolescents as individuals who grow and develop have needs that must be met by parents. They, by following their developmental patterns, want to be treated as people who have authority, want to be heard, want to be cared for, and want to make parents a place to share Research Contribution: This study provides insight into adolescents' perceptions of parental treatment, which can be the basis for the development of more effective programs and interventions in supporting adolescents’s development
Project-Based Learning Model in Productive Digital Literacy Training Nunu Mahmud Firdaus; Uyu Wahyudin; Elih Sudiapermana; Yanti Shantini; Simona Sava
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.v12i1.36217

Abstract

Background - The low level of productive digital literacy skills among equality education learners in Community Learning Centers (CLC) has become a major challenge to community empowerment in the digital era. Digital literacy training in CLC is still conventional, lecture-centered, and lacks contextual relevance. Research Urgency -  Non-formal education institutions need innovative and participatory learning models to strengthen digital competence and creativity among learners. However, existing digital literacy programs remain limited to basic operational skills and have not yet developed productive digital capabilities. Research Objectives - This study aims to develop a productive digital literacy training model based on Project-Based Learning (PjBL) that is innovative, participatory, and contextually appropriate for equality education learners in CLC. Research Method - The research used a modified Borg and Gall Research and Development (R&D) model, consisting of nine stages: preliminary study, planning, initial product development, expert validation, limited trial, first product revision, large-scale trial, second product revision, and dissemination. The research subjects were equality education learners from three PKBM in West Bandung Regency. Research Findings - The findings show that learners’ productive digital literacy skills were initially low, particularly in content evaluation, knowledge construction, and digital content creation. The developed PjBL model was validated as highly feasible (average score of 82.7%). Model implementation demonstrated good adherence to the PjBL syntax (85.2%) and positive responses from both learners and tutors (85.3%). The large-scale trial showed a 25.4% improvement in digital literacy, with N-Gain values categorized as moderate to high. Research Conclusion - The PjBL-based training model effectively enhances the productive digital literacy skills of PKBM learners, promoting active learning and digital creativity in non-formal education settings. Research Novelty/Contribution - This study contributes theoretically by integrating the PjBL framework into digital literacy training within non-formal education, and practically by offering an applicable model for PKBM institutions, policymakers, and community educators to improve digital empowerment programs.
Co-Authors Asep Saepudin Chandra Asri Windarsih Djudju Sriwenda Gumpanat Bariboon Ihat Hatimah Mustofa Kamil Novi Widiastuti Nunu Mahmud Firdaus Pramudia, Joni Rahmat Silvia C. Ambag Simona Sava Uyu Wahyudin Yanti Shantini