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All Journal Journal of Nonformal Education
Asep Saepudin
Unievrsitas Pendidikan Indonesia, Indonesia
Education

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Hypothetic Model of Learning Facilitation Based on Students' Problems and Expectations in Quick Completion of Study on Time Asep Saepudin; Iip Saripah; Viena Rusmiati Hasanah; Ani Rindiani; Faridah Hanim Yahya
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.v10i2.1597

Abstract

Completion of studies on time is the hope of every student, in addition to achieving very satisfying academic achievements. Despite these hopes, currently many doctoral program students at the Faculty of Education, Indonesian Education University are not graduating on time. For this reason, research needs to be carried out to find out the reasons and efforts to resolve it. The aim of the research is to find students' problems and hopes in completing their studies quickly. This research method uses Research and Development with data collection techniques in the form of questionnaires, interviews and documentation. The research results show that firstly, empirically the completion of student studies is still relatively low, as evidenced by the number of students who have not graduated at 72%. Second, student affairs problems consist of relatively diverse academic and non-academic problems, including student expectations of lecturers and study program services. Third, based on students' problems and expectations, a learning facilitation service model is needed. The research conclusion is that it is necessary to develop a learning facilitation model design consisting of background, objectives, assumptions, principles, system components, procedures and indicators of success. This research produces a model design as a novelty that contributes to higher education leaders, academic supervisors, and administrative staff to provide services to students in completing studies quickly on time.
Constructing an Andragogy Based Emotion Regulation Training Model to Develop the Self Efficacy of Nonformal Education Participants Asep Saepudin; Ani Rindiani; Ade Romi Rosmia; Gumpanat Boriboon
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.v12i2.57681

Abstract

Background – Low self-efficacy among students is a barrier to completing their studies for students in non-formal education programs, who are generally adults. Therefore, andragogy-based emotional regulation is needed to develop student self-efficacy. Research Urgency – This article identifies self-efficacy issues among students in non-formal education programs in Bandung City, resulting from unstable emotional regulation. This leads to the development of a training model to improve student self-efficacy. Research Objective – This study aims to explore students' self-efficacy and emotional regulation, and to develop a model to develop self-efficacy for students in non-formal education programs in Bandung City. Research Method – This study uses a qualitative approach to obtain in-depth and comprehensive information about the challenges faced by students in non-formal education programs. The chosen research method is Research and Development (R&D), which aims to identify problems and expectations while simultaneously developing a model to address these challenges. Research Findings – The main finding of this study is that students experience low self-efficacy due to unstable emotional regulation. Therefore, it is necessary to develop an andragogy-based emotional regulation training model to improve self-efficacy, consisting of input, process, and output aspects. Conclusion & Research Novelty – This study empirically identified the problem of low self-efficacy in students, which requires strengthening emotional regulation. Therefore, an andragogy-based emotional regulation training model was developed to develop student self-efficacy as a novelty in this research.
Co-Authors Ade Romi Rosmia Ani Rindiani Ani Rindiani Faridah Hanim Yahya Gumpanat Boriboon Iip Saripah Viena Rusmiati Hasanah