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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Muhamad Ali Salman
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Education Social Sciences Other

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SKILLS-BASED NON-FORMAL EDUCATION IN WOMEN'S EMPOWERMENT: A CASE STUDY OF THE SAMARINDA WEAVING COMMUNITY: Pendidikan Nonformal Berbasis Keterampilan dalam Pemberdayaan Perempuan: Studi Kasus Komunitas Tenun Samarinda nurhayati, ismaya nurhayati; Muhamad Ali Salman; Hepy Triwinarti; Arif Sugianto
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.6259

Abstract

This study aims to examine the implementation of skills-based non-formal education in efforts to empower women through activities in the Samarinda Weaving Community by using a qualitative approach of case study methods. The research subjects included community managers, artisans, and instructors, with data collection techniques in the form of in-depth interviews, observations, and documentation studies, which were then analyzed using the Miles and Huberman interactive model. The results of the study show that non-formal education activities include weaving training from the introduction stage of tools and materials, learning basic techniques, developing distinctive motifs, production management, to product marketing which is carried out through the learning by doing method  and a community-based continuous learning system. The program contributes to improving technical skills, expanding women's access to productive resources, strengthening decision-making capacity, increasing income and economic independence, and active participation in social activities and preserving local culture through traditional weaving motifs and techniques. Of the total of about 30 active artisans, more than 60% are now major contributors to family income and 40% of participants have played a role in social activities at the RT, sub-district, and sub-district levels, including as PKK administrators, training facilitators, and cultural event committees. However, this program still faces obstacles in the form of high raw materials, limited tools, and lack of regeneration of young artisans. In conclusion, skills-based non-formal education has an important role in women's empowerment, so synergy between stakeholders, strengthening digital literacy, and regeneration strategies is needed to strengthen the sustainability and development of programs in the future.
PROGRAM MANAGEMENT IN NON-FORMAL EDUCATION INSTITUTIONS (CASE STUDY AT AV BIMBEL SAMARINDA): MANAJEMEN PROGRAM PADA LEMBAGA PENYELENGARAAN PENDIDIKAN NON FORMAL (STUDI KASUS DI AV BIMBEL SAMARINDA) muzfahdhilah; Sri Wahyuni; Wahdatan Nisa; Muhamad Ali Salman
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6363

Abstract

This study aims to describe program management in non-formal educational institutions, with a case study at AV Bimbel Samarinda. This institution is one of the tutoring that serves students from the PAUD to junior high school levels, including children with special needs. This study uses a qualitative approach with a case study method. Data collection techniques include observation, interviews, and documentation studies, while data analysis uses the Miles and Huberman model which includes data reduction, data presentation, and conclusion/verification. The results of the study show that AV Bimbel implements management functions effectively, ranging from planning, implementation, to supervision and evaluation. Planning is carried out in a participatory manner by involving the head of the institution and tutors, and adjusted to the needs of students. The implementation of the program prioritizes fun and personalized learning methods, with a flexible schedule that adjusts to the activities of the participants. Evaluations are carried out periodically through value monitoring and intensive communication between tutors, students, and parents. Factors that support the success of the program include harmonious relationships between institutions, tutors, students, and parents, as well as a conducive learning atmosphere. Meanwhile, the limited number of tutors and supporting facilities is a challenge in itself. Overall, AV Bimbel is able to demonstrate adaptive and student-centered management practices, which can serve as a model for other non-formal educational institutions.
Co-Authors Arif Sugianto Hepy Triwinarti muzfahdhilah nurhayati, ismaya nurhayati Sri Wahyuni Wahdatan Nisa