The Role of the KEMANGI Program in Strengthening Parental Support for Adolescents through Andragogical Principles

Salsabila Ainun Nissa (Universitas Negeri Surabaya)
Monica Widyaswari (Universitas Negeri Surabaya)

Journal of Nonformal Education and Community Empowerment
Vol. 10 No. 2 (2026): Adult Education : in progress

The KEMANGI Program is a family-based community education initiative designed to support parents and adolescents in responding to developmental and social challenges during adolescence. This study aims to analyze the implementation of the KEMANGI Program based on andragogical principles, examine its role in strengthening parental support for adolescents, and identify the supporting and inhibiting factors affecting program implementation. The study employed a qualitative approach with a case study design in Genting Kalianak, Surabaya, Indonesia. Ten informants were selected purposively, consisting of three mothers participating in the program, three adolescents from the same families, three facilitators, and one officer from the Surabaya City Office for Women’s Empowerment, Child Protection, and Population Control. Data were collected through in-depth interviews, observation, and documentation and analyzed using the interactive model of Miles et al. The findings show that the learning process reflected the six principles of andragogy, with need to know, experience, and orientation to learning emerging most strongly through relevant materials, the use of parenting experiences as learning resources, and the application of learning to real family problems. The program contributed to strengthening parental support through more dialogic communication, communicative monitoring, emotional support, and facilitation of adolescents’ positive activities. These changes were gradual and varied across families. Program implementation was supported by relevant materials, facilitator flexibility, parent–adolescent involvement, and institutional support, while uneven participation, difficulties in involving older adolescents, limited facilities, unsystematic evaluation, and the absence of sustained follow-up remained major challenges. The study concludes that KEMANGI functions as a family learning space within community education that strengthens parental support through contextual and experience-based adult learning.