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VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Published by Universitas Negeri Jakarta
ISSN : 19079176     EISSN : 26205254     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal VISI is published on Juni and December every year which published by Fakultas Ilmu Pendidikan (FIP) Universitas Negeri Jakarta. This journal focuses on Early Childhood Education and Society Education. This journal warmly welcomes to articles contributions from scholars of related disciplines.
Arjuna Subject : -
Articles 373 Documents
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Bahasa Inggris Harprianto, RM Anto; Dienaputra, Reiza D.; Lukman, Kevin Muhamad; Nugraha, Awaludin
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 2 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV/2002.1

Abstract

Rural tourism sustainability relies heavily on community competence, yet significant skill gaps among residents remain a critical barrier. This study aims to systematically synthesize the role and models of Non-Formal Education (NFE) in developing tourism village potential. Employing a Scoping Review methodology, twenty-one (21) articles published between 2016 and 2025 were analyzed based on specific inclusion criteria regarding NFE in rural contexts. The review identifies three dominant NFE intervention models: (1) Economic Empowerment (vocational training), (2) Socio-Cultural Preservation (heritage education), and (3) Institutional Capacity Building (governance strengthening). These interventions are proven to essentially transform passive residents into skilled tourism actors. However, this study is limited to academic literature and may exclude practical insights from non-published field reports. Consequently, it is recommended that stakeholders integrate standardized NFE curricula into village policy to ensure consistent human resource development.
ETNOPEDAGOGI DALAM LINGKUNGAN PENDIDIKAN MASYARAKAT: ANALISIS KOMPARATIF KI HADJAR DEWANTARA DAN TRADISI PANSORI KOREA Kim, Daemin; Karwati, Uus; Haerani, Reni
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 2 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2002.2

Abstract

The 21st-century educational paradigm, which tends to be functionalist, often overlooks aspects of character building and communal responsibility. This study responds to these limitations by exploring the 'Community Education Environment' through a comparative study between Ki Hadjar Dewantara's Ethnopedagogy and the Korean Pansori tradition, as well as Indonesian oral literature. The main objective is to reconstruct a 'Community-Based Learning' model sourced from Asian local wisdom for application in modern education. Using a structural-semiotic approach, this research analyzes the homology between the philosophy of the 'Three Centers of Education' (Tripusat Pendidikan) and Dewantara's three leadership principles (Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani) with the interactive dynamics of Pansori elements (Sorikkun, Gosu, Chuimsae). Specifically, the analysis of the Simcheongga text and the Sundanese epic Mundinglaya Di Kusumah proves that traditional narratives are not merely entertainment but high-level non-formal educational platforms that transmit moral values and social norms. The study also examines the media transition from simple orality to literacy through the case of Wawacan to provide insights for developing educational content in the digital era. The results confirm that traditional arts contain prototypes of participatory learning relevant to addressing the dehumanization of education. It is concluded that a society's cultural assets are vital 'Social Capital' to complement the modern school system and foster learners into complete human beings.
MAKNA BELAJAR BAGI PESERTA DIDIK PROGRAM MANDIRI PAKET C DI HOMESCHOOLING (Studi Fenomenologi di Homeschooling Bandung) Utami, Puji Ratna Dwi; Handayani, Sri; Wasliman, Eva Dianawati
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 2 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2002.3

Abstract

Education is a process of interpreting experience that plays an essential role in developing individuals’ potential, skills, and character. The Independent Paket C Program at Homeschooling Focus serves as a non-formal education alternative that emphasizes flexibility, personalized learning, and a learner-centered approach. This study aims to explore the meaning of learning as experienced by learners in the Independent Paket C Program using a phenomenological approach. This research addresses a gap in phenomenological studies on the independent Paket C program, which has been less explored compared to homeschooling in general. The findings contribute to improving the management of non-formal education and encourage flexibility-oriented policies in homeschooling. This study employed a phenomenological qualitative research design involving active learners, alumni, tutors, and the school principal as participants. Data were collected through non-participant observation, semi-structured interviews, and document analysis. Data analysis followed phenomenological stages, including horizontalization, thematic clustering, the development of textual and structural descriptions, and the formulation of the essence of learning experiences. Data trustworthiness was ensured through source and method triangulation, member checking, peer debriefing, and audit trails. The findings indicate that learners perceive learning as a process of self-development, goal attainment, character formation, and a meaningful and enjoyable learning experience. Flexibility in learning time, methods, and objectives, supported by supportive tutor–learner relationships and a psychologically safe learning environment, plays a significant role in shaping learners’ perceptions of learning. Furthermore, the study reveals positive attitudinal changes among learners, who developed from passive and less confident individuals into more independent, responsible, and intrinsically motivated learners. In conclusion, the Independent Paket C Program facilitates a humanistic, holistic, and adaptive learning process.  Keywords: The Meaning of Learning, Paket C Program, Homeschooling, Independent Program, Phenomenology.

Page 38 of 38 | Total Record : 373

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