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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 378 Documents
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Bahasa Inggris RM Anto Harprianto; Reiza D. Dienaputra; Kevin Muhamad Lukman; Awaludin Nugraha
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 Daemin Kim; Uus Karwati; Reni Haerani
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) Puji Ratna Dwi Utami; Sri Handayani; Eva Dianawati Wasliman
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.
The Effectiveness of Andragogical Experiential Learning on Enhancing Early Childhood Education Students’ Competence in Fine Motor Development Dwi Lyna Sari; Dwi Ismawati; Lazfihma Lazfihma; Debi S. Fuadi; Resti Elma Sari
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 21 No 1 (2026): 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.2101.1

Abstract

This study aims to examine the effectiveness of an andragogical approach through experiential learning in improving the competence of Early Childhood Education (ECE) students in developing fine motor skills in young children. The study employed a quasi-experimental design with a pretest-posttest control group design involving 60 students divided into an experimental group and a control group. The experimental group received instruction based on andragogy integrated with experiential learning, while the control group was taught using conventional lecture-based methods. Data were collected through tests, observations, and questionnaires, and analyzed using descriptive statistics, N-Gain analysis, and independent sample t-tests. The results indicated that the experimental group demonstrated significantly higher improvement compared to the control group. The mean posttest score of the experimental group (85.60) was substantially higher than that of the control group (72.30), with a significance value of 0.000 (p < 0.05). The N-Gain score of the experimental group (0.62) was categorized as moderate to high, while the control group (0.28) remained in the low category.The findings reveal that the integration of andragogy and experiential learning effectively enhances students’ cognitive, psychomotor, and affective competencies. This approach promotes active participation, reflective thinking, and practical application, enabling students to connect theoretical knowledge with real-world teaching practices. Furthermore, it supports the development of professional readiness among pre-service teachers. It is recommended that higher education institutions, particularly ECE programs, adopt experiential and learner-centered approaches to better prepare students as competent and professional early childhood educators.
PENGEMBANGAN PROGRAM PENDIDIKAN NON-FORMAL UNTUK PEMBERDAYAAN MASYARAKAT DI SPNF-SKB KOTA TOMOHON Muhammad Arief Rizka; Sri Wahayuni; Tri Wahyuni
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 21 No 1 (2026): 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.2101.2

Abstract

Non-formal education in Indonesia has generally been treated as a fallback option a place for those who missed the formal route, not a serious vehicle for economic development. This study starts from a different premise: that institutions like SPNF-SKB in Tomohon City can do more, if their programs are built around what local communities actually need. The research used a descriptive qualitative approach. Data came from field observations, institutional records, and direct conversations with learners about what they expected from the program and what they actually got. Two problems stood out. The curriculum has little connection to the economic realities of Tomohon local knowledge and community livelihoods are largely absent from what gets taught. At the same time, the skills training runs parallel to, rather than alongside, the MSME sector nearby. Add to this a shortage of qualified educators and thin managerial capacity, and it becomes clear why digital learning has not taken hold. This study proposes reorienting SPNF-SKB around entrepreneurship incubation, with the local economy not a national curriculum template as the starting point. The idea is not to replace certificates, but to make them mean something in practice. The broader implication is uncomfortable but worth stating: non-formal education policy in Indonesia has been too focused on standardization and not enough on fit. What works in Tomohon may not work everywhere, but the approach designing programs around real local conditions is transferable. Policymakers who want non-formal education to matter economically will need to take that seriously
MOOCS as a Flexible Learning Innovation in the Literacy Program Development Course Dwi Ismawati; Debi S.Fuadi; Lazfihma Lazfihma; Dwi Lyna Sari; Lia Haryana
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 21 No 1 (2026): 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.2101.4

Abstract

The rapid development of digital technology has encouraged higher education institutions to implement innovative and flexible learning systems, including the use of Massive Open Online Courses (MOOCs). This study aims to analyze the implementation of MOOCs as a flexible learning innovation in the Literacy Program Development course for students of the Nonformal Education Study Program at the University of Bengkulu. The research was motivated by the increasing need for digital-based learning that supports independent learning, accessibility, and students' digital literacy competencies in the era of educational transformation. This study employed a quantitative descriptive approach using survey research design. The participants consisted of 56 students, including 29 students from Class A and 27 students from Class B who attended the Literacy Program Development course in the academic year of 2023/2024. Data were collected through observation, questionnaires, documentation, and limited interviews. The collected data were analyzed using descriptive statistical techniques. The results showed that the implementation of MOOCs had a positive impact on the learning process. Students perceive that MOOCs provided flexibility in accessing learning materials anytime and anywhere, increased learning motivation, enhanced participation in online discussions, and improved digital literacy skills. In addition, the use of video-based materials, online discussions, and digital assignments created a more interactive and student-centered learning environment. However, several challenges were found, including unstable internet connections and students' readiness for self-directed learning. Overall, MOOCs can be considered an effective and innovative learning model to support digital transformation in non-formal education at higher education institutions.  
Determinants of Participant Satisfaction in Mandarin Language Courses Rugianto L; Widi Dewi Ruspitasari; Rifki Hanif
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 21 No 1 (2026): 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.2101.3

Abstract

Participant satisfaction is an important indicator of service quality in non-formal educational institutions. The increasing demand for Mandarin language skills in Batam has intensified competition among course providers, making participant satisfaction a strategic factor for institutional sustainability. This study aims to analyze the influence of service quality, learning facilities, and instructor competence on participant satisfaction at LKP Maitreyawira Batam. This research employed a quantitative approach using a survey method involving 88 participants of Mandarin language courses. Data were collected through questionnaires and analyzed using validity testing, reliability testing, classical assumption testing, multiple linear regression analysis, t-test, F-test, and coefficient of determination analysis with the assistance of SPSS software. The results indicate that service quality has a positive and significant effect on participant satisfaction (t = 2.492; p = 0.015). Learning facilities also have a positive and significant effect on participant satisfaction (t = 2.918; p = 0.005) and emerge as the most dominant factor influencing satisfaction. Instructor competence does not significantly affect participant satisfaction (t = 1.642; p = 0.104). Simultaneously, service quality, learning facilities, and instructor competence significantly influence participant satisfaction (F = 46.301; p = 0.000). The coefficient of determination (R² = 0.623) indicates that 62.3% of participant satisfaction can be explained by the three independent variables. The findings suggest that improvements in learning facilities and service quality should be prioritized to enhance participant satisfaction and institutional competitiveness.
Pengaruh Budaya Sekolah, Motivasi Kerja, dan Kesejahteraan Guru terhadap Kinerja Guru Di Maitreyawira dan Universal Family Batam Sherla Felicia; Widi Dewi Ruspitasari; Rifki Hanif
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 21 No 1 (2026): 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/2101.5

Abstract

Teacher performance is central to the quality of early childhood education because kindergarten teachers are responsible not only for instruction but also for children’s character, emotional, social, and developmental support. This study examines the partial and simultaneous effects of school culture, work motivation, and teacher welfare on teacher performance at two kindergartens managed by Yayasan Pancaran Maitri in Batam. A quantitative survey design was employed with saturated sampling involving all 38 teachers. Data were collected through a five-point Likert-scale questionnaire and analyzed using IBM SPSS version 26. The analysis included descriptive statistics, validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination. School culture and work motivation were perceived as very good, with mean scores of 4.44 and 4.42, respectively; teacher welfare was rated good at 3.87, while teacher performance was very good at 4.24. Partially, school culture did not significantly affect teacher performance (t = 0.090; p = 0.929), and work motivation also had no significant effect (t = 1.583; p = 0.123). Teacher welfare had a positive and significant effect (t = 4.023; p < 0.001). Simultaneously, the three predictors significantly affected teacher performance (F = 11.822; p < 0.001), explaining 51.1% of its variance. The findings indicate that welfare is the most influential direct factor, while school culture and motivation remain important supporting conditions for integrated teacher-performance management.

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