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widya nusantara
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JPUS: Jurnal Pendidikan Untuk Semua
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25808060     DOI : -
Core Subject : Humanities, Education,
Humanities Education
JPUS: Jurnal Pendidikan Untuk Semua acommodate ideas, concept, and results of the research about Non Formal Education to be pulished, such as : 1. NFE programme : equality, citizen vocation, empowerment, elucidation, literacy, and social tuition. 2. NFE unit : Community Learning Center, courses, homeschooling, learning society, Early Childhood Education, youth education, parenting education. 2. NFE Grand Theory : Critical Education, Andragogy, Public Pedagogy. Heutagogy
Arjuna Subject : Umum - Umum
Articles 116 Documents
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Peran Pendidikan Non Formal Dalam Menjaga Keberlanjutan Dampak Makan Bergizi Gratis Ketika Bantuan Pangan Berhenti Fitriyah Najwa; Ayu Findha Kartika; Naila Hikmah Khairunnisa
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 1 (2026): Jurnal Pendidikan Untuk Semua, April 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n1.p39-48

Abstract

The Free Nutritious Meal (MBG) program is a strategic policy of the Indonesian government aimed at improving students’ nutritional status and learning outcomes by providing free, nutritious meals in schools. While various studies report positive impacts of the MBG program on student attendance, concentration, and academic achievement, its implementation has also been marked by issues such as budget wastage, regional disparities in access, and questions regarding the sustainability of its effects once the program ends. Conversely, community-based nutrition education and parenting programs falling within the realm of nonformal education have the potential to foster deeper changes in the knowledge and dietary habits of families, particularly children, at a significantly lower cost. This article employs a literature review method to synthesize findings from previous research and compare the effectiveness of these two approaches. The review indicates that the MBG program excels in delivering quickly measurable short-term impacts, whereas community based non formal education offers the potential for more sustainable outcomes by targeting behavioral changes at the family level. The article recommends integrating both approaches, suggesting that strengthening nutrition education for parents through non formal education channels should accompany school based nutritions program to ensure that the impact persists even after food assistance ceases.
Kesenjangan Akuntabilitas Anggaran dan Fasilitas Sekolah Negeri dan Swasta sebagai Indikator Kinerja Pemerintah Daerah Andi Rahmat Nizar Hidayat; Aiman Sabar Rezeky
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 2 (2026): Jurnal Pendidikan Untuk Semua, Oktober 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n2.p130-145

Abstract

Gaps between public and private schools are rarely examined as signals of how far local government oversight reaches. This study compared budget accountability, facility provision, and teacher qualification indicators between public and private primary and junior secondary schools in Gowa Regency, Indonesia. A quantitative descriptive-comparative design was applied to the aggregate indicators of the 2025 Gowa Education Report, supplemented by distribution data covering 562 schools across eighteen sub-districts. The analysis computed public–private differences for every indicator, converted the widest differences into ratios, and compared two consecutive report editions. Public schools recorded higher values on every budget accountability indicator. The widest ratios appeared in spending on teacher quality improvement at the primary level, at 12.78 against 5.11, and in the online spending of school operational funds through the procurement platform at the junior secondary level, at 18.79 against 8.88. Private schools recorded a higher composite facility index but a wider between-school facility gap, and their share of spending on teacher quality at the primary level declined between the two editions. Certified teaching staff constituted 7.83 percent in private primary schools against 47.60 percent in public ones. These are observed group-level disparities rather than direct measures of supervision, and they may also reflect financing structures, foundation capacity, staffing arrangements, school size, and student composition. Their consistency on indicators tied to government instruments nevertheless makes them warning signals, to be verified against administrative records rather than treated as established findings, that governance may reach schools unevenly across provider types, and it positions routinely published Education Report data as a low-cost screening tool for deciding where supervision and support deserve direct examination.
Equal Access to the Internet Among Schools Across Subdistricts as the Basis for Local Government Policies on Digital Educational Infrastructure Development Aiman Sabar Rezeky; Andi Rahmat Nizar Hidayat
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 2 (2026): Jurnal Pendidikan Untuk Semua, Oktober 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n2.p167-180

Abstract

The digitization of educational services requires equitable internet access across all educational institutions. However, high access coverage does not necessarily indicate equitable service distribution at the regional level. This study aims to analyze the equity of internet access in elementary schools and junior high schools in Gowa Regency, identify subdistricts with the highest disparities, and analyze the relationship between the number of schools and the level of internet dead zones. The study employs a quantitative descriptive approach with a comparative analysis across subdistricts. Data were obtained from the Gowa Regency Education Office in 2026 and cover all 562 schools across 18 subdistricts. The analysis was conducted using the School Internet Access Ratio, blank spot rates, descriptive statistics, Spearman’s correlation, and the Mann-Whitney test. The results showed that school internet access in Gowa Regency was relatively high, with an aggregate coverage rate of 97.33 percent and an average across subdistricts of 96.89 percent. However, as many as 15 schools (2.67 percent) still do not have internet access, and all of them are concentrated in six subdistricts. The Tinggi Moncong subdistrict has the highest blank spot rate, at 12.90 percent. The results showed a weak association between the number of schools and the blank spot rate (Spearman’s rho = 0.119; p = 0.637). The Mann–Whitney test also showed no statistically significant difference in the number of schools between subdistricts with blank spots and those with full access (U = 32.0; p = 0.743). Because the analysis covered all 18 subdistricts, these p-values are reported as supplementary measures of the observed patterns rather than as evidence for generalization from a sample to a wider population. The results of the analysis show that the number of schools has no significant relationship with the level of blank spots (Spearman’s rho = −0.119; p = 0.637), while the difference in the number of schools between subdistricts with blank spots and those with full access is also not significant (p = 0.743). These findings indicate that, although aggregate school internet coverage is high, remaining access gaps are concentrated in a limited number of subdistricts and schools. This pattern has policy implications for more targeted interventions at the school level. Therefore, policies should focus on school-based targeting, strengthening interagency coordination, improving the connectivity database, and conducting regular monitoring of access.
Women’s Educational Equality as Expanding the Horizon of Choice Munafaroh
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 2 (2026): Jurnal Pendidikan Untuk Semua, Oktober 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n2.p146-154

Abstract

Educational equality for women cannot be considered complete when women merely gain access to education and successfully complete it. This conceptual study examines how substantive educational equality can encompass the benefits of education for women’s meaningful post-education life choices. Using qualitative conceptual literature analysis, the study brings scholarship on gender equality in education, the capability approach, lifelong learning, and women’s agency into dialogue. The analysis distinguishes achieved life outcomes (functionings), substantive opportunities to achieve valued outcomes (capabilities and opportunity freedom), and the exercise of voice and goal pursuit (agency). It proposes the “horizon of choice” as a related but distinct evaluative lens: the breadth of meaningful post-education life paths that women can recognize, deliberate upon, and realistically pursue. The concept does not rank employment, further study, marriage, family life, entrepreneurship, or combinations of these paths as superior outcomes. Instead, it asks whether meaningful alternatives are recognizable and substantively available and whether women can participate in deliberation within their social relationships. The contribution is therefore not to rename capability or agency, but to position the breadth of meaningful post-education life choices as an explicit dimension for evaluating substantive educational equality.
Promoting Digital Literacy in Education Institute : A Systematic Literature Review Aqroba Ruhma
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 2 (2026): Jurnal Pendidikan Untuk Semua, Oktober 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n2.p181-189

Abstract

Technological advancement has created both opportunities and challenges in education, making digital literacy essential for the effective and safe use of technology. However, evidence on digital literacy programs in educational institutions remains fragmented, as previous reviews focused on a single level of education. This systematic literature review examines the forms, effectiveness, and implications for educators of digital literacy programs implemented in educational institutions across education levels. Articles published between 2023 and 2026 were searched in Google Scholar and Garuda in September 2026. Of 20 articles identified, 13 met the inclusion criteria and were appraised using the JBI quasi-experimental checklist. The programs took the form of interactive training and workshops or the integration of digital media into lessons, targeting students, teachers, and parents. Most studies reported positive outcomes, including higher post-test scores, better results than control groups, and high participant satisfaction, although differences in evaluation methods limit comparability and the strength of conclusions about effectiveness. The findings highlight the need for collaboration among schools, families, and other stakeholders, continued training and periodic evaluation for teachers, and the integration of technology into learning. Future research should compare which program formats are most effective.
Digital Andragogy: Wordwall-Based Gamified Assessment and Test Anxiety in Equivalency Education Ayu Findha Kartika; Fitriyah Najwa; Ratih Ayu Sistriani
JPUS: Jurnal Pendidikan Untuk Semua Vol 10 No 2 (2026): Jurnal Pendidikan Untuk Semua, Oktober 2026
Publisher : Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpus.v10n2.p155-166

Abstract

Test anxiety can negatively affect learners’ concentration, self-confidence, and performance during assessments. This issue may be particularly relevant to equivalency education in Indonesia, where learners, including many adults, come from varied educational backgrounds, life experiences, and learning needs. The integration of digital learning and gamified assessment has the potential to provide a more engaging and supportive assessment environment. This study explored the potential relevance of Wordwall-based gamified assessment to test anxiety within a digital andragogical perspective in equivalency education. A narrative thematic literature review was employed to examine studies related to digital andragogy, equivalency education, Wordwall-based assessment, gamified and game-based assessment, and test anxiety. Relevant sources were identified and thematically analyzed according to their contribution to the review focus. The findings suggest that Wordwall provides interactive features that can support learner engagement and offer greater variety in assessment formats, which may align with andragogical principles emphasizing relevance, participation, and flexibility. Previous research on gamified and game-based assessment also suggests that game elements may contribute to more supportive assessment experiences under appropriate assessment conditions. Nevertheless, empirical research specifically examining the relationship between Wordwall-based gamified assessment and test anxiety among equivalency learners remains limited. This review therefore provides a conceptual integration of digital andragogy, Wordwall-based gamified assessment, and test anxiety within the context of equivalency education. Further empirical research is needed to examine whether and under what conditions Wordwall-based gamified assessment may contribute to more supportive assessment experiences for equivalency learners.

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