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Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal
Published by Universitas Pendidikan Mandalika
ISSN : 24425842     EISSN : 29629306     DOI : Prefix 10.33394
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
Jurnal Transformasi (JTNI) : Jurnal Pengembangan Pendidikan Non-Formal Informal is scientific journal published by Program StudI Pendidikan Luar Sekolah, Fakultas Ilmu Pendidikan dan Psikologi (FIPP) Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2016. JTNI contains scientific articles from research and critical review in Education, Teaching and Learning which include : Educational Non Formal Informal, Community Education.
Arjuna Subject : Umum - Umum
Articles 52 Documents
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Search results for , issue "vol. 12 no. 2 (2026): september" : 52 Documents clear
Body Shaming dan Self-Confidence pada Remaja Karang Taruna di Kampung Tengah, Kecamatan Pinggir, Kabupaten Bengkalis Alvina Damayani; Muhammad Jais; Viony Syafitra
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18396

Abstract

Abstract: Body shaming refers to comments, judgments, or treatment that demean individuals based on physical appearance and may be associated with the development of adolescents’ self-confidence. This study aimed to describe the levels of body shaming and self-confidence and to examine the predictive contribution of body shaming to self-confidence among youth organization members in Kampung Tengah, Pinggir District, Bengkalis Regency. A quantitative ex-post facto design was employed. The population consisted of 110 adolescents, and 87 respondents were selected using the Slovin formula at a 5% margin of error and simple random sampling. Data were collected using five-point Likert questionnaires. The self-confidence instrument comprised 40 valid items with a Cronbach’s alpha of 0.954, while the body-shaming instrument comprised 39 valid items with a reliability coefficient of 0.963. Descriptive statistics, normality and linearity tests, Pearson correlation, and simple linear regression were applied. Body shaming was classified as moderately high (M=3.69), whereas self-confidence was moderate (M=3.39). The variables were positively and significantly correlated (r=0.512; p<0.001). Regression analysis produced B=0.503 (t=5.499; p<0.001) and R²=0.262, indicating that body shaming explained 26.2% of the variance in self-confidence. This positive direction contradicts the theoretical expectation and indicates that the coding of positively and negatively worded items should be verified before substantive inference. Youth organizations should promote anti-body-shaming education, inclusive communication, and positive body-image development. Abstrak: Body shaming merupakan komentar, penilaian, atau perlakuan yang merendahkan individu berdasarkan penampilan fisik dan berpotensi berkaitan dengan pembentukan kepercayaan diri remaja. Penelitian ini bertujuan mendeskripsikan tingkat body shaming dan self-confidence serta menganalisis kontribusi prediktif body shaming terhadap self-confidence pada remaja Karang Taruna di Kampung Tengah, Kecamatan Pinggir, Kabupaten Bengkalis. Penelitian menggunakan pendekatan kuantitatif dengan desain ex-post facto. Populasi berjumlah 110 remaja dan sampel sebanyak 87 responden ditentukan menggunakan rumus Slovin pada tingkat kesalahan 5% serta dipilih dengan simple random sampling. Data dikumpulkan menggunakan kuesioner skala Likert lima tingkat. Instrumen self-confidence terdiri atas 40 item valid dengan reliabilitas Cronbach’s alpha 0,954, sedangkan instrumen body shaming terdiri atas 39 item valid dengan reliabilitas 0,963. Analisis meliputi statistik deskriptif, uji normalitas, uji linearitas, korelasi Pearson, dan regresi linear sederhana. Hasil menunjukkan bahwa body shaming berada pada kategori cukup tinggi (M=3,69), sedangkan self-confidence berada pada kategori sedang (M=3,39). Kedua variabel berkorelasi positif dan signifikan (r=0,512; p<0,001). Regresi menghasilkan koefisien B=0,503 (t=5,499; p<0,001) dan R²=0,262, sehingga body shaming menjelaskan 26,2% variasi self-confidence. Arah positif ini tidak sejalan dengan ekspektasi teoritis dan mengindikasikan perlunya verifikasi pengodean item positif-negatif sebelum inferensi substantif dibuat. Secara praktis, Karang Taruna perlu mengembangkan edukasi anti-body shaming, komunikasi inklusif, dan penguatan citra diri positif.
Pelaksanaan Pelayanan di Taman Bacaan Masyarakat Tambelan Pekanbaru: Analisis Kualitas Layanan dalam Penguatan Literasi Masyarakat Novia Rahma; Daeng Ayub; Muhammad Jais
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18397

Abstract

Abstract: Community reading centers play an important role in expanding access to literacy resources and supporting non-formal learning, particularly at the community level. However, the effectiveness of these institutions depends not only on the availability of reading materials but also on the quality of services provided to users. This study examines the implementation of services at Taman Bacaan Masyarakat (TBM) Tambelan in Pekanbaru, Indonesia, using five dimensions of service quality: tangibles, reliability, responsiveness, assurance, and empathy. A qualitative naturalistic approach was employed. Data were collected through direct observation, semi-structured interviews, and document analysis involving two core informants who were TBM users and one supporting informant representing the management. Data were analyzed through data reduction, data display, conclusion drawing, and source triangulation. The findings indicate that TBM Tambelan generally provides favorable service across the five dimensions. Tangible aspects are reflected in clean reading spaces, maintained collections, and supporting facilities. Reliability is demonstrated through consistent operating hours and orderly borrowing procedures. Responsiveness is evident in prompt assistance and efficient circulation services, while assurance is supported by courteous staff behavior and measures designed to maintain user and collection security. Empathy is reflected in personal attention and openness to users’ needs and feedback. Nevertheless, limitations remain, particularly regarding digital facilities, the diversity of materials for adult readers, systematic mechanisms for collecting user feedback, and broader community participation. The study demonstrates that service quality is an important institutional mechanism through which community reading centers can strengthen accessibility, user experience, and community-based literacy development. Abstrak: Taman Bacaan Masyarakat (TBM) merupakan salah satu lembaga pendidikan nonformal yang berperan menyediakan akses terhadap sumber informasi, bahan bacaan, dan aktivitas pembelajaran sepanjang hayat. Keberhasilan TBM tidak hanya ditentukan oleh ketersediaan koleksi, tetapi juga oleh kemampuan pengelola menyediakan pelayanan yang sesuai dengan kebutuhan masyarakat. Penelitian ini bertujuan menganalisis pelaksanaan pelayanan di Taman Bacaan Masyarakat Tambelan Pekanbaru berdasarkan lima dimensi kualitas pelayanan, yaitu bukti fisik, keandalan, daya tanggap, jaminan, dan empati. Penelitian menggunakan pendekatan kualitatif naturalistik. Informan terdiri atas dua pengunjung sebagai informan inti dan satu pengelola sebagai informan kontrol. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, penarikan kesimpulan, serta triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pelaksanaan pelayanan TBM Tambelan secara umum berjalan dengan baik. Dimensi bukti fisik tercermin pada kebersihan lingkungan, penataan koleksi, dan keberadaan sarana pendukung. Keandalan ditunjukkan oleh konsistensi jam pelayanan dan ketertiban proses sirkulasi. Daya tanggap terlihat dari kecepatan pengelola membantu pengunjung, sedangkan jaminan tercermin melalui keramahan, kesopanan, kompetensi, dan keamanan. Dimensi empati ditunjukkan melalui perhatian terhadap kebutuhan individual pengunjung dan keterbukaan terhadap masukan. Meskipun demikian, masih ditemukan kebutuhan peningkatan fasilitas digital, diversifikasi bahan bacaan, sistem umpan balik pengunjung, dan inovasi program untuk memperluas partisipasi masyarakat. Penelitian ini menegaskan bahwa kualitas pelayanan merupakan elemen strategis dalam memperkuat fungsi TBM sebagai pusat literasi dan pembelajaran masyarakat.
Peningkatan Kemampuan Membaca Permulaan melalui Pendampingan Intensif Berkelompok pada Siswa Kelas II MIS Darunniyah NW Pancor Manis Wahyu Akbar Ansori; Sarapina; Baiq Puput Ilna Zahwa
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18416

Abstract

Abstract: Beginning reading is a foundational competence for learning across subjects, yet a number of lower-grade students still experience difficulties in letter-sound recognition, syllable blending, word reading, fluency, and basic comprehension. This classroom action research examined the improvement of beginning reading skills through an intensive small-group mentoring program in Grade II of MIS Darunniyah NW Pancor Manis. The class consisted of 27 students; initial screening identified 15 students who scored below the minimum mastery criterion of 70 and became the primary targets of the intervention. The study was conducted in two cycles from September to November 2025. The intervention used homogeneous groups of four to five students, 45-minute sessions from Monday to Thursday, syllable-based instruction, graded reading materials, letter and word cards, guided oral reading, and short-sentence comprehension activities. Data were collected through reading tests, observation, interviews, and documentation, and were analyzed descriptively. Based on the assessment scores, the mean score of the targeted students increased from 80.00 in Cycle I to 91.43 in Cycle II, while mastery increased from 80.0% (12 of 15 students) to 93.3% (14 of 15 students). The findings indicate that intensive, adaptive, small-group support is a promising classroom strategy for strengthening beginning reading, although the single-school action-research design limits causal and broader generalization claims. Abstrak: Membaca permulaan merupakan kompetensi dasar yang menentukan keberhasilan belajar pada berbagai mata pelajaran, tetapi sebagian siswa kelas rendah masih mengalami kesulitan mengenali hubungan huruf-bunyi, menggabungkan suku kata, membaca kata, menjaga kelancaran, dan memahami kalimat sederhana. Penelitian tindakan kelas ini bertujuan mendeskripsikan peningkatan kemampuan membaca permulaan melalui program pendampingan intensif berkelompok pada siswa kelas II MIS Darunniyah NW Pancor Manis. Kelas terdiri atas 27 siswa; hasil skrining awal menunjukkan 15 siswa memperoleh nilai di bawah Kriteria Ketuntasan Minimal (KKM) 70 dan menjadi sasaran utama pendampingan. Penelitian dilaksanakan dalam dua siklus pada September-November 2025. Pendampingan dilakukan dalam kelompok homogen beranggotakan 4-5 siswa selama sekitar 45 menit, Senin-Kamis, dengan metode suku kata, bahan bacaan berjenjang, kartu huruf dan kata, membaca terbimbing, serta latihan pemahaman kalimat pendek. Data diperoleh melalui tes membaca, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Berdasarkan skor penilaian, rata-rata siswa sasaran meningkat dari 80,00 pada Siklus I menjadi 91,43 pada Siklus II, sedangkan ketuntasan meningkat dari 80,0% (12 dari 15 siswa) menjadi 93,3% (14 dari 15 siswa). Temuan menunjukkan bahwa pendampingan yang intensif, adaptif, dan berkelompok berpotensi menjadi strategi perbaikan pembelajaran membaca permulaan, dengan keterbatasan pada desain tindakan kelas satu sekolah yang belum memungkinkan generalisasi luas.
Kontribusi Berpikir Positif terhadap Kesejahteraan Emosional Anak Asuh di Dua Panti Asuhan di Pekanbaru Ryeni Yusvita Saragih; Azhar; Dafetta Fitrilinda
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18553

Abstract

Abstract: Children and young people living in residential care may face emotional challenges associated with loss, disrupted family relationships, and limited individualized support. Although positive thinking has been linked to well-being in student and general adolescent populations, evidence from Indonesian residential-care settings remains limited. This study examined the statistical contribution of positive thinking to emotional well-being among residents of Rumah Bintang and Maranatha orphanages in Pekanbaru. A quantitative, non-experimental ex post facto correlational design was employed. Of a population of 51 residents, 46 participants aged 8–24 years were included through proportionally allocated purposive sampling. Positive thinking was measured using a 30-item scale covering positive expectations, self-confidence, and religiosity (Cronbach’s α = .892), while emotional well-being was assessed using a 29-item scale covering life satisfaction, emotion regulation, and social relationships (Cronbach’s α = .885). Both constructs were at a high level (M = 4.07 and M = 3.99 on a five-point scale, respectively). Religiosity was the strongest positive-thinking dimension (M = 4.25), whereas emotion regulation was the lowest emotional-well-being dimension (M = 3.81). Positive thinking correlated positively with emotional well-being, r = .680, p < .001. Simple linear regression was significant, F(1, 44) = 37.947, p < .001, with R² = .463 and an unstandardized slope of B = .794. Thus, positive thinking explained 46.3% of the variance in emotional well-being, without establishing causality. The findings support structured mentoring, self-confidence development, emotion-regulation training, and context-sensitive spiritual support in residential care. Abstrak: Anak asuh yang tinggal dalam pengasuhan institusional dapat menghadapi tantangan emosional yang berkaitan dengan kehilangan, terputusnya relasi keluarga, dan keterbatasan dukungan individual. Meskipun berpikir positif telah dikaitkan dengan kesejahteraan pada populasi pelajar dan remaja umum, bukti pada konteks panti asuhan di Indonesia masih terbatas. Penelitian ini menganalisis kontribusi statistik berpikir positif terhadap kesejahteraan emosional anak asuh di Panti Asuhan Rumah Bintang dan Panti Asuhan Maranatha Pekanbaru. Penelitian menggunakan desain kuantitatif korelasional ex post facto yang bersifat non-eksperimental. Dari populasi 51 anak asuh, sebanyak 46 responden berusia 8–24 tahun dipilih melalui purposive sampling dengan alokasi proporsional. Berpikir positif diukur menggunakan 30 butir yang mencakup harapan positif, percaya diri, dan religiusitas (Cronbach’s α = 0,892), sedangkan kesejahteraan emosional diukur menggunakan 29 butir yang mencakup kepuasan hidup, kemampuan mengelola emosi, dan hubungan sosial (Cronbach’s α = 0,885). Kedua variabel berada pada kategori tinggi, masing-masing dengan mean 4,07 dan 3,99 pada skala lima poin. Religiusitas merupakan dimensi berpikir positif tertinggi (M = 4,25), sedangkan kemampuan mengelola emosi merupakan dimensi kesejahteraan emosional terendah (M = 3,81). Berpikir positif berkorelasi positif dengan kesejahteraan emosional, r = 0,680, p < 0,001. Regresi linear sederhana signifikan, F(1,44) = 37,947, p < 0,001, dengan R² = 0,463 dan koefisien B = 0,794. Dengan demikian, berpikir positif menjelaskan 46,3% variasi kesejahteraan emosional, tetapi tidak membuktikan hubungan kausal. Temuan mendukung penguatan mentoring, kepercayaan diri, keterampilan regulasi emosi, dan dukungan spiritual yang kontekstual di panti asuhan.
Pola Asuh Orang Tua dalam Mendukung Kemampuan Komunikasi Oral Anak Tunarungu pada Satuan Pendidikan Khusus di Kota Serang Aisyah Nur Azizah; Reza Febri Abadi; Neti Asmiati
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18665

Abstract

Abstract: This qualitative multiple-case study examined how parenting practices relate to oral communication among deaf children in three special education settings in Serang City. Participants were three children aged 13-18 years, three hearing parents, and three teachers. Observations, interviews, documentation, and field notes were analyzed through within-case coding, cross-case comparison, and triangulation. Two families showed predominantly authoritative parenting, whereas one showed a permissive tendency. Children A and I demonstrated functional oral communication through speech supported by hearing aids, lip-reading, sign, or writing. Child F showed limited articulation and instruction comprehension alongside intellectual disability and discontinued hearing-aid use. Responsive guidance and consistent multimodal communication appeared supportive, although auditory access, cognition, intervention continuity, and school support also shaped outcomes. Family–school collaboration and individualized strategies are recommended. Abstrak: Penelitian kualitatif studi multikasus ini mengkaji keterkaitan pola asuh dengan komunikasi oral anak tunarungu pada tiga satuan pendidikan khusus di Kota Serang. Partisipan terdiri atas tiga anak berusia 13-18 tahun, tiga orang tua dengar, dan tiga guru. Data observasi, wawancara, dokumentasi, dan catatan lapangan dianalisis melalui pengodean dalam kasus, perbandingan lintas kasus, dan triangulasi. Dua keluarga menunjukkan kecenderungan pola asuh demokratis/otoritatif, sedangkan satu keluarga cenderung permisif. Anak A dan I memperlihatkan komunikasi oral fungsional melalui ujaran yang didukung alat bantu dengar, gerak bibir, isyarat, atau tulisan. Anak F memiliki keterbatasan artikulasi dan pemahaman instruksi disertai hambatan intelektual serta penghentian penggunaan alat bantu dengar. Bimbingan responsif dan komunikasi multimodal yang konsisten tampak mendukung, meskipun akses auditori, kondisi kognitif, kesinambungan intervensi, dan dukungan sekolah turut membentuk hasil. Kolaborasi keluarga–sekolah dan strategi individual direkomendasikan.
Validasi Awal Indeks Kecerdasan Karakter Berbasis Lima Dimensi Pada Siswa dan Mahasiswa Aluh Hartati; Muhammad Faqih; Ahmad Muzanni
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18696

Abstract

Abstract: Character intelligence is proposed as an integrative construct that combines reflection, self-regulation, empathy, resilience, and prosocial harmony in educational contexts. Existing character-related instruments generally provide scale scores, whereas educators often need a more interpretable profile to identify relative strengths and areas for development. Objective: This study aimed to develop and conduct an initial psychometric validation of the Character Intelligence Index (Indeks Kecerdasan Karakter/IKK) for students and university students. Method: The study used a modified research and development approach with a quantitative cross-sectional field trial. The initial 30-item pool was reviewed by three experts and refined into a 25-item Likert instrument covering five dimensions: Character Reflection, Character Regulation, Character Empathy, Character Resilience, and Harmony Action. Data from 55 complete responses were analyzed using Exploratory Factor Analysis with Principal Axis Factoring and Oblimin rotation, followed by internal consistency testing using Cronbach’s Alpha. IKK scores were calculated through min-max normalization and equal theoretical weighting across dimensions. Results: The data showed acceptable factorability for preliminary analysis (KMO = 0.876; Bartlett’s test p < 0.001). The five-factor exploratory solution explained 68.4% of the variance, with primary loadings ranging from 0.678 to 0.856. Four items showed moderate secondary loadings but were retained because their highest loadings remained consistent with the theoretical dimensions. Reliability was high for each dimension (α = 0.84-0.89) and for the overall scale (α = 0.93). The average IKK score was 64.7, placing the sample descriptively in the Competent category, with Empathy as the strongest dimension and Regulation as the lowest dimension. Conclusion: The IKK shows promising initial internal structure and reliability; however, due to the limited sample size and the absence of external validity evidence, the index should be regarded as a preliminary character-mapping prototype rather than a definitive diagnostic instrument. Further studies with larger and more diverse samples, confirmatory factor analysis, test-retest reliability, measurement invariance, and criterion validity testing are required. Abstrak: Kecerdasan karakter diajukan sebagai konstruk integratif yang memadukan refleksi, regulasi diri, empati, ketangguhan, dan aksi prososial-harmonis dalam konteks pendidikan. Instrumen karakter yang telah tersedia umumnya menghasilkan skor skala, sedangkan pendidik sering membutuhkan profil yang lebih interpretatif untuk mengenali kekuatan dan area pengembangan peserta didik. Tujuan: Penelitian ini bertujuan mengembangkan dan melakukan validasi psikometrik awal terhadap Indeks Kecerdasan Karakter (IKK) pada siswa dan mahasiswa. Metode: Penelitian menggunakan pendekatan penelitian dan pengembangan yang dimodifikasi dengan uji coba lapangan kuantitatif potong lintang. Kumpulan awal 30 butir ditelaah oleh tiga ahli dan disempurnakan menjadi instrumen Likert 25 butir yang mencakup lima dimensi: Refleksi Karakter, Regulasi Karakter, Empati Karakter, Ketangguhan Karakter, dan Aksi Harmoni. Data dari 55 respons lengkap dianalisis menggunakan Analisis Faktor Eksploratori dengan Principal Axis Factoring dan rotasi Oblimin, kemudian diuji konsistensi internalnya menggunakan Cronbach’s Alpha. Skor IKK dihitung melalui normalisasi min-maks dan pembobotan teoretis setara pada setiap dimensi. Hasil: Data menunjukkan kelayakan awal untuk analisis faktor (KMO = 0,876; Bartlett’s test p < 0,001). Solusi eksploratori lima faktor menjelaskan 68,4% varians, dengan loading utama berkisar 0,678 sampai 0,856. Empat butir menunjukkan secondary loading sedang, tetapi dipertahankan karena loading tertinggi tetap sesuai dengan dimensi teoretis. Reliabilitas setiap dimensi tergolong tinggi (α = 0,84-0,89) dan reliabilitas skala keseluruhan mencapai α = 0,93. Rata-rata IKK sebesar 64,7 sehingga secara deskriptif sampel berada pada kategori Kompeten, dengan Empati sebagai dimensi terkuat dan Regulasi sebagai dimensi terendah. Kesimpulan: IKK menunjukkan bukti awal yang menjanjikan dari segi struktur internal dan reliabilitas; namun, karena ukuran sampel terbatas dan belum ada bukti validitas eksternal, indeks ini perlu diposisikan sebagai prototipe pemetaan karakter awal, bukan instrumen diagnostik final. Penelitian lanjutan dengan sampel lebih besar dan beragam, analisis faktor konfirmatori, reliabilitas test-retest, measurement invariance, dan validitas kriteria masih diperlukan.
Kepemimpinan Characterpreneurship dalam Penguatan Kewirausahaan Pesantren: Studi Kasus di Pesantren Al Haramain dan Darul Hikmah, Lombok Barat M Chairul Anam; Baiq Sarlita Kartiani; Khairul Huda; M Faqih
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18700

Abstract

Abstract: This study aims to analyze characterpreneurship leadership in strengthening pesantren-based entrepreneurship at Pesantren Al Haramain and Pesantren Darul Hikmah, West Lombok. Characterpreneurship is understood as a leadership practice that integrates character values, Islamic spirituality, and concrete entrepreneurial action through leader exemplarity. This study employed a qualitative approach using a collective case study design with an ethnographic orientation. Data were collected through semi-structured interviews, limited participatory observation, and document analysis related to pesantren business units. Data analysis involved data reduction, thematic coding, data display, cross-case synthesis, and conclusion drawing. The findings reveal four main themes: perseverance, humility, responsibility, and fighting spirit form the foundation of leadership; value internalization occurs through leader exemplarity in productive activities; business units such as agribusiness, Mini Bank, Haramain Bakery, NH-Mart, handicrafts, and herbal production function as experiential entrepreneurship learning spaces; and these practices contribute to students’ independence, work discipline, and responsibility. The study confirms that pesantren entrepreneurship should not be understood merely as an economic activity but also as an experiential character education process. The findings imply the need to strengthen pesantren entrepreneurship curricula by integrating leader exemplarity, business practice, and Islamic value reflection. Abstrak: Penelitian ini bertujuan menganalisis kepemimpinan characterpreneurship dalam penguatan kewirausahaan pesantren di Pesantren Al Haramain dan Pesantren Darul Hikmah, Lombok Barat. Characterpreneurship dipahami sebagai praktik kepemimpinan yang mengintegrasikan nilai karakter, spiritualitas Islam, dan tindakan kewirausahaan konkret melalui keteladanan pimpinan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus kolektif dan orientasi etnografi. Data dikumpulkan melalui wawancara semiterstruktur, observasi partisipatif terbatas, dan analisis dokumen terkait unit usaha pesantren. Analisis data dilakukan melalui reduksi data, pengodean tematik, penyajian data, sintesis lintas kasus, dan penarikan kesimpulan. Hasil penelitian menunjukkan empat temuan utama: nilai ketekunan, kerendahan hati, tanggung jawab, dan semangat juang menjadi fondasi kepemimpinan; internalisasi nilai berlangsung melalui keteladanan pimpinan dalam aktivitas produktif; unit usaha seperti agrobisnis, Mini Bank, Haramain Bakery, NH-Mart, kerajinan, dan produksi herbal menjadi ruang belajar kewirausahaan; serta praktik tersebut berkontribusi pada pembentukan kemandirian, disiplin kerja, dan tanggung jawab santri. Penelitian ini menegaskan bahwa kewirausahaan pesantren tidak hanya dapat dipahami sebagai kegiatan ekonomi, tetapi juga sebagai proses pendidikan karakter berbasis pengalaman. Temuan ini berimplikasi pada perlunya penguatan kurikulum kewirausahaan pesantren yang menggabungkan keteladanan, praktik usaha, dan refleksi nilai Islam.
Pelaksanaan Pelatihan Kecakapan Hidup Pembuatan Manik - Manik Dan Bros Berbahan Kain Perca di PKBM Bina Lapaskas Center Ahmad Fauzi; Karmilah; Siti Subtianah; Rodiyatun Nufus; Eka Yogaswara
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18767

Abstract

Abstract: Correctional institutions not only serve as places for serving criminal sentences but also function as rehabilitation institutions that provide various programs to support the development of inmates' skills. One of these programs is life skills training organized by PKBM Bina Lapaskas Center at Class III Rangkasbitung Correctional Institution through beadwork and fabric scrap brooch-making training. This study aimed to describe the implementation of the life skills training program. The study employed a qualitative approach using a descriptive method. It was conducted on November 18, 2025, involving 25 participants from Package A, Package B, and Package C equivalency education programs. Research informants were selected using purposive sampling and consisted of three participants representing each educational level. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using qualitative data analysis techniques, and their trustworthiness was ensured through methodological triangulation. The findings showed that the training was implemented in three stages: material presentation, demonstration of production techniques, and hands-on practice under the guidance of the instructor. The material presentation helped participants understand the tools, materials, and production procedures, while the demonstration provided a clear illustration of the production process. Furthermore, the hands-on practice enabled participants to apply the skills they had learned directly under supervision. Abstrak: Lembaga Pemasyarakatan tidak hanya berfungsi sebagai tempat menjalankan pidana, tetapi juga sebagai sarana pembinaan bagi warga binaan melalui berbagai program yang mendukung pengembangan keterampilan. Salah satu bentuk pembinaan tersebut adalah pelatihan kecakapan hidup yang diselenggarakan oleh PKBM Bina Lapaskas Center Lapas Kelas III Rangkasbitung melalui pelatihan pembuatan manik-manik dan bros berbahan kain perca. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pelatihan kecakapan hidup tersebut. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Penelitian dilaksanakan pada 18 November 2025 dengan melibatkan 25 peserta pelatihan yang berasal dari program pendidikan kesetaraan Paket A, Paket B, dan Paket C. Informan penelitian dipilih menggunakan teknik purposive sampling yang terdiri atas tiga peserta yang mewakili masing-masing jenjang pendidikan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian teknis analisis data serta diuji keabsahannya melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa pelatihan dilaksanakan melalui tiga tahapan, yaitu penyampaian materi, demonstrasi teknik pembuatan, dan praktik secara langsung dengan pendampingan instruktur. Penyampaian materi membantu peserta memahami alat, bahan, dan tahapan pembuatan produk, demonstrasi memberikan gambaran mengenai proses kerja, sedangkan praktik memberikan kesempatan kepada peserta untuk menerapkan keterampilan yang telah dipelajari.
Pemberdayaan Warga Binaan melalui Program Literasi Berbasis Buku Paket di PKBM Lapas Kelas III Rangkasbitung Destia Pratiwi; Jakiyah; Aprilia Nurri Damayanti; Ahmad Fauzi; Yosi Asri Bandrio
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18769

Abstract

Abstract: This study aims to analyze the effectiveness of using textbooks to improve the literacy skills of inmates participating in the equivalency education program at the Community Learning Center (PKBM) of Class III Rangkasbitung Penitentiary. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with 15 inmates across Package A, Package B, and Package C levels, classroom observations, and documentation. The findings reveal that the provision of structured textbooks since 2025 serves as an adaptive primary learning tool amidst strict restrictions on device and internet access within the correctional facility. The equal distribution of textbooks not only assists tutors in instructional delivery but also accelerates inmates' functional literacy skills, including reading fluency, understanding written instructions, and vocabulary enrichment. Furthermore, the utilization of textbooks fosters independent study habits in residential cells, enhances learning motivation, and restores self-confidence. Thus, the textbook-based literacy program proves effective as an instructional medium that empowers inmates academically and psycologically during their period of confinement. Abstrak: Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan buku paket dalam meningkatkan kemampuan literasi warga binaan pemasyarakatan (WBP) yang mengikuti program pendidikan kesetaraan di Pusat Kegiatan Belajar Masyarakat (PKBM) Lapas Kelas III Rangkasbitung. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dihimpun melalui wawancara mendalam terhadap 15 warga binaan dari jenjang Paket A, Paket B, dan Paket C, observasi kegiatan kelas, serta dokumentasi. Hasil penelitian menunjukkan bahwa pengadaan buku paket terstruktur sejak tahun 2025 menjadi sarana belajar utama yang sangat adaptif di tengah pembatasan akses gawai dan internet di lingkungan lapas. Ketersediaan buku paket secara merata tidak hanya mempermudah tutor dalam menyampaikan materi, tetapi juga mengakselerasi kemampuan literasi fungsional warga binaan, seperti kelancaran membaca, pemahaman instruksi tertulis, dan pengayaan kosakata. Selain itu, penggunaan buku paket mampu menumbuhkan kebiasaan belajar mandiri di kamar hunian, meningkatkan motivasi, serta memulihkan rasa percaya diri warga binaan. Dengan demikian, program literasi berbasis buku paket terbukti efektif sebagai media pembelajaran yang memberdayakan warga binaan secara akademik dan psikososial selama menjalani masa penahanan.
Implementasi Pendidikan Karakter Berbasis Kearifan Lokal Belangar dalam Pembentukan Sikap Sosial Siswa Sekolah Dasar Negeri 1 Surabaya Utara Kecamatan Sakra Timur Evi Sakina; Burhanuddin; Zohrani; Yul Alfian Hadi
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.18777

Abstract

Abstract: Character education in elementary schools requires culturally meaningful experiences so that social values are practiced rather than merely understood. This study aimed to describe the implementation of character education based on the local wisdom of belangar, identify the values internalized, analyze its contribution to students’ social attitudes, and examine supporting and inhibiting factors at SD Negeri 1 Surabaya Utara, East Lombok. A descriptive qualitative approach with a case study design was employed. Participants comprised the principal, two fifth-grade teachers, 30 fifth-grade students, and five parents selected according to their involvement in the program. Data were collected through observation, semi-structured interviews, supporting questionnaires, and documentation. Analysis followed the interactive model of Miles, Huberman, and Saldaña through data collection, condensation, display, and conclusion drawing; credibility was strengthened through source, technique, and time triangulation. The findings show that belangar values were integrated through voluntary donations, visits to bereaved or ill community members, school cleaning, cooperative learning, contextual storytelling, and teacher modeling. These activities internalized mutual cooperation, empathy, responsibility, teamwork, respect, sincerity, discipline, and social care. Triangulated evidence indicated positive tendencies in students’ willingness to help peers, cooperate in groups, communicate politely, respect others, and care for their environment. Implementation was strengthened by school leadership and family-community participation, but constrained by the occasional nature of belangar events, limited time and facilities, and uneven student understanding. The study demonstrates that pedagogically adapting local solidarity practices can contextualize character education, although the findings do not establish causal effectiveness. Abstrak: Pendidikan karakter di sekolah dasar memerlukan pengalaman yang bermakna secara budaya agar nilai sosial dipraktikkan, bukan sekadar dipahami. Penelitian ini bertujuan mendeskripsikan implementasi pendidikan karakter berbasis kearifan lokal belangar, mengidentifikasi nilai yang diinternalisasikan, menganalisis kontribusinya terhadap sikap sosial siswa, serta mengkaji faktor pendukung dan penghambat di SD Negeri 1 Surabaya Utara, Lombok Timur. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Partisipan terdiri atas kepala sekolah, dua guru kelas V, 30 siswa kelas V, dan lima wali murid yang dipilih berdasarkan keterlibatan dalam program. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, angket pendukung, dan dokumentasi. Analisis mengacu pada model interaktif Miles, Huberman, dan Saldaña melalui pengumpulan, kondensasi, penyajian data, serta penarikan kesimpulan; kredibilitas diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa nilai belangar diintegrasikan melalui sumbangan sukarela, kunjungan kepada keluarga yang berduka atau anggota komunitas yang sakit, kerja bakti, pembelajaran kooperatif, cerita kontekstual, dan keteladanan guru. Kegiatan tersebut menginternalisasikan gotong royong, empati, tanggung jawab, kerja sama, saling menghargai, keikhlasan, disiplin, dan kepedulian sosial. Bukti yang ditriangulasi menunjukkan kecenderungan positif pada kesediaan siswa membantu teman, bekerja sama dalam kelompok, berkomunikasi santun, menghargai orang lain, dan peduli terhadap lingkungan. Pelaksanaan diperkuat oleh kepemimpinan sekolah serta partisipasi keluarga dan masyarakat, tetapi dibatasi oleh kegiatan belangar yang tidak rutin, keterbatasan waktu dan sarana, serta pemahaman siswa yang belum merata. Adaptasi pedagogis praktik solidaritas lokal dapat mengontekstualkan pendidikan karakter, meskipun temuan tidak membuktikan efektivitas kausal.

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