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School-Based Nonformal Learning Support for Slow Learners: A Case Study of the Talent Optimizing Program in History Education Danu Eko Agustinova; Gadis Sakiakirti; Rabaah Binti Abdullah
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.30971

Background: The significance of employing innovative methods in teaching history to slow learners is crucial, particularly within inclusive education settings. The Talent Optimizing Program (TOP) serves as a supportive initiative for these students while also highlighting gaps in teachers' preparedness to effectively address students' diverse needs, especially in subjects like history that require advanced cognitive skills. Research Objective: This study aims to analyze and describe the strategies and implementation of history instruction for slow learners in inclusive schools, identify challenges stemming from mismatched educational backgrounds of history teachers, and assess the learning achievements of slow learners through the TOP program. Research Methodology: The research adopted a descriptive qualitative approach, involving participants such as history teachers, TOP coordinators, principals, and grade X slow learners at SMK Budi Mulia Dua Yogyakarta. Data collection techniques included observation, interviews, and document analysis. To ensure data validity, both source and technique triangulation were employed. Data analysis followed the Miles and Huberman model, encompassing data collection, reduction, presentation, and conclusion drawing. Research Result: Findings indicated that history instruction for slow learners at SMK Budi Mulia Dua Yogyakarta is conducted through an individualized approach utilizing the TOP, with the development of personalized Learning Plans (RPI) tailored to each student's needs. This approach enhanced students’ comprehension, social interactions, and independence, despite challenges related to teachers’ educational backgrounds and limited learning resources. Research Conclusion: The successful history learning for slow learners at SMK Budi Mulia Dua Yogyakarta underscores the importance of inclusive, personalized learning strategies and highlights the necessity for ongoing support for teachers to improve teaching quality and effectiveness in the future. Research Novelty/ Constribution: Applying the Talent Optimizing Program (TOP) specifically to history instruction for slow learners in an inclusive vocational-school setting. While TOP has been used in other subjects, this is among the first investigations of its impact on a cognitively demanding topic like history.

Development and Preliminary Evaluation of PjBL-BasedGoogle Sites for Teaching Advertisements, Slogans,and Posters Ayu Asih Sulistiyorini; Tri Suminar; Amin Yusuf; Moses Adeleke Adeoye
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.44970

The Merdeka Curriculum is an educational innovation that provides flexibility for schools and teachers to develop learning that is relevant to students' needs. However, the implementation of the Merdeka Curriculum in SKB Semarang Regency faces the challenge of students' low understanding of concepts and creativity, especially in advertising materials, slogans and posters. To overcome this problem, this research aims to develop teaching-based materials Google Sites with models Project-Based Learning (PjBL) which is effective in increasing students' conceptual understanding and creativity. This research uses research and development methods (Research and Development) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data collection was carried out through interviews, questionnaires and observations. This research shows that teaching materials are based Google Sites developed meets the criteria of validity, practicality and effectiveness. Expert validation gave an average score of 90.83%, which indicates that this teaching material is very suitable for use. Statistical tests showed a significant increase in students' conceptual understanding and creativity, with the average posttest score for the experimental class being higher than the control class. Based teaching materials Google Sites This not only improves understanding of concepts, but also encourages active involvement of students through creative projects that are relevant to the real world. Application of based technology Google Sites allows more flexible learning, especially for students with limited time, such as student workers in the package pursuit program. The novelty of this research lies in the integration of the model Project-Based Learning with Google Sites which is designed to improve interactive learning in the context of the Independent Curriculum. This approach supports the development of students' creativity through project exploration that is contextual and based on real needs. This research is an important reference for the development of digital teaching materials at various levels of education. Use of technology Google Sites not only provides flexibility in learning access, but also encourages learning that is more interactive, creative, and in accordance with the principles of the Independent Curriculum. Thus, teaching materials are based Google Sites which was developed into an innovative solution to improve the quality of learning

Nonformal Literacy and Bounded Social Transformation: A Historical Study of Kejar Paket A in Indonesia, 1977–1999 Tarunasena Tarunasena; Dimas Aldi Pangestu; Wawan Darmawan; Hilda Restiawati; Syaiful Amin
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.47411

Background – Introduced in 1977, Kejar Paket A provided nonformal literacy for Indonesians who had never entered or completed primary school. This early function is often conflated with the elementary-equivalency pathway developed later. Research Urgency – Existing accounts emphasize policy milestones and aggregate successes while giving insufficient attention to curricular change, delivery mechanisms, documentary bias, and the evidentiary limits of transformation claims. Research Objectives – This study reconstructs Kejar Paket A between 1977 and 1999 and evaluates how its curriculum, learning arrangements, and management mechanisms contributed to literacy, livelihood capability, participation, agency, and educational access. Research Method – Qualitative historical research examined six purposively selected Gita Setra issues published in 1981, 1983, 1986, 1987, 1993, and 1999. Regulations and a contemporary UNESCO study provided corroboration; recent indexed scholarship supported comparison. External and internal criticism assessed provenance, credibility, institutional framing, consistency, and corroboration. Evidence was coded diachronically and thematically and interpreted through contribution analysis. Research Findings – The program developed through foundational literacy, functional consolidation, policy integration, and equivalency-oriented transition. A1–A100 materials combined literacy and numeracy with practical themes, group learning, tutoring, self-study, and low-cost media. Evidence is strongest for access and literacy capability; broader effects cannot be isolated from concurrent change. Research Conclusion – Kejar Paket A provided a flexible bridge among literacy, community learning, and basic education, but its contribution should be expressed as bounded and context-dependent rather than as a singular cause of macro-social change. Research Novelty – The study distinguishes early literacy from later equivalency and integrates source criticism, multidimensional transformation, and explicit evidentiary confidence in one historical account.

Older Adults’ Lifelong Learning in Indonesia: Motivational Ecosystem, Institutional Design, and Family Capital Eko Sulistiono; Imbar Novansyah; Asep Saepudin; Rengky Yasepta
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.47541

Background- This study addresses the growing demand for effective educational approaches for older adults in the context of global population aging, particularly within community-based programs in Indonesia. Research Urgency- Despite increasing elderly participation in learning programs, the underlying motivational mechanisms that sustain their engagement remain insufficiently explored, especially in non-formal and culturally embedded settings. Research Objectives- The study aims to investigate the key factors that motivate elderly learners to participate in and sustain engagement in a 40-day residential community education program at Pesantren Daarut Tauhiid, Bandung. Research Method- A qualitative case study design was employed involving nine participants, including elderly learners, a program coordinator, and family members. Data were collected through semi-structured interviews, non-participant observation, and document analysis, and analyzed using the Miles–Huberman–Saldaña interactive model. Research Findings- The findings identify a three-pillar motivational ecosystem consisting of internal motivation, program-level support, and family support. Internal motivation is shaped by life experience, spiritual beliefs, existential awareness, and goal orientation. Program support includes social and instructional elements that facilitate participation, while family support provides emotional, informational, and practical assistance. Research Conclusion- The interaction of these three dimensions plays a crucial role in sustaining elderly learning engagement in community-based programs. Research Novelty/Contribution- This study offers an integrated motivational ecosystem model that combines internal, institutional, and familial factors, contributing to the advancement of geragogical theory and providing practical guidance for designing effective elderly education programs.

Psychological Well-Being, Academic Burden, Social Support, and Perceptions of Educational Management as Predictors of Self-Efficacy Erwin Erlangga; Rini Sugiarti; Arumwardhani Nusandari; Alex Sujanto; Muhammad Abd Hadi bin Bunyamin
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.48455

Background – Self-efficacy is a key psychological factor that influences students’ academic achievement and their ability to adapt to learning challenges. In the context of Community Learning Centers (PKBM), students often face various academic and environmental pressures that may affect their confidence in learning. Factors such as psychological well-being, perceived academic workload, social support, and perceptions of educational management play important roles in shaping students’ self-efficacy. Research Urgency – Despite the importance of self-efficacy, there is still limited empirical evidence examining how multiple psychological and environmental factors simultaneously influence students’ self-efficacy in non-formal education settings like PKBM. Understanding these relationships is crucial to design effective interventions that support students’ academic success and well-being. Research Objectives – This study aims to analyze the relationships and the strength of correlation between psychological well-being, perceived academic workload, social support, and perceptions of educational management with students’ self-efficacy at PKBM. Research Method – This study employed a quantitative approach using a survey method. Data were collected through questionnaires administered to PKBM students. The analysis technique used was Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among variables. Research Findings – The results indicate that psychological well-being has a strong positive correlation with self-efficacy (r = 0.62), followed by social support (r = 0.58) and perceptions of educational management (r = 0.55), both showing moderate positive correlations. In contrast, perceived academic workload has a moderate negative correlation with self-efficacy (r = -0.47). These findings suggest that supportive psychological and environmental factors enhance students’ confidence, while excessive academic demands may reduce it. Research Conclusion – The study concludes that improving psychological well-being, strengthening social support, and enhancing positive perceptions of educational management are essential strategies to increase students’ self-efficacy. Conversely, managing academic workload is necessary to prevent negative impacts on students’ confidence. Research Novelty/Contribution – This study contributes by providing an integrated analysis of psychological and contextual factors affecting self-efficacy in non-formal education settings (PKBM). It offers practical insights for educators and policymakers to create supportive learning environments that foster students’ confidence and academic resilience.

Black Soldier Fly Cultivation as Experiential Learning: A Mixed-Methods Study of Ecoliteracy and Circular Economy Education in an Indonesian Community Learning Center Iip Saripah; Wahid Erawan; Hanifah Irnawati; Dadang Yunus Lutfiansyah; Gumpanat Bariboon
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.50285

Background – Organic waste management remains a major environmental challenge in Indonesia, requiring not only technological solutions but also educational approaches that promote environmental awareness and sustainable behavior. Black Soldier Fly (BSF) cultivation offers a practical approach that integrates organic waste management with environmental education and circular economy principles. Research Urgency – Despite growing interest in BSF cultivation for waste management, limited studies have explored its role as a learning medium for eco-literacy development and circular economy education, particularly in nonformal education settings. Research Objectives – This study aims to explore, through an exploratory mixed-methods case study, how BSF cultivation functioned as a learning strategy and experiential learning medium for eco-literacy development and circular economy education through the Maggotpreneur Program at PKBM Bhina Swakarya. Research Method – This study used an embedded mixed-methods case study design with a one-group pretest–posttest component, conducted over three weeks. Of 53 Package B and Package C learners initially assessed for experience and interest, 34 joined the training program, and the 14 who joined the BSF cultivation learning group (ages 14–45) and completed both pretest and posttest assessments formed the main analytic sample. Quantitative data (a 15-item knowledge test) were analyzed using paired-samples statistics and N-Gain scores; qualitative data from field observations and participant reflections were analyzed through iterative coding, categorization, and interpretation. Given the one-group design without a comparison group and the small sample, this study is exploratory in nature. Research Findings – Knowledge scores increased significantly from pretest to posttest, t(13) = 4.41, p < .001, with a mean N-Gain of 0.59 (moderate) and a large effect size (Cohen's d = 1.18), indicating a learning improvement in participants' understanding of organic waste management and circular economy concepts. Qualitative observations suggested increased environmental awareness and a shift in some participants' perceptions of organic waste, from viewing it as a disposal problem toward recognizing it as a resource with environmental and economic value. Research Conclusion – As an exploratory case study, this research provides preliminary evidence that BSF cultivation can serve as an experiential and contextual learning medium for promoting eco-literacy and circular economy education in nonformal education settings; confirmatory studies with comparison groups are needed to establish effectiveness. Research Novelty/Contribution – This study contributes by positioning BSF cultivation not only as an organic waste management practice but also as an experiential learning medium for eco-literacy development and circular economy education within a nonformal education context, specifically through the Maggotpreneur Program at a community learning center (PKBM) in Indonesia.

Community Empowerment Model Through the P4GN Program to Develop a Drug-Threat-Responsive Cucu Sukmana; Mustofa Kamil; Jajat Sudrajat Ardiwinata; Eko Sulistiono; Mohamad Hadi Ali Mutamam; Hiromu Inoue
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.53700

Background – Drug abuse poses a serious threat to social stability and community well-being, particularly in the urban areas of Cimahi City. Research Urgency – Cimahi City requires a community-based response that mobilizes institutions and residents through the P4GN program. Research Objectives – This study aims to develop a community empowerment model through the Prevention and Eradication of Drug Abuse and Illicit Trafficking Program (P4GN) as an effort to realize a Cimahi City that is responsive to drug threats. Research Method – The study employed a qualitative descriptive method involving seven informants (one Head of BNN Cimahi City, two program outreach analysts, and four community representatives) selected purposively, using in-depth interviews, participatory observation, documentary study, and Focus Group Discussions (FGDs), with data validity examined through technique triangulation. Research Findings – The findings indicate that community empowerment through the P4GN program has the potential to be effective in increasing public awareness and knowledge of the dangers of drugs. These findings were obtained through analysis of data from interviews with stakeholders, review of relevant documents, and focus group discussions involving various community elements. Research Conclusion – The proposed empowerment model emphasizes active community participation in various drug-prevention and drug-education activities, as well as collaboration among government, educational institutions, and community organizations. Research Novelty – The novelty of this study lies in the formulation of an empowerment prototype model that integrates five operational stages into a single, systematic development cycle, offering a conceptual contribution to the development of community-empowerment-based P4GN models in other cities with similar characteristics.

Transformation Towards Excellence: Narative of Experiences and Coping Strategies Based on Nonformal Educational Values of Islamic Bording School Students with KIP Scholarships Elfi Rimayati; Widya Novi Angga Dewi; Wahidin Wahidin; Amelia Rahmi; Wasir Ali
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.57501

Background — Pesantren as the oldest non-formal educational institution in Indonesia forms graduates with social-spiritual capital, such as khidmah, tawadhu, sincerity, patience, and riyadhoh. KIP-Lecture is present as an instrument of equal distribution of education that opens access for graduates from economically vulnerable families, including Islamic boarding schools, to formal higher education. However, the transition from pesantren to tertiary education presents complex academic, social, psychological, and digital challenges. Research Urgency — Empirical studies on the experiences of Islamic boarding school graduates who received KIP-Lecture in navigating the transition to non-formal education are still limited, although it is important to design scholarship support that is sensitive to the educational background and adaptation needs of students. Research Objectives — This study aims to describe the transition experience of Islamic boarding school graduates who receive KIP-Lecture and map the transformation of pesantren values, such as khidmah, tawadhu, sincerity, and riyadhoh, into a productive coping strategy. Research Method — The research used a phenomenological-narrative qualitative approach with 10 active KIP-Lecture recipients who lived in Islamic boarding schools and were selected purposively. Data was collected through in-depth interviews, personal documents, observations, and academic records. Analysis is carried out through transcription, horizontalization, theme grouping, textural description, restorying, and interpretation of meaning. Research Findings — Findings show that pesantren graduates experience value negotiations between pesantren culture and higher education demands, such as academic activeness, critical thinking, innovation, and digital literacy. This transition not only raises identity tensions, but also encourages a reinterpretation: solemnity becomes an academic mandate, tawadhu becomes readiness to learn, and sincerity becomes active acceptance accompanied by effort. The coping strategies formed are integrative, including problem-focused, emotion-focused, meaning-focused, and religious coping. Islamic boarding school spiritual practices, such as night prayers, dhikr, tawakkal, and riyadhoh, function as emotional regulation, strengthening thinking, and a source of academic meaning. Research Conclusion — The social-spiritual capital of pesantren is an adaptive resource for pesantren graduates in formal higher education, so that the relationship between non-formal and formal education needs to be understood as a complementary continuum. Research Novelty/Contribution — This research offers an integrative coping model based on socio-spiritual capital of pesantren to support KIP-Lecture policies, student transition assistance, and strengthening non-formal education studies across levels.

Constructing an Andragogy Based Emotion Regulation Training Model to Develop the Self Efficacy of Nonformal Education Participants Asep Saepudin; Ani Rindiani; Ade Romi Rosmia; Gumpanat Boriboon
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.57681

Background – Low self-efficacy among students is a barrier to completing their studies for students in non-formal education programs, who are generally adults. Therefore, andragogy-based emotional regulation is needed to develop student self-efficacy. Research Urgency – This article identifies self-efficacy issues among students in non-formal education programs in Bandung City, resulting from unstable emotional regulation. This leads to the development of a training model to improve student self-efficacy. Research Objective – This study aims to explore students' self-efficacy and emotional regulation, and to develop a model to develop self-efficacy for students in non-formal education programs in Bandung City. Research Method – This study uses a qualitative approach to obtain in-depth and comprehensive information about the challenges faced by students in non-formal education programs. The chosen research method is Research and Development (R&D), which aims to identify problems and expectations while simultaneously developing a model to address these challenges. Research Findings – The main finding of this study is that students experience low self-efficacy due to unstable emotional regulation. Therefore, it is necessary to develop an andragogy-based emotional regulation training model to improve self-efficacy, consisting of input, process, and output aspects. Conclusion & Research Novelty – This study empirically identified the problem of low self-efficacy in students, which requires strengthening emotional regulation. Therefore, an andragogy-based emotional regulation training model was developed to develop student self-efficacy as a novelty in this research.

Development of an Andragogy-Based Partnership Supervision System for Madrasah Principals Ani Rindiani; Rina Rindanah; Asep Saepudin; Faridah Hanim Yahya
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.57719

Background - Academic supervision is a function of madrasah principals that assists teachers in improving the quality of learning processes and outcomes. However, literature review and a preliminary survey in public madrasahs in Sumedang Regency indicated that supervision remained interrogative, emphasized inspections to identify errors, did not encourage teachers to try new practices, and provided little opportunity for teachers to analyze weaknesses in their teaching. Research Urgency - This article examines an andragogy-based partnership supervision system intended to support a more humane and constructive implementation of academic supervision. Research Objectives - This study aimed to explore the design and implementation of an andragogy-based partnership supervision system, examine the associated learning outcomes, and develop a supervision model. Research Methods - The study used a research and development approach adapted into four stages: introduction, design, development, and dissemination. Qualitative data were collected through observation, interviews, and document analysis, while quantitative data were obtained through questionnaires and a one-group pretest-posttest evaluation. Research Findings - The study produced a system design, documented its implementation, and examined preliminary effectiveness through changes in the knowledge and competence of madrasah principals. The mean academic supervision competency score increased from 18.00 to 51.25, a gain of 33.25 points, reported as approximately 65%. Conclusion and Research Novelty - The andragogy-based partnership supervision system constitutes an innovative product that can serve as a theoretical and practical reference for academic supervision conducted by madrasah principals.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email jne@mail.unnes.ac.id

Phone -

Journal Mail Official jne@mail.unnes.ac.id

Editorial Address Sekaran, Gunungpati, Semarang

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
-

Contact Email
jne@mail.unnes.ac.id

Phone
-

Journal Mail Official
jne@mail.unnes.ac.id

Editorial Address
Sekaran, Gunungpati, Semarang

Location
Kota semarang,

Jawa tengah

INDONESIA