Garuda - Garba Rujukan Digital

Community-Based Artificial Intelligence for Enhancing Productive Digital Literacy in Non-Formal Education: A Participatory Framework Study Multazam Multazam; Ahmad Miftahudin; Darul Qutni; Elfi Rimayati; Musab Isah
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.v12i2.58666

Background The diffusion of artificial intelligence (AI) in education has expanded the opportunities for personalization and learning analytics. However, much of the discourse is still centered on formal education and commercial education technology, while non-formal education and lifelong learning in local communities have not received adequate attention. Purpose This article aims to develop and analyze a Community-Based Artificial Intelligence (Community-Based AI/Cb-AI) framework that integrates the improvement of productive digital literacy for learners in non-formal educational institutions, especially Community Learning Activity Centers (PKBM) and Learning Activity Studios (SKB). Method This study uses a systematic literature study approach combined with conceptual framework analysis from two research tracks: (1) a community-based AI framework through participatory action research, and (2) a project-based learning model (PjBL) for increasing productive digital literacy in non-formal education settings. Findings The results of the study resulted in a Cb-AI-PjBL framework consisting of four pillars: (1) community-curated local knowledge repositories, (2) culturally responsive adaptive learning pathways, (3) multimodal access and digital literacy bridges, and (4) participatory governance and ethical oversight of AI. The integration of PjBL in this framework has proven to be effective in increasing productive digital literacy with an average increase of 25.4% in field trials. Conclusion The Cb-AI-PjBL framework offers an alternative paradigm to the centralized education AI model by positioning the community as the owner of knowledge, the learner as the co-designer, and the AI as a tool that must be democratically managed. This framework is relevant to strengthen the role of PKBM and SKB as transformative spaces in Indonesia's non-formal education ecosystem. Novelty The novelty of this article lies in the development of the integrated framework Cb-AI-PjBL (Community-Based AI for Productive Digital Literacy through Project-Based Learning) which for the first time combines the four pillars of community-based AI—local knowledge repositories, culturally responsive adaptive pathways, multimodal access, and participatory governance—with Project-Based Learning as a connecting pedagogical mechanism, specifically for the context of non-formal education (PKBM/SKB) in Indonesia.

Capacity Building for Tourism Awareness Groups throughCompetency-Based Learning Shobri Firman Susanto; Sjafiatul Mardliyah; Heryanto Susilo; Widodo Widodo; Monica Widyaswari
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.v12i2.58778

Background – The need for reproductive health education among adolescents and young adults is influenced by social conditions, parenting styles and family communication, perceptions of reproductive health, peer relationships, as well as social and information environments. Research Urgency – Reproductive health education needs to be grounded in actual requirements to ensure that developed programs align with the characteristics and life contexts of the target group. Research Objectives – This study aims to analyze the reproductive health education needs of adolescents and young adults to serve as a basis for program development. Research Method – The study employed a quantitative approach using a descriptive survey design oriented towards a needs assessment. It was conducted in Babakan Sari Urban Village, Bandung City, involving 35 respondents aged 11–22 years selected through purposive sampling. Data were collected using a 20-item structured questionnaire with response formats tailored to the nature of the questions. Data were analyzed using frequencies, percentages, and a synthesis across components. Research Findings – The study produced a needs map covering social conditions, parenting styles and family communication, perceptions of reproductive health, peer relationships, and social and information environments. This synthesis was formulated into the Adolescent Reproductive Health Education Needs Framework (ARHENF), serving as an initial conceptual synthesis based on survey findings rather than an empirically validated framework. Research Conclusion – The needs analysis provides an empirical basis for understanding reproductive health education needs in alignment with the characteristics and life contexts of adolescents and young adults. Research Novelty/Contribution – The study's contribution lies in the integrated mapping of needs and their synthesis into the ARHENF, serving as a conceptual foundation for the development of reproductive health education programs.

Effectiveness of Interventions to Improve Socioeconomic Participation, Access to Services, Quality of Life, and Social Inclusion Among People with Disabilities: A Systematic Review and Meta-analysis Abdul Malik; Sunardi Sunardi; Suminah Suminah; Haryani Saptaningtyas; Ghanis Putra Widhanarto
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.v12i2.58808

Background – The persistent exclusion of people with disabilities from social, economic, and health systems remains a critical global issue, driven by structural barriers, stigma, and unequal access to resources. Despite a growing number of intervention studies, evidence on their comparative effectiveness across contexts remains fragmented. Research Urgency – Existing disability interventions vary widely in design, implementation, and contextual adaptability, while systematic evidence on which models are most effective in improving inclusion outcomes is limited, particularly regarding how intervention types explain effect variability across studies. Research Objectives – This study systematically synthesizes the effectiveness of disability-related interventions in improving social participation, access to services, and inclusion outcomes, and examines the moderating role of intervention type in explaining between-study heterogeneity. Research Method – A systematic review and meta-analysis were conducted on 23 empirical studies. Random-effects and mixed-effects meta-regression models were applied to estimate pooled effect sizes and assess intervention type as a moderator of heterogeneity. Research Findings – The results indicate a significant overall positive effect of interventions on inclusion outcomes (estimate = 0.480; p < 0.001; 95% CI: 0.229–0.732). Heterogeneity was low to moderate (I² = 28.11%, Q = 39.221, p = 0.013). Moderator analysis revealed that intervention type significantly influenced effect size (QM = 19.817, p = 0.0002), with certain intervention categories demonstrating stronger effects. Evidence of potential publication bias was observed (Egger’s test p < 0.001), although results remained stable under sensitivity analysis. Research Conclusion – Disability-related interventions are generally effective in improving inclusion outcomes; however, their effectiveness depends significantly on the type of intervention implemented and contextual conditions. Research Novelty/Contribution – This study provides a comprehensive quantitative synthesis of disability inclusion interventions and advances the literature by identifying intervention type as a significant moderator of effectiveness, offering evidence-based guidance for policy design and inclusive development strategies.

Developing a Socio-Ecological L-E-A-D Training Model for Green Skills and Circular Economy Agency Wiwin Herwina; Muslim Haidar; Lesi Oktiwanti; Rizal Fahmi Syaiful; Elsa Syafitri
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.v12i2.59308

Background – Village waste banks can connect household waste separation with circular value creation, but participation, green competence, and continuity of community action often remain uneven. Research Urgency – Existing waste-bank activities frequently emphasize awareness or sorting practice without integrating local ecological diagnosis, adult learning, supervised application, and community agency in one coherent nonformal training sequence. Research Objectives – This study developed a socio-ecological L-E-A-D training model and examined preliminary short-term changes in green knowledge, green attitudes, green skills, and circular economy agency among adult community participants. Research Method – The study used three development phases: qualitative needs assessment, prototype development with expert review, and a pre-experimental one-group pretest-posttest field study involving 30 purposively recruited participants at the Mugarsari Waste Bank, Tasikmalaya. A 20-item measure covered four outcome domains. Validation indices must be completed from the original validation records before submission. Research Findings – The overall mean increased from 58.60 to 86.23. The recalculated normalized gain was 0.667. Based on the reported summary, the mean paired difference was 27.63 (SDdiff = 2.41), 95% CI [26.73, 28.53], t(29) = 62.70, p < .001, Cohen’s dz = 11.45. The unusually large statistic and effect size require verification against raw data or software output. Research Conclusion – The results indicate preliminary short-term within-group improvement after training, but they do not establish causal effectiveness because the study lacked a control group, long-term follow-up, and fully reported validation evidence. Research Novelty/Contribution – The study operationalizes socio-ecological andragogy as L-E-A-D: Local Ecology, Education, Action, and Development, connecting place-based problem mapping, participatory adult learning, supervised waste-management practice, and development of community agency.

The Role of Community-Based Nonformal Education in Maintaining the Sawai Language in Central Halmahera: An Ecolinguistic Perspective Agus Hi Jamal; Prima Gust Yanti; Wini Tarmini
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.v12i2.60024

Background - Local-language maintenance depends not only on the number of speakers but also on whether a language continues to have meaningful social domains, intergenerational transmission, and community ownership. In Central Halmahera, the Sawai language remains an important marker of identity, yet its everyday use among younger community members is narrowing as Indonesian becomes more dominant in schooling, digital media, and daily interaction. Research Urgency - Previous language-maintenance initiatives in Indonesia have largely emphasized school-based local-content curricula and government revitalization programs. Less attention has been given to community-based nonformal education as a flexible learning ecology that can connect elders, families, tutors, cultural leaders, and young learners outside compulsory schooling. Research Method - This study used a qualitative case-study design in Kobe Village, Weda Tengah District, Central Halmahera Regency, North Maluku. Participants were selected purposively from community learning organizers, tutors or facilitators, customary and community leaders, and learners. Data were generated through in-depth interviews, participatory observation, and analysis of learning and community documents. The data were organized, coded, categorized, and interpreted thematically. Source and method triangulation were used to compare accounts across participant groups and data types. Research Findings - The findings indicate that Sawai continues to be used in customary events, family communication, oral traditions, and some intergenerational interactions, but its use among children and adolescents is becoming less regular. Existing transmission activities are mostly incidental and depend on families or cultural figures rather than a sustained community learning program. Community members prioritized oral competence, everyday communication, customary expressions, folklore, and knowledge of local flora and fauna as learning content. These findings show that community-based nonformal education can support language maintenance by creating recurring domains of use, organizing intergenerational learning, and linking language with culture and the local environment. The study formulates a seven-component framework covering needs and vitality mapping, learning outcomes, place-based content, participatory strategies, learning media, authentic assessment, and community partnership. Research Conclusion - Community-based nonformal education can function as an ecological space for Sawai-language maintenance when activities are regular, community-owned, intergenerational, and connected to everyday cultural and environmental practices. The proposed framework requires piloting before claims about its effectiveness can be made. Research Novelty/Contribution - This study connects nonformal education and ecolinguistics by positioning language maintenance as the construction of a community learning ecosystem rather than merely the addition of a local-language subject. It offers a context-sensitive framework for PKBM, cultural studios, village learning houses, and customary communities working with minoritized local languages.

Family Health Literacy Strengthening through Kader Surabaya Hebat Mentoring Strategies Ismaicha Dewanti Ramadhania; Monica Widyaswari
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.v12i2.62308

Background – Family health literacy encompasses the ability to access, understand, evaluate, and use health information for decision-making. Research Urgency – Families increasingly face complex health information and require contextual assistance that helps translate information into appropriate decisions and actions. Research Objectives – This study analyzes the mentoring strategies used by Kader Surabaya Hebat to strengthen family health literacy and identifies supporting and inhibiting factors in Simomulyo, Surabaya. Research Method – A qualitative case study involved Kader Surabaya Hebat members, assisted families, a cadre coordinator, and community health center staff. Data were collected through in-depth interviews, observation, and documentation and analyzed using an interactive model; validity was ensured through source and technique triangulation. Research Findings – Mentoring was implemented adaptively through needs identification, personal communication, information simplification and clarification, monitoring, follow-up, and service facilitation. Implementation was supported by family openness, cadre experience and rapport, inter-cadre coordination, and institutional support, while administrative burden, time constraints, varied family capacities and responses, and inconsistent follow-up were obstacles. Research Conclusion – Strengthening family health literacy requires contextual, dialogic, and sustainable mentoring rather than one-way information dissemination. Research Novelty/Contribution – The study frames Kader Surabaya Hebat mentoring as health-literacy mediation and non-formal family learning.

Adolescent Reproductive Health Education Needs Analysis as a Foundation for Developing Participatory Learning Strategies: A Community Education Perspective Viena Rusmiati Hasanah; Sri Maslihah; Nike Kamarubiani; 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.v12i2.62463

Background - Adolescent reproductive health education is essential for strengthening health literacy, responsible decision-making, and healthy behavior. However, adolescents’ educational needs vary according to their social conditions, parenting patterns, perceptions of reproductive health, peer relationships, and information and media environments. Research Urgency - Reproductive health education should be based on adolescents’ actual needs to ensure that learning content and strategies are relevant to their characteristics and lived experiences. Knowledge-centered approaches alone are insufficient to address social influences, peer pressure, and exposure to digital information. Therefore, needs assessment is essential for developing contextual and participatory reproductive health education within Community Education. Research Objectives - This study aims to analyze adolescents’ reproductive health education needs based on social conditions, parenting patterns, perceptions of reproductive health, and social and media environments as a foundation for developing participatory learning within Community Education. Research Method - A descriptive quantitative approach with a needs assessment survey design was employed. The study was conducted in Babakan Sari Urban Village, Bandung City, involving 45 adolescents selected through purposive sampling. Data were collected using a structured questionnaire subjected to expert review and readability testing. Data were analyzed using descriptive statistics, including frequencies, percentages, and cross component synthesis. Research Findings - The findings indicate that adolescents possess positive strengths, including the ability to choose friends, reject negative invitations, and demonstrate normative perceptions of reproductive health. However, they also experience diverse social and family conditions and exposure to sexual information and content through media. Thus, their educational needs extend beyond knowledge acquisition to reproductive health literacy, reflection and situational assessment, communication, decision-making, and managing peer and media influences. The synthesis produced a needs map for adolescent reproductive health education as a basis for contextual, interactive, and participatory learning Research Conclusion - Needs assessment is a fundamental stage in developing adolescent reproductive health education. Integrating individual, family, peer, and social-media dimensions provides an empirical basis for designing participatory learning responsive to adolescents’ characteristics and contexts. Research Novelty/Contribution - This study contributes by positioning needs assessment as the starting point for participatory reproductive health learning within Community Education, providing an empirically grounded needs map for educators, families, schools, program managers, and policymakers.

Strengthening the Concept of Character Education Management through the Sedekah Bumi Merti Dusun Tabaggunung Activity Based on Information Technology Dionisius Heckie Puspoko Jati; Widyatmoko Widyatmoko
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.v12i2.64045

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