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Multimodal-Based Technopreneurship Learning Model to Increase Entrepreneurial Creativity in Equality Education Ilyas Ilyas; Imam Shofwan; Amin Yusuf
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.33772

Background: Education plays a crucial role in improving a country's economy, particularly through entrepreneurship education. With rapid technological advancements, the traditional entrepreneurship model has evolved into technopreneurship, which focuses on digitalization and industrial transformation. However, many educational institutions lack a clear and adequate understanding of this concept, necessitating effective learning methods that enable students to grasp and apply the principles of technopreneurialism. Research Objectives: This study aims to analyze the effectiveness of a multimodal-based learning model in technopreneurship education to enhance entrepreneurial creativity among equality education students. Research Method: The research employs a qualitative case study method. Data collection was carried out through observation, documentation, and interviews with 10 participants, consisting of students and teachers from an equality education school. Research Findings: The findings indicate that the multimodal-based learning model successfully created a more interactive, communicative, and active learning environment. In the context of technopreneurship, this model was shown to increase students' confidence and communication skills, allowing them to engage in discussions and interact effectively. Research Conclusion: Multimodal-based learning effectively enhances students' creativity and multimodal literacy, which has a positive impact on the innovation, development of ideas, and products with high commercial value. The curriculum for technology-based entrepreneurship education must continuously adapt to the needs of the business market to fully leverage this potential. Research Novelty: The novelty of this research lies in the application of a multimodal-based learning model within the specific context of technopreneurship education in equality schools. This study demonstrates that this method not only improves technological literacy but also significantly boosts students' creativity and self-confidence in developing innovative business ideas.

Analyzing the Implementation of Local Wisdom-Based Learning in Early Childhood Education: The Case of Early Childhood Education Efrida Ita; Melania Restintuta Ngonu
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.33606

Background - Early childhood education based on local wisdom is important to develop children’s potential holistically, nurture various aspects of their development, preserve cultural heritage, strengthen national identity, and at the same time make education more contextual and meaningful. Research Urgency - The urgency of this research lies in the need to preserve local wisdom in early childhood education amid the rapid influence of globalization. Current practices often emphasize academic achievement while neglecting cultural values and contextual learning. Without immediate efforts, there is a risk that younger generations will lose connection to their cultural identity. This study is therefore crucial to provide a holistic learning model that not only fosters children’s development but also strengthens cultural identity and ensures meaningful, context-based education. Research Objectives - This study aims to analyze the implementation of early childhood education based on local wisdom in PAUD Terpadu Citra Bakti and to formulate recommendations for a contextual and culturally responsive learning model that supports the holistic development of young children. Research Method - The research employed a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation involving teachers, children, and parents. The data analysis technique used Miles and Huberman’s interactive model, which consists of data collection, data reduction, data display, and conclusion drawing. Research Findings - The findings reveal that the implementation of local wisdom-based learning has a positive impact on children. These positive impacts include introducing and familiarizing children with cultural values from an early age, enhancing active participation in learning activities, utilizing local culture as a contextual learning resource, and fostering the development of children’s abilities through various learning activities. Research Conclusion – The implementation of local wisdom-based learning in PAUD Terpadu Citra Bakti has proven to be an effective means of introducing, instilling, and preserving culture from an early age. Thus, local wisdom-based learning not only strengthens children’s cultural identity but also stimulates the development of cognitive, socio-emotional, language, and motor skills. Research Novelty/Contribution - The novelty of this research lies in its analysis of early childhood education practices that genuinely integrate local wisdom into the teaching and learning process. Rather than merely describing cultural values, this study examines how local wisdom is utilized as learning resources, teaching methods, and a means of fostering children’s holistic development. Thus, the research demonstrates that local wisdom can serve as a pedagogical approach that is relevant, contextual, and meaningful for early childhood education.

A Constructivist Approach in Nonformal Education: Case Study of Developing Pancasila Leadership Character Sarwo Edy; Dasim Budimansyah; Encep Syarief Nurdin; Mupid Hidayat
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.34959

Background: Nonformal education plays a strategic role in character formation, particularly in shaping leadership qualities rooted in national values. This study explores the implementation of a constructivist approach in nonformal education settings to develop leadership character based on Pancasila principles. Objectives: The research aims to analyze how constructivist-based learning strategies can be applied in nonformal education as an effective framework for cultivating Pancasila leadership values among learners. Method: This study employed a qualitative design through literature review, observation, and interviews with learners and facilitators in nonformal education programs. Data were analyzed descriptively to evaluate the relevance, effectiveness, and contextual impact of constructivist practices. Findings: The application of experiential learning, dialogic discussions, collaborative projects, and contextual case studies enhanced learners’ comprehension of Pancasila principles and fostered leadership values such as integrity, responsibility, and social empathy. Integration of digital media and adaptation to community contexts further strengthened the relevance of the learning process. Conclusion: A constructivist approach in nonformal education is effective not only in reinforcing knowledge of Pancasila but also in nurturing leadership characters aligned with inclusivity, democracy, and social justice. This model has the potential to prepare future leaders who are responsive to societal challenges while upholding Indonesia’s core values. Novelty: The study highlights a practical constructivist framework in nonformal education that explicitly integrates Pancasila leadership values with modern pedagogical strategies, offering a contextual model for leadership character education in Indonesia.

Science Curriculum in Non-formal Education: Case Study to Improve the Quality of Non-Formal Education Aziz Kurniawan; Nurul Nawa; Nur Widya Rini
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.880

This article focuses on the science curriculum in formal education as an effort to improve the quality of non-formal education. The purpose of writing this article is to analyze the implementation of science learning in non-formal education based on the curriculum implemented. This type of research is a qualitative approach case study. The research was conducted at SKB Purwokerto and PKBM Harapan Bangsa. Data was collected through a process of observation and interviews, supplemented by various literature relevant to the topic of discussion. After the data is collected, the writer then analyzes it and ends with drawing conclusions. The research results show that non-formal education in learning planning implements an equality program by adopting an inclusive and differentiated approach. Apart from that, an andragogy approach is also applied to ensure that the science learning carried out is relevant and beneficial for students. The learning process carried out at SKB Purwokerto and PKBM Harapan Bangsa refers to the 2013 curriculum and is flexible because it is adapted to needs. There is a difference between the two non-formal education, namely in the aspect of the depth of the material taught. As in other educational institutions, after implementing the learning process, an evaluation is carried out to determine the achievements of a program

Project-Based Learning Model in Productive Digital Literacy Training Nunu Mahmud Firdaus; Uyu Wahyudin; Elih Sudiapermana; Yanti Shantini; Simona Sava
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.36217

Background - The low level of productive digital literacy skills among equality education learners in Community Learning Centers (CLC) has become a major challenge to community empowerment in the digital era. Digital literacy training in CLC is still conventional, lecture-centered, and lacks contextual relevance. Research Urgency - Non-formal education institutions need innovative and participatory learning models to strengthen digital competence and creativity among learners. However, existing digital literacy programs remain limited to basic operational skills and have not yet developed productive digital capabilities. Research Objectives - This study aims to develop a productive digital literacy training model based on Project-Based Learning (PjBL) that is innovative, participatory, and contextually appropriate for equality education learners in CLC. Research Method - The research used a modified Borg and Gall Research and Development (R&D) model, consisting of nine stages: preliminary study, planning, initial product development, expert validation, limited trial, first product revision, large-scale trial, second product revision, and dissemination. The research subjects were equality education learners from three PKBM in West Bandung Regency. Research Findings - The findings show that learners’ productive digital literacy skills were initially low, particularly in content evaluation, knowledge construction, and digital content creation. The developed PjBL model was validated as highly feasible (average score of 82.7%). Model implementation demonstrated good adherence to the PjBL syntax (85.2%) and positive responses from both learners and tutors (85.3%). The large-scale trial showed a 25.4% improvement in digital literacy, with N-Gain values categorized as moderate to high. Research Conclusion - The PjBL-based training model effectively enhances the productive digital literacy skills of PKBM learners, promoting active learning and digital creativity in non-formal education settings. Research Novelty/Contribution - This study contributes theoretically by integrating the PjBL framework into digital literacy training within non-formal education, and practically by offering an applicable model for PKBM institutions, policymakers, and community educators to improve digital empowerment programs.

Deconstructing Matrilineal Parenting: A Role-Specific Analysis of Authoritative, Authoritarian, and Permissive Practices MHD Natsir; Melvina Melvina; Ahmad Jazimin Jusoh; Marina Lidya
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.41620

Background: While matrilineal parenting influences adolescent character, Western-derived parenting typologies are often applied monolithically, obscuring nuanced, role-specific practices within kinship-based systems. Aim: This study examines how parenting practices by mothers, fathers, and maternal uncles (mamak) are differentially associated with twelve adolescent character strengths in Minangkabau, Indonesia. Methods: A cross-sectional survey of 296 primary caregivers used a culturally contextualized questionnaire. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test multivariate relationships between nine parenting dimensions (three practices × three caregivers) and character outcomes. Results: Mother’s authoritative practices positively predicted all character strengths. Mamak’s authoritarian practices displayed dual effects: positively predicting discipline and respect but negatively predicting honesty and creativity. Father’s authoritative practices fostered independence and confidence, while his permissiveness was particularly detrimental. Discussion/Implication: Findings reveal a specialized “parenting ensemble,” where effects depend on the cultural legitimacy of the caregiver’s role. This challenges universal parenting models and suggests family support programs must be role-specific: strengthening authoritative communication universally, refining the mamak’s disciplinary approach, and clarifying the father’s unique supportive niche to holistically foster adolescent character

The Use of Mobile-Based Android Media In Digital Marketing Learning To Improve Learning Motivation Achmad Muslichun; Triana Rejekiningsih; Deny Tri Ardianto; Mustagfirin Mustagfirin; Pravin R. Choube
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.3577

Background - The development of digital marketing competencies is essential in technology-driven industries. However, learning outcomes and students’ motivation in digital marketing courses at Magistra Utama Surakarta remain suboptimal due to the limited use of interactive and engaging learning media. Conventional teacher-centered instruction has not sufficiently supported students’ active participation in the learning process. Research Urgency - The need for innovative learning media in digital marketing education has become increasingly urgent, particularly in vocational and practice-oriented contexts. Android-based mobile learning offers a promising alternative to improve student engagement, motivation, and instructional effectiveness. However, empirical evidence regarding its effectiveness in digital marketing instruction is still limited. Research Objectives - This study aims to analyze the effect of Android-based mobile learning media, namely EDUMAGI, on improving students’ motivation in learning digital marketing at Magistra Utama Surakarta. Research Method - This study employed a quasi-experimental design with a pretest-posttest control group. Participants were selected using cluster random sampling. The experimental group received instruction using the Android-based mobile learning media EDUMAGI, while the control group was taught through conventional methods. Data were analyzed using an independent samples t-test with SPSS 27. Research Findings - The statistical analysis revealed a significant difference between the experimental and control groups (t = 6.338; p = 0.002 < 0.025), indicating that the implementation of Android-based mobile learning media resulted in higher student motivation scores. These findings demonstrate that EDUMAGI contributes to a more engaging, interactive, and effective learning experience in digital marketing instruction. Research Conclusion - Android-based mobile learning media significantly enhance students’ motivation in learning digital marketing. The use of EDUMAGI supports the integration of mobile learning as an effective alternative to conventional teacher-centered instructional approaches. Research Novelty/Contribution - This study provides empirical evidence of the effectiveness of EDUMAGI as a context-specific Android-based learning medium developed for digital marketing instruction. The findings contribute theoretically to the growing discourse on mobile learning adoption and practically offer an applicable instructional innovation for improving learner motivation and teaching quality in vocational education contexts.

Development of a Massive Open Online Course on Reference Management Widiyanto Widiyanto; Mujiono Mujiono
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.14197

Background - In the digital age and increasing access to scientific information, the ability to effectively manage references is becoming an important skill for students, researchers, and academics. The development of information technology has presented various reference management software that can help users in organizing literature, automating the citation process, and minimizing errors in writing scientific papers. However, there are still many academics who have not mastered the optimal use of the application due to the limitations of training, the complexity of application features, and the limited structured learning resources. Research Urgency - With the increasing demand for scientific publications and the need for quality academic writing, accessible and systematic learning media are needed to improve reference management competency. Massive Open Online Courses (MOOCs) offer an open, flexible, and accessible online learning environment for participants from a wide variety of backgrounds. Therefore, developing a MOOC on reference management is crucial to provide structured learning resources, enhance learning independence, and assist academics and researchers in managing citations and bibliographies more efficiently and accurately. Research Objectives - This study aims to develop a MOOC on Reference Management. Research Method - Utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research has reached the development phase. In the analysis phase, learning needs were identified through interviews with students, lecturers, and journal management practitioners. The interviews revealed that participants required a deeper understanding of reference management software, proper citation principles, and efficient reference management techniques. In the design phase, the focus was on formulating learning competencies, constructing a competency map, and designing materials and assignments that support the achievement of learning objectives. Research Findings - The validation results indicated a very high level of validity, with a percentage of 90% for content experts and 88% for media experts, placing this MOOC in the "highly valid" category and ready for use without revision. The user trial involved students, lecturers, and practitioners, who provided positive feedback regarding accuracy, time efficiency, and cost-effectiveness. Research Conclusion - Based on these findings, the Reference Management MOOC is recommended for implementation with ongoing evaluation and feedback to ensure its relevance and effectiveness. Research Novelty/Contribution - The development of a MOOC specifically designed to improve reference management competency in scientific writing. This MOOC provides structured, flexible, and widely accessible learning, thus providing a more effective training alternative than conventional training.

Financial Inclusion: Analyzed from Financial Literacy and Use of Financial Technology Wufron Wufron; Wati Susilawati; Rohimat Nurhasan; Noor Aimi Binti Mohamad Puad
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.22506

This study aims to determine how financial inclusion in Garut Regency is influenced by fintech usage and financial literacy. The research focuses on the relationship between financial literacy, fintech usage, and the level of financial inclusion among the people of Garut Regency, particularly in the context of regional financial digitalization. The research approach used is quantitative, employing descriptive and verification methods. Data analysis is conducted using multiple regression to examine the influence of fintech and financial literacy on financial inclusion. The population of this study consists of residents of Garut Regency who use fintech services. The research sample is selected using a specific technique appropriate to the study’s objectives. Data is collected through surveys using questionnaires and literature studies to support analysis and discussion. The findings indicate that financial literacy has a positive and significant impact on financial inclusion. Fintech usage also contributes positively and significantly to increasing financial inclusion in society. This study presents a new perspective by discussing the use of fintech in society through dimensions of perception, attitude, intention, and satisfaction related to financial literacy on financial inclusion. Furthermore, this study is conducted in Garut Regency, which has not been extensively researched before, and is related to the implementation of the Regional Financial Access Acceleration Team and Electronification of Regional Government Transactions in promoting financial literacy and inclusion in the region.

Women`s Empowerment through Non-Formal Education Programs to Increase Women's Confidence and Self-Potential Asih Zaetun; Amin Yusuf; Mintarsih Arbarini; Yudi Siswanto; Tamar Mikeladze
Journal of Nonformal Education Vol. 12 No. 1 (2026): Community empowerment and Adult education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i1.27223

Background: Women's empowerment is an important component of sustainable development. However, gender inequality remains evident in Indonesia's agricultural sector. Although women account for about 36.7% of the agricultural workforce, their contributions are often viewed only as supporting roles rather than as primary actors. Women Farmers Groups (WFG) have emerged as grassroots organizations that promote women's empowerment through non-formal education programs, including skills development, entrepreneurship training, financial literacy, and awareness of women's rights. Research Urgency: Previous studies on WFG empowerment mainly emphasize economic outcomes, while psychological empowerment such as self-confidence and personal potential development has received limited attention. Understanding these aspects is important to strengthen women’s participation and independence in rural communities. Research Objectives: This study aims to analyze the empowerment process through non-formal education programs in WFG, focusing on strengthening women's self-confidence and personal potential, as well as identifying supporting and inhibiting factors. Research Method: This study employed a qualitative case study approach with data were collected through interviews with six informants, observations, and documentation analysis. Data analysis used Miles and Huberman’s interactive model combined with Longwe’s gender empowerment framework. Research Findings: The findings show that empowerment occurs through four stages: awareness building, capacity development, participation, and self-reliance. Non-formal education programs such as skills training, life skills education, entrepreneurship training, and literacy activities significantly increased members’ confidence and potential. Internal support from leadership and member commitment, along with external institutional support, strengthened the empowerment process despite challenges related to time limitations and diverse member capacities. Research Conclusion: Non-formal education within women farmers groups provides an effective approach to strengthening women’s psychological and social empowerment in rural agricultural communities. Research Novelty: This study highlights psychological empowerment through non-formal education within women farmers groups, a dimension rarely explored in previous research that mainly focused on economic outcomes.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email jne@mail.unnes.ac.id

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

Editorial Address Sekaran, Gunungpati, Semarang

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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