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The Influence of Capital Market Training, Investment Knowledge, and Investment Benefits on Investment Interest Among Students in Religious Higher Education Institutions Franky Okto Bernando; Pringgondani Pringgondani; Deni Pandu Nugraha
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.v12i1.28313

Background: Indonesia's capital market faces a critical challenge with foreign investors dominating 51.99% of top issuers, highlighting an urgent need to cultivate domestic investor participation. Research Objectives: This study investigates how capital market training, investment knowledge, and perceived benefits influence investment interest among students in Islamic universities, aiming to identify effective strategies for faith-based financial education. Research Method: Employing a quantitative approach, we surveyed 136 members of Sharia Investment Galleries across three state Islamic universities (UIN Jakarta, Bandung, and Banten) and analyzed data using PLS-SEM. Research Findings: The findings highlight the psychological importance of perceived returns and value creation as key influencers. At the same time, it also reveals the effectiveness of Sharia-compliant investment benefits in religious academic settings, where ethical alignment strengthens financial engagement. These insights underscore the interplay of cognitive preparation and value-driven incentives in fostering sustainable investment participation, offering valuable guidance for financial educators and policymakers aiming to promote informed and motivated investment decisions. Conclusion: The study concludes that capital market training, investment knowledge, and perceived benefits significantly enhance investment interest. Additionally, emphasizing the advantages of Sharia-compliant investments proves particularly effective in religious academic environments. Novelty/Originality/Value: This study pioneers the validation of capital market training (KSPM) in Islamic universities, revealing how religious values shape investment behavior. It introduces the groundbreaking Faith-Smart KSPM framework, blending Islamic finance principles with modern investment education to develop ethical investors. The findings offer regulators a strategic approach to boost domestic investment while aligning with Indonesia's financial sovereignty goals.

The Influence of Digital Economic Literacy on Digital Marketing Competence for Women's Communities in Rural Areas Purnomo, Purnomo; Sutarni, Nani; Nuraeni, Lenny; Komara, Diemas Arya; Inoue, Hiromu
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.v12i1.32300

Background The digital divide persists in rural Indonesia, where many women entrepreneurs remain largely excluded from digital economic activities. This gap is particularly urgent because it restricts women-led MSMEs from competing effectively in an increasingly digital marketplace. Research Urgency Addressing this gap is urgently needed as low digital economic literacy among housewives in rural areas continues to hinder effective digital marketing practices. Therefore, targeted interventions are necessary to strengthen digital capabilities within rural women's communities. Research Objectives This study analyzes the influence of digital economic literacy on digital marketing competency among women in the Local Hero Community in Lampegan Village, Ibun District, Bandung Regency, Indonesia. Research Method A quantitative approach with a survey method was employed. Questionnaires using a Likert scale (1–5) were distributed to all 25 members (census study) of the Local Hero Women's Community. Data were processed using simple linear regression analysis. Research Findings Digital economic literacy positively and significantly influences digital marketing competency (R² = 0.715; p < 0.001; t-calculated = 7.953 > t-table = 1.714). Digital economic literacy explains 71.5% of variance in digital marketing competency, with the regression equation Y = 10.354 + 0.867X. Research Conclusion Strengthening digital economic literacy significantly improves rural women's digital marketing competencies. The WanojaMart local marketplace serves not merely as a transactional platform but as a digital economic school, supporting sustainable women's empowerment aligned with SDG 5 (Gender Equality) and SDG 8 (Decent Work and Economic Growth). Research Novelty This study uniquely connects digital economic literacy with a locally embedded digital ecosystem (WanojaMart marketplace), demonstrating that effective women's empowerment requires a context-specific supportive network, not merely access to technology.

The Influence of Deep Learning on Dialogic Communication in the Learning Process at Community Learning Centers Adi Irvansyah; Karta Sasmita; Jaenal Mutakim; Setiawan Wibowo; Daddy Darmawan
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.v12i1.34837

Background: The rapid development of 21st-century education requires a paradigm shift from teacher-centered learning toward learner-centered approaches that emphasize deep learning. In the context of non-formal education, Community Learning Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) serve as strategic spaces for lifelong learning. However, many still rely on conventional, one-way instructional practices that limit reflective dialogue and learner engagement. Deep learning, which focuses on critical thinking, collaboration, and knowledge transfer to real-life contexts, has the potential to transform these interactions into more dialogic and meaningful communication processes. Research Objectives: This study aims to analyze the influence of the deep learning model on enhancing dialogic communication during the learning process at community learning center. Additionally, it seeks to examine the extent to which deep learning contributes to the achievement of UNESCO’s four pillars of learning—learning to know, learning to do, learning to be, and learning to live together. Research Method: This research employed a mixed-methods design with an explanatory sequential approach. The quantitative phase used a quasi-experimental method involving 120 learners across six community learning center in Jakarta, divided into experimental and control groups. The experimental group implemented a deep learning model emphasizing reflective questioning and collaborative dialogue, while the control group applied conventional methods. Quantitative data were analyzed using t-tests and multiple linear regression, while qualitative data were gathered through interviews and observations, then analyzed thematically to provide contextual understanding. Research Findings: The results showed that learners in the experimental group experienced a significant improvement in dialogic communication compared to the control group (t = 6.42; p = 0.000). Their mean score increased from 61.2 to 84.3, demonstrating enhanced participation, reflection, and critical dialogue. Multiple regression analysis revealed that deep learning was a dominant predictor of achieving the four pillars of learning (β = 0.68; p = 0.000), explaining 53% of the variance in holistic learning outcomes. Qualitative findings supported these results, illustrating that learners perceived the deep learning environment as challenging yet meaningful, fostering curiosity, collaboration, and a sense of empowerment. Conclusion: The study concludes that deep learning significantly strengthens dialogic communication and holistic learning in non-formal education contexts. By integrating reflection, collaboration, and authentic problem-solving, this approach transforms community learning center classrooms into inclusive and participatory learning spaces. It not only enhances cognitive and social skills but also aligns with the broader mission of community empowerment through lifelong learning. Novelty/Originality/Value: This study provides one of the first empirical investigations linking deep learning with dialogic communication in Indonesian non-formal education settings. It offers a practical model for community learning center tutors to foster transformative learning interactions and contributes to policy discussions on enhancing pedagogical capacity in community-based education.

The Service of the Community Learning in Organizing Non-Formal Education for the Development of Village Community Potential Hayat, Ainul; Ul-Jannah, Zumrotun Nisaa; Eristi, Dwi; Talib, Corrienna Abdul
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.v12i1.37021

Background - In Indonesia, many people do not have adequate access to formal education due to economic, geographical, and socio-cultural factors. This situation has resulted in low levels of education and limited opportunities for people to develop their potential. Non-formal education offers a solution to this problem through services based on local needs that empower individuals and communities. Research Urgency - Limited access to formal education requires alternative educational institutions that can reach marginalized communities, especially in rural areas. PKBM is one of the institutions that plays a strategic role in improving the quality of human resources through equivalency education and skills training. Research Objectives - This study aims to describe the role of PKBM Aswaja in expanding access to education and empowering communities through equivalency programs and skills training tailored to local needs. Research Method - This study uses a descriptive method with a qualitative approach through observation, interviews, and documentation. Informants consist of three PKBM Aswaja administrators and two students. Results Findings - The results show that PKBM Aswaja plays a significant role in improving access to education for people who cannot attend formal education. In addition to providing Package A, B, and C equivalency programs, PKBM Aswaja also offers various skills education, courses, and vocational training according to the needs of the village community. Research Conclusion - PKBM Aswaja functions as an alternative education and empowerment center that encourages the development of community potential through flexible and locally-based educational services. Research Novelty - This study confirms that the role of PKBM is not only as a provider of equivalency education, but also as a center for rural community empowerment that integrates skills education adaptively according to the real needs of the community.

Learning from Cognitive Slips: Reflective Mentoring and Error-Driven Informal Learning in Internship Contexts Sopingi, Sopingi; Nurmalasari, Riana; Budi Utomo, Hanggara; Adi Dharma, Buyung; Krautharot, Autchariya
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.v12i1.39127

Background: In the VUCA era, internships function as critical learning spaces bridging academic preparation and professional practice, exposing students to complex cognitive demands where errors shape learning trajectories. Research urgency: While experiential and informal learning are widely discussed, limited attention has been given to how interns learn from cognitive errors, particularly attention and memory slips, and how these challenges can be addressed through internship design. Research objective: This study examines how attention and memory slips operate as cognitive thresholds in interns’ informal learning, explores the role of reflective practice in transforming these slips into adaptive learning opportunities, and proposes an integrated internship design model. Research method: A qualitative interpretivist–constructivist approach was employed involving 30 undergraduate interns across corporate, creative, and educational sectors. Data were collected through interviews, reflective journals, and field observations and analyzed using thematic analysis with cross-case comparison. Research findings: Attention slips were linked to cognitive overload and task fragmentation, while memory slips were associated with procedural disruption, fatigue, and the absence of cognitive aids. Supported by psychological safety, reflective supervision, and tools such as digital checklists, these slips became catalysts for informal learning and metacognitive regulation. Research conclusion: Attention and memory slips function as developmental thresholds that, when reflectively scaffolded, strengthen cognitive resilience, procedural fluency, and professional judgment. Research novelty: This study advances a cognitive scaffolding framework that positions attention and memory slips as interconnected triggers for reflective mentoring and error-driven informal learning in internship contexts.

Parenting Style and Social Media Exposure on Bullying Behavior of Rural Adolescents Puji Hadiyanti; Daddy Darmawan; Intan Dewi; Bayu Pradikto; Setiawan Wibowo; Lei Wanpeng
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.v12i1.40704

Background: Bullying among adolescents remains a serious social problem in Indonesia, including in rural areas experiencing rapid digitalization. Parenting styles and increasing exposure to social media are key factors influencing aggressive behavior and bullying among adolescents. Research Objectives: This study aims to analyze the influence of parenting styles and social media exposure on bullying behavior among adolescents in Sukaharja Village, Bogor Regency. Research Method: This study employed an explanatory quantitative approach with a cross-sectional design. A total of 245 adolescents aged 12–18 years were selected using stratified random sampling. Data were collected through structured questionnaires and analyzed using Pearson correlation and multiple linear regression. Research Findings: The results show that parenting style has a significant negative effect on bullying behavior, while social media exposure has a significant positive effect. The regression model explains 35.4% of the variance in adolescent bullying behavior, with age and gender also showing significant influence. Conclusion: Positive and authoritative parenting combined with parental guidance in social media use plays a crucial role in reducing bullying behavior among rural adolescents. Novelty/Originality/Value: This study provides empirical evidence on the combined influence of parenting styles and social media exposure on bullying behavior in a rural Indonesian context, offering a holistic perspective for family- and community-based bullying prevention strategies.

Participatory Action Research to Strengthen Community Early-Warning Facilitators in Nonformal Education: An Indonesian Case Jannah, Ninil Riyati Miftahul; Sujarwo, Sujarwo; Boriboon, Gumpanat
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.v12i1.41103

Background - Facilitator capacity is critical for the effectiveness of community-based early warning systems (CBEWS) in disaster risk reduction. Facilitators serve as intermediaries translating complex hazard data into actionable insights that enable communities to respond effectively to disasters. In Indonesia, where disaster risk is high, facilitators play an essential role in protecting lives and livelihoods at the grassroots level. Urgency of Research - Despite their importance, capacity-building approaches for CBEWS facilitators often employ top-down training methods that fail to engage facilitators as active agents in their own learning. Current programs lack participatory approaches that leverage facilitators' contextual knowledge and experience, undermining the sustainability and relevance of capacity-building initiatives. There is an urgent need for innovative, participatory approaches that position facilitators as co-creators of knowledge. Research Objectives - This study aimed to describe the process and outcomes of implementing participatory action research (PAR) to enhance the capacity of CBEWS program facilitators in nonformal education settings, investigating how PAR supports facilitator understanding of CBEWS concepts, develops contextual and adaptive facilitation skills, cultivates reflective capacity, and identifies enabling and inhibiting factors. Research Method - This qualitative descriptive study was conducted between 2021 and 2024 across seven disaster-prone Indonesian provinces: Central Java, East Java, West Java, Banten, South Kalimantan, Gorontalo, and Bali. Forty-five CBEWS facilitators participated in PAR cycles involving planning, action, observation, and reflection stages. Data were collected through 60+ hours of participatory observation, 20 in-depth interviews, 8 focus group discussions, and document analysis. Thematic analysis was employed to identify patterns and themes. Research Findings - Three dimensions of capacity development emerged: enhanced understanding of CBEWS concepts applicable to specific disaster contexts; improved contextual and adaptive facilitation skills enabling tailoring of approaches to community needs and creation of inclusive learning environments; and cultivated reflective capacity for systematic practice improvement. Enabling factors included institutional support, facilitator openness to learning, and collaborative researcher-facilitator relationships. Inhibiting factors included limited time for reflection, dual roles as implementers and learners, and organizational barriers. Research Conclusion & Novelty - Participatory action research effectively develops facilitator capacity when supported by institutional commitment and multi-year engagement. This approach provides a viable model for community-based disaster risk reduction programs, contributing to both adult learning theory in nonformal education settings and practical disaster risk reduction implementation.

Governance of Community Learning Centers in Indonesia: A Systematic Literature Review Dadang Yunus Lutfiansyah Dadang; Hanifah Irnawati; Yanti Shantini; Ihat Hatimah; Aqeel Khan
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.v12i1.41504

Background - Community Learning Centers (PKBM) serve as critical non-formal education institutions in Indonesia, yet governance challenges persist across leadership, collaboration, accountability, policy alignment, and digital dimensions. Research Urgency - Despite growing research on PKBM, a comprehensive synthesis focusing specifically on governance dimensions remains limited. Post-pandemic digital transformation introduces new governance dynamics requiring systematic analysis. Research Objectives - This study aims to: (1) systematically review literature on PKBM governance in Indonesia; (2) identify key governance dimensions influencing implementation; (3) develop an integrated multi-level governance framework; (4) identify critical challenges; and (5) provide evidence-based recommendations. Research Method - Following the PRISMA framework, 18 studies from Google Scholar, Scopus, and ERIC (2022–2026) were analyzed using a multi-level governance theory. Thematic analysis employed an integrated deductive-inductive approach. Research Findings - Results reveal five key governance dimensions: transformational leadership capacity, multi-stakeholder collaboration, accountability mechanisms, policy alignment, and digital governance. Cross-study synthesis identifies three structural contradictions: the standardization-flexibility paradox, the accountability pluralism dilemma, and the digital equity tension. Research Conclusion - Governance plays a decisive role in shaping PKBM effectiveness, quality, and sustainability. The integrated multi-level framework illustrates complex interdependencies across micro, meso, and macro governance levels, advancing governance theory for community-based non-formal education in developing country contexts. Research Novelty/Contribution - This study provides the first comprehensive multi-level governance framework specifically tailored to community-based non-formal education in developing country contexts, synthesizing fragmented literature into a coherent theoretical model and offering evidence-based policy recommendations for strengthening inclusive lifelong learning ecosystems.

Development Of eBIZMATE Project-Based Learning Media To Improve Cognitive Scaffolding Of Vocational High School Students In Entrepreneurship Subjects Yuanita Ardyanti; Arief Rahman Yusuf; Sumaji Sumaji; Corrienna Abdul Talib
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.v12i1.41799

Background – Competency in analyzing business opportunities is a fundamental component of the Entrepreneurship and Crafts (PKWU) subject in the Indonesian curriculum. However, students often experience difficulties due to the abstract and complex nature of business analysis concepts, particularly in market, financial, and risk analysis. Research Objective – This study aims to develop and examine the effectiveness of EBizmate, an interactive digital learning media designed as a project-based business simulation platform, to enhance students’ competence in analyzing business opportunities. Research Method – This study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed media was validated by experts in learning media, subject matter, and instructional design. Effectiveness testing was conducted using a quasi-experimental design involving 60 vocational high school students. Research Findings – The results indicated a significant improvement in business analysis competence among students using eBizmate. The experimental group achieved an N-Gain score of 0.64 (p < 0.001), which was higher than the control group’s N-Gain score of 0.34, with a large effect size (Cohen’s d = 1.21). These findings demonstrate that eBizmate effectively enhances students’ abilities in market analysis, financial analysis, and risk assessment. Research Conclusion – The study concludes that eBizmate is a valid, practical, and effective digital learning medium for supporting experiential learning and structured scaffolding within the Project-Based Learning (PjBL) framework in vocational entrepreneurship education. Research Novelty/Contribution – This research contributes an empirically validated model for integrating simulation-based digital learning media with Project-Based Learning to improve business opportunity analysis competence in vocational high school entrepreneurship education.

Mentoring-Based Entrepreneurship Training To Improve Community Empowerment Hidayat, Dayat; Hoerniasih, Nia; Hermawan, Iwan; Mobo, Froilan Delute
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.v12i1.41808

This study aims to analyse the effectiveness of community empowerment through entrepreneurship training and guidance in improving the entrepreneurial competence and economic self-sufficiency of individuals living in Karawang Regency. The research methodology uses a mixed-method approach characterised by a sequential explanatory design. Quantitative data were collected through a pretest-posttest design with entrepreneurship training participants across various CLCs, while qualitative data were collected through interviews, observations, and documentation. Quantitative analysis was conducted using paired t-tests, N-Gain assessments, and effect size calculations (Cohen’s d), while the qualitative study followed Miles and Huberman’s interactive model. The analysis showed a statistically significant increase across all dimensions of entrepreneurial ability, including managerial, conceptual, interpersonal, decision-making, and time management competencies. The participants’ average scores increased from the low category in the pretest to the exceptional category in the posttest. The N-Gain value is high (≥0.86), and the effect size indicates a substantial impact (Cohen's d > 0.80), suggesting the model’s significant effectiveness. Qualitative findings reinforce the importance of participatory engagement and continuous guidance in promoting greater business autonomy, improved decision-making capacity, and the sustainability of entrepreneurial efforts. Collectively, these findings prove that the combination of systematic training and entrepreneurial mentoring is an effective and sustainable paradigm for community empowerment.

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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

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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