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Edukasi
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27464016     DOI : https://doi.org/10.15294/edukasi
Core Subject : Education,
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Final decision of articles acceptance will be made by Editors according to reviewers comments. Publication of accepted articles including the sequence of published articles will be made by Editor in Chief by considering sequence of accepted date and geographical distribution of authors as well as thematic issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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A Systematic Evaluation and Implementation Review of Non-Formal Education: Sewing Training for Life Skills Development Imam Roos Wahyudi; Fakhruddin Fakhruddin; Mintarsih Arbarini; Yudi Siswanto; Sachin Gupta
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.30719

Abstract

This study presents a systematic implementation review and program evaluation of a non-formal sewing training initiative conducted by SKB Kota Semarang, aiming to enhance life skills and economic independence among community members. The research focuses on two main aspects: (1) the instructional design of the sewing training program, and (2) its effectiveness based on the Context, Input, Process, and Product (CIPP) evaluation model. The sewing training was designed using a Competency-Based Training (CBT) approach aligned with the Indonesian National Work Competency Standards (SKKNI). The curriculum includes progressive modules from basic to advanced garment-making techniques, supported by 260 instructional hours, real-world practice using customer orders, and entrepreneurship components. Instructional delivery integrates demonstrations, peer learning, individual mentoring, and flexible scheduling to accommodate diverse learner needs. A qualitative descriptive method was employed, involving document analysis, classroom observations, and interviews with a coordinator, tutor, group leader, and participants. Findings show that the program aligns with learners' needs and goals, supported by competent instructors, sufficient funding (APBN), and appropriate infrastructure. The training process encouraged active participation and practical engagement, resulting in measurable skill acquisition and enhanced self-confidence. Despite these strengths, the program experienced a recent decline in enrollment due to limited promotion, scheduling rigidity, insufficient equipment, and lack of post-training support. These findings indicate the importance of strategic program enhancement to ensure sustainability and impact. The study concludes that the CIPP model offers a comprehensive framework not only to assess program effectiveness but also to guide continuous improvements in non-formal vocational education. This study contributes to the field of educational evaluation by applying the CIPP model to a community-based, non-formal vocational training program in Indonesia. It offers a structured and contextual analysis of program strengths and weaknesses, providing actionable insights for policymakers and educators. The study’s novelty lies in its holistic assessment of a grassroots educational initiative that integrates life skills development with local economic empowerment, a domain that is often overlooked in formal academic evaluations. By highlighting the intersection of education, gender, and community development, this research adds significant value to the discourse on non-formal education’s role in social transformation.
Designing a Digital Literacy Module for Future Elementary Teachers: A UTAUT-Based Needs Approach Rahmat Syah; Daddy Darmawan
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.33242

Abstract

This study aims to develop a digital literacy module for prospective elementary school teachers at STABN Sriwijaya, Indonesia, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research addresses the urgent need to improve digital literacy among Indonesian teachers, as national competency assessments reveal significant gaps in their ability to integrate technology into pedagogy. A mixed-methods approach was employed, combining surveys, focus group discussions, and expert validation to identify critical needs, including cybersecurity, digital ethics, interactive content creation, and AI-driven tools. The module was designed through iterative phases, emphasizing performance expectancy, effort expectancy, social influence, and facilitating conditions. Validation by multidisciplinary experts confirmed high content validity (CVR >0.75), particularly in alignment with UNESCO standards and practical applicability. Implementation trials with 45 prospective teachers demonstrated significant improvements in digital competency, with 93.3% of participants successfully designing technology-based teaching materials and 88.9% reporting increased confidence in digital tool usage. However, challenges such as limited internet access in rural areas (37% of participants) and gaps in integrating cutting-edge technologies (e.g., AI, VR/AR) were identified. The study concludes that a UTAUT-guided, participatory module design effectively enhances teachers’ readiness for digital education. Recommendations include periodic content updates, infrastructure strengthening, and gamification strategies to ensure sustainability. This research contributes a scalable model for teacher education institutions seeking to address 21st-century digital literacy demands while balancing pedagogical innovation and ethical considerations.
Competency Gap Analysis and Experiential Learning Needs in Student Organization Nahwa Nur Rofahiyah; Laila Listiana Ulya
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.37106

Abstract

Background – Student Organizations (Ormawa) serve a strategic role as a non-formal learning environment to bridge graduate competency gaps. However, competency development efforts within these organizations are frequently ad-hoc and assumption-based. Research Urgency – This study is critical to address the inefficiency of irrelevant intervention programs resulting from a lack of objective diagnostic data in designing learning interventions. Objective – This study aims to map the competency gaps of student organization administrators and prioritize their learning intervention needs. Methods – This research employed an explanatory sequential mixed-methods design, involving 46 administrators of the UNNES Psychology Student Association in a quantitative survey based on McGehee & Thayer’s Training Needs Analysis (TNA) model, which was subsequently deepened through Focus Group Discussions (FGD) with 23 representatives. Findings – The results identified the highest competency gaps in ‘Time Management,’ ‘Innovation,’ and ‘Event Management.’ Qualitative analysis revealed that the root causes of these gaps lay at the organizational level, not merely the individual level. Conclusion – These findings confirm that a diagnostic approach is capable of uncovering the actual needs of administrators, including a strong preference for experiential learning methods as a form of non-financial compensation. Novelty/Contribution – This research contributes by demonstrating the application of the Training Needs Analysis (TNA) framework as a formal diagnostic tool to formulate effective learning intervention designs within a non-formal educational setting.
The Role of Pancasila Education in Shaping Democratic Awareness of Class X Students of SMKN 1 Sampang Fendi Pradana; Sahrul Muzekki; Linda Ramadhanty Januar
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.45743

Abstract

Pancasila Education plays a strategic role in fostering democratic awareness among students, particularly at the vocational high school level. This study aims to empirically analyze the role of Pancasila Education learning in shaping the democratic awareness of tenth-grade students at SMKN 1 Sampang. The research employed a descriptive quantitative approach using a survey method involving 68 respondents, consisting of 36 students from the Fabrication Engineering Department (TF 2) and 32 students from the Electronics Engineering Department (TE). The findings indicate that the majority of students demonstrate a good understanding of democratic principles, citizens’ rights and obligations, as well as the importance of deliberation in decision-making processes. However, students’ participation in democratic activities outside the school environment remains relatively low, indicating a gap between theoretical understanding and practical implementation. Discussion-based learning, simulations, and case studies were found to be more effective in enhancing students’ democratic awareness compared to conventional lecture methods. On the other hand, the study also identified several challenges, including limited instructional time, inconsistent implementation of interactive learning methods, and the influence of social media that is not yet adequately balanced with sufficient digital literacy skills. Therefore, strengthening participatory learning strategies and systematically integrating digital media literacy into the learning process are necessary to optimize the development of students’ democratic awareness
The Quality of Peer Relationships as a Determinant of Learning Motivation Among Sixth-Semester Islamic Education Students Fatma Izzatun Najwa; Helma Hidayati; Hilya Izatillah; Surawan Surawan
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.45796

Abstract

Background – This study is motivated by the importance of teachers’ roles in managing effective learning, particularly at the elementary school level, where various instructional challenges often occur. In Indonesian language learning, listening skills are essential for supporting students’ language development, especially in lower grades. Research Urgency – Listening is a fundamental skill in language acquisition and classroom communication. At the early elementary level, weak listening skills may hinder students’ ability to understand instructions, process oral information, and participate actively in learning. Therefore, this study is important to identify the problems faced by teachers in teaching listening skills and to formulate practical strategies that can support more effective Indonesian language learning in lower grades. Research Objectives – This study aims to describe the problems encountered in teaching listening skills in Indonesian language learning and to identify teacher strategies for strengthening students’ listening skills at SD Negeri 1 Pondok. Research Method – This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation. Interviews were conducted with teachers of grades 1, 2, and 3. Observations were carried out directly during classroom learning activities, while documentation was conducted by collecting relevant documents related to the learning process. The data were analyzed using the Miles and Huberman model, which consists of data collection, data reduction, data display, and conclusion drawing. Research Findings – The findings show that the problems of listening skills in Indonesian language learning in lower grades at SD Negeri 1 Pondok include students’ low concentration, limited learning motivation, and an unsupportive learning environment. These factors make it difficult for students to understand, process, and respond to oral information effectively. To overcome these problems, teachers apply several reinforcement strategies, such as using attractive learning media, including pictures and videos; implementing enjoyable learning methods, such as question-and-answer activities and role-playing; and conducting light, simple, and enjoyable evaluations. Conclusion – The study concludes that listening skill problems in lower-grade Indonesian language learning are mainly influenced by students’ concentration, motivation, and learning environment. Teacher strategies that integrate attractive media, interactive methods, and enjoyable evaluation activities can support the improvement of students’ listening skills. Research Novelty/Contribution – The novelty of this study lies in its emphasis on teacher-based practical strategies derived from real classroom needs. This study contributes concrete insights for elementary school teachers and education policymakers in designing more effective strategies to improve listening skills and the quality of Indonesian language learning in lower grades.
Psychosocial Developmental Dynamics of Motherless Child at the industry vs inferiority Stage Izza Nurhayati; Kharisma Aprilia Ekawati; Novitasari Novitasari; Bambang Pangudiluhur; Indah Lestari
Edukasi Vol. 20 No. 1 (2026): Educational Technology & Educational Psychology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v20i1.58281

Abstract

The motherless condition refers to a situation in which a child loses or lacks a mother figure during the upbringing process, which has the potential to affect the child’s psychosocial development. This study aims to describe the psychosocial development of elementary school-aged children experiencing a motherless condition based on Erik Erikson’s theory of psychosocial development. This study employs a descriptive qualitative approach using purposive sampling. Data were collected through observation, interviews with teachers and parents, and documentation. Data analysis was conducted descriptively, focusing on the “Industry versus Inferiority” stage of development. The results of the study indicate that: 1) Children living without a mother are still able to demonstrate fairly good psychosocial development; 2) The children exhibit good levels of independence, responsibility, and motivation to learn, although challenges remain in the areas of self-confidence and social relationships; 3) Emotional support from fathers and grandmothers plays a crucial role in helping children adapt to the loss of a mother figure. The study’s findings indicate that the impact of maternal loss on children’s psychosocial development is not solely determined by the mother’s absence but is also influenced by the quality of family support and the social environment experienced by the child.

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