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Daerah istimewa yogyakarta
INDONESIA
Jurnal Pendidikan dan Pemberdayaan Masyarakat
Published by Universitas Negeri Yogyakarta
ISSN : 23551615     EISSN : 24772992     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 216 Documents
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Problem-Solving and Educational Management Strategies Among Preschool Principals in Early Childhood Settings Kamtini, Kamtini; Simaremare, Aman; Tanjung, Salsabila Hasiana; Hasim, Zuwati
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.85288

Abstract

The ability of preschool principals to solve problems effectively is crucial in ensuring the smooth operation of early childhood education institutions. Preschool principals are key in managing administrative tasks, teacher performance, curriculum implementation, and parent-school relationships. However, challenges such as limited resources, staff conflicts, and adapting to educational policies require strong problem-solving skills. This study aims to explore the problem-solving abilities of preschool principals in Medan, Indonesia, by identifying key challenges they face and analyzing the strategies they employ to address them. The research adopts a qualitative descriptive approach, involving 20 preschool principals in Medan as participants. Data were collected through semi-structured interviews and observations to gain insights into the problem-solving methods applied in various educational scenarios. Thematic analysis was used to identify recurring patterns and strategies in addressing common issues. Practical problem-solving skills among preschool principals are essential for maintaining a well-functioning educational environment. These skills include analytical thinking to identify the root causes of instructional or behavioral issues, decision-making under pressure, conflict resolution between staff or with parents, strategic planning for curriculum and resource development, and collaborative problem-solving that engages teachers in reflective dialogue and peer learning. Training programs focusing on strategic decision-making, leadership development, and conflict resolution can further strengthen their problem-solving abilities, ultimately improving early childhood education in Medan. Studies should also investigate how principal problem-solving styles influence teacher motivation and the sustainability of innovative pedagogical approaches.
Evaluating a Parenting Program Using the CIPP Model: Evidence from a Kindergarten Laboratory School in Indonesia Dian Wahyuningsih; Taşğın, Adnan; Küçükoğlu, Adnan; Fransiska
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.86116

Abstract

This study uses the Context, Input, Process, Product (CIPP) evaluation model to evaluate a parenting program implemented in a kindergarten laboratory school in Indonesia. Drawing on qualitative interviews with teachers, parents, and student interns, along with document analysis, the study investigates how the program addressed contextual needs, resource allocation, delivery mechanisms, and perceived outcomes. Data were collected through semi-structured interviews and supporting documents, then analyzed using thematic analysis to ensure systematic interpretation across CIPP components. The findings indiate that while the program was well-aligned with parental needs and supported by institutional resources, it faced participation rates, feedback mechanisms, and content inclusivity challenges. Parents reported improved confidence, communication skills, and understanding of child development as key benefits. However, the lack of systematic monitoring and follow-up limited the program’s sustainability. This study is essential as it provides a structured framework to assess parenting interventions’ quality and long-term viability in under-researched educational settings. It underscores the importance of participatory delivery methods, culturally sensitive materials, and integrated evaluation processes to enhance the long-term effectiveness of family engagement initiatives. Recommendations include embedding continuous feedback loops, involving diverse facilitators, and aligning program design with national goals on early childhood education and parental empowerment.
Resilience of Micro, Small, and Medium Enterprise (MSME) Actors "Pasar Kamu" in the Development of Kampoeng Lama Tourism Village Wallad, Annisa Utami; Tohani, Entoh; Basuki, Agus
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.82700

Abstract

This research aims to describe the resilience of MSME actors through aspects of resilience, resilience abilities, and independence of MSME actors in developing “the Pekan Breakfast Karya Anak Muda” (Pasar Kamu) tourist village. This research uses a qualitative method with a phenomenological approach. Data were collected through observation, interviews, and documentation. This research ensures data validity through source, technical, and time triangulation. Data analysis included data collection, condensation, presentation, and conclusion drawing. The research results show that (1) “Pasar Kamu” MSME players utilize digital marketing training and community involvement to increase product exposure and strengthen commitment. With an efficient management system, stress management strategy, and collaboration with business actors and the government, they support the sustainability of tourist villages through continuous improvement. (2) MSME players manage emotions and make measured decisions by discussing, exercising, and self-reflecting with mentors. They avoid impulsive decisions with a policy of overnight sleep and team consultation. Optimism and empathy are driven by achievement celebrations, motivational books, and community support, while systematic analysis increases efficiency and profitability. (3) “Pasar Kamu” MSME players overcome operational challenges through cooperative loans, strategic location selection, and cooperative assistance for production capacity. They implement appropriate strategic planning and management systems and use data-based performance evaluation to support sustainable growth.
Collaborative Learning Networks for Farmer Economic Empowerment: A Literature Review Hasdiansyah, Andi; Ridwan, Ihwan; Ida, Nur; Salama, Salmia
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.84809

Abstract

This article examines the role of Collaborative Learning Networks (CLN) in empowering smallholder farmers economically in developing countries through a narrative literature review. CLN models, such as Farmer Field Schools (FFS), Farmer-to-Farmer Extension (F2FE), and Agricultural Cooperatives, offer solutions to address challenges like poverty, low productivity, limited market access, and vulnerability to economic-climatic shocks. The analysis reveals that CLN models contribute to enhancing technical knowledge, adopting sustainable technologies, and improving market access through multi-stakeholder collaboration. Agricultural Cooperatives are effective in strengthening farmers' bargaining power and income stability, while FFS focuses on building technical capacity. However, CLN efficacy depends on inclusive design, equitable network governance, and integration with structural reforms (e.g., land access, credit, and infrastructure). Challenges such as power imbalances, elite dominance, and hierarchical cultural norms may hinder empowerment outcomes. Policy recommendations include multidimensional programs combining technical training with institutional strengthening, gender quotas for women’s participation, and multi-stakeholder collaboration. CLN holds potential as catalysts for sustainable rural development if supported by holistic and context-sensitive approaches.
Tutor Readiness in the Implementation of E-PKBM in the Equivalency Education Program Saleha, Najwa Ayu; Shofwan, Imam
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.85520

Abstract

Non-formal education in Indonesia, particularly in the context of equivalency education, faces numerous challenges in introducing innovation to the learning system. This study aims to describe the readiness of tutors in implementing E-PKBM by using a qualitative approach and descriptive method. Data was collected through observation, interviews, and documentation, and their validity was tested through source triangulation and technique triangulation. Data analysis included data collection, data reduction, data presentation, and conclusion drawing. The results describe (1) tutors show professional confidence in implementing the system, although they still need support and further training to handle complex questions. (2) Comprehensive institutional support, including training, appreciation of achievements, and constructive communication, is crucial. (3) Tutors need to develop competence in using the system to optimize the learning process. The implications of this study emphasize the need for continuous training programs and the development of self-learning skills. This study concludes that tutor readiness makes a significant contribution to the success of E-PKBM, and these findings make a valuable contribution to the development of tutor training programs in PKBM.
Early Childhood Numeracy Practice Model Through Deep Learning Elyana, Luluk; Kurniati, Lenny; Nunna, Bhanu Prakash
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.85900

Abstract

Early numeracy refers to the ability to think critically using mathematical concepts, procedures, facts, and tools to solve everyday problems in various relevant contexts for early childhood. This study aims to develop early numeracy practices for young children through deep learning approaches. The subjects of this research are 60 Kindergarten students, divided into two developmental stages: 4–5 years old and 5–6 years old. The study employed a development research method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. Data was collected through observations, interviews, documentation, and numeracy performance assessments tailored to the children’s cognitive stages. The data were analyzed using both qualitative techniques to evaluate the effectiveness and developmental appropriateness of the numeracy practices. The result of this study is a validated early numeracy product that aligns with children's levels of cognitive development: knowing, applying, and reasoning. This product is adapted to each age group to ensure developmental suitability. The novelty of this research lies in the implementation of early numeracy through deep learning, which integrates meaningful, mindful, and joyful learning strategies to enhance young children’s mathematical understanding. Future research is recommended to explore the scalability of this model in various cultural and socio-economic contexts, as well as to examine its long-term impact on children's mathematical thinking beyond the kindergarten years.

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