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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 241 Documents
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Participatory Learning in the Utilization of Social Media: A Study on PIK-R Well Majalaya in Child Marriage Prevention Education Deti Nudiati; Cucu Sukmana; Irma Darmawanti; Muhamad Hadi Ali Mutamam; Bangkit Alamsyah; Mildrett de Fatima Jalane
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
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.v13i1.89673

Abstract

Child marriage is still a serious issue in Indonesia that has an impact on reproductive health, education, and the quality of life of adolescents. This study aims to analyze the digital strategy of the Well Majalaya Youth Information and Counseling Center (PIK-R Well) for its Instagram campaign to prevent child marriage. Data were collected through analysis of 10 Instagram posts from June-July 2025 and through a Focus Group Discussion (FGD) with PIK-R Well administrators, using the Kolb Experiential Learning approach. The results showed that event-themed and collaborative posts had wide reach, but more meaningful engagement came from factual educational content, albeit with fewer views. Through the FGD, PIK-R Well administrators reflected on their experiences, identified weaknesses in previous digital strategies, and formulated new strategies, including increasing the frequency and variety of content, using a call to action (CTA), and fostering digital collaboration with schools and communities. This study concludes that social media can serve not only as a promotional tool but also as an experiential learning space that strengthens organizational capacity and increases adolescents’ awareness of the dangers of child marriage.
The Journey of Self-Discovery: Narrating The Important of Learning In Alternative School Context Nining Purwaningsih; Ila Rosmilawati; Siska Resti Maysara; Moh. Fikri Tanzil Mutaqin
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
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.v13i1.96316

Abstract

This study explores how learners in an Indonesian Community Learning Center reconstruct the meaning of education after experiencing educational disruption. Grounded in transformative learning theory (Mezirow) and identity status theory (Marcia), the study employs a qualitative narrative approach to examine the experiences of ten learners at PKBM Darul Ibtida in Serang, Banten. Data were collected through semi-structured narrative interviews and analyzed using thematic analysis. The findings identify five major themes shaping learners’ journeys: disorienting experiences as the starting point of self-discovery; reframing education from a lost pathway into a meaningful alternative; rebuilding confidence and learner identity; developing autonomy in managing learning and life responsibilities; and expanding social awareness and responsibility. These narratives illustrate how learners reinterpret educational disruption and gradually reconstruct their agency and aspirations. The study highlights alternative education as a space for transformative meaning-making and identity reconstruction. Keywords: alternative education, self-discovery, transformative learning
Empowering Women in Green Energy Business: Bridging Economic, Social, and Environmental Gaps in Rural Communities Friska Indria Nora Harahap; Mustofa Kamil; Jajat S Ardiwinata; Sardin; Jubaidah Hasibuan
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
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.v13i1.85494

Abstract

This research aims to investigate the role of women in initiating green energy businesses in Cibodas Village and the factors influencing their empowerment. Qualitative methods were used to gain an in-depth understanding of women's experiences, perceptions, and empowerment strategies in the context of green energy business. In-depth interviews, focus group discussions, and participant observation were conducted to collect data from village women involved in the initiative. The research results show that village women have an important role in identifying potential natural resources, planning, and managing green energy projects, and promoting environmental awareness at the local level. Supporting factors such as family support, access to training and resources, and supportive regulations play a crucial role in empowering women, while inhibiting factors such as limited access to capital and technology, gender stereotypes, and lack of market access are challenges that need to be overcome. This research provides valuable insights for the development of sustainable development policies and practices, and highlights the importance of strengthening the role of women in the transformation towards green energy and a sustainable economy Keywords: women's empowerment, green energy business, gender roles, sustainable development
Synergizing Schools and Parents in Implementing the Nine Pillars of Character-Based Holistic Education to Enhance Students’ Moral and Social Competence Gunarti Dwi Lestari; Widodo Lestari; Rofik Jalal Rosyanafi; Monica Widyaswari; Cahyo Febri Wijaksono
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.89707

Abstract

This study examines the collaborative roles of schools and parents in implementing the Nine Pillars of Character-Based Holistic Education to enhance young children’s moral and social competence. Conducted at a PAUD institution in West Surabaya, this qualitative case study involved 6 teachers and 10 parents purposively selected. Data were collected through in-depth interviews and participatory observations and analyzed using an interactive model. The findings show that character education is implemented through five key practices: integration of values in lesson plans, habituation activities (e.g., greeting, sharing), role modeling, school–parent communication, and cooperative play. Empirically, children demonstrated improvements in prosocial behavior, including increased sharing, better emotional control, and more respectful interactions. However, several challenges emerged, including limited teacher understanding of holistic approaches, inadequate facilities, inconsistent parental involvement, and the influence of digital media. These findings indicate that the effectiveness of the Nine Pillars approach depends on consistent implementation across school and home contexts. This study highlights that school–parent collaboration functions as a key mechanism in translating character education into observable moral and social competencies in early childhood.
Karampuang Ecopedagogy Model: Local Wisdom and Ecological Education in Indigenous Communities in Sinjai, South Sulawesi Andi Hasdiansyah; Irmayani; Andi Jusman Tharihk; Ilmar Andi Achmad; Salmia Salama; Nanda Oktavia Ramadhana
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.96107

Abstract

This study aims to describe the Karampuang Ecopedagogy model as a form of ecological education grounded in local wisdom within the indigenous community of Tompobulu Village, Sinjai Regency, South Sulawesi. The model is rooted in the ecological-spiritual philosophy of Sulapa Eppa, which emphasizes balance among fire, earth, water, and wind as the foundation of harmony between humans and nature. This research employs a qualitative ethnographic approach within a critical ethnopedagogy framework to examine the values, norms, and social practices that shape ecological awareness. Data were collected through in-depth interviews with traditional leaders (Tomatoa, Gella, Guru, Sanro), the village head, community figures, and indigenous youth. They were supplemented by participatory observation and document analysis. Findings reveal that Karampuang Ecopedagogy is embedded in the Sulapa Eppa worldview and institutionalized through the Ade’ Eppae social system, Paseng ri Ade customary rules, and collective rituals such as Mappogau Sihanua, which function as intergenerational ecological learning media. The model integrates tradition, education, and modern technology to foster critical ecological consciousness and social resilience. This study confirms that local wisdom-based ecological education is an effective strategy for community empowerment and the development of contextual ecopedagogy in Indonesia.
Providing Welfare Services: Volunteering in Social Empowerment for The Marginalized Baduy Mualaf Community in Banten, Indonesia Rahmi Hidayati; Mahpudin; Ahmad Fauzi
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
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.v13i1.96400

Abstract

The Baduy tribe in Lebak Regency, Banten Province, adheres to the Sunda Wiwitan belief system, but some members have converted to Islam. This decision excluded them from customary territories, resulting in poverty, loss of housing, and land insecurity. The novelty of this study lies in conceptualizing volunteerism as a mechanism of welfare service provision that promotes social and economic empowerment among the marginalized Baduy Mualaf community in Banten. This study examines how volunteerism contributes to the social and economic empowerment of the Baduy Mualaf, while also exploring the challenges and limitations of these initiatives. A qualitative descriptive-explanatory approach was employed. Data were collected through in-depth interviews, participant observation, and documentation during fieldwork in 2023. Thematic coding was applied to identify patterns of volunteerism and empowerment practices. The findings show that voluntary actions began with providing land for settlements and farming and were later institutionalized through foundations that manage empowerment programs. These efforts have supported the Baduy Mualaf's survival and recognition. However, challenges remain, including limited government involvement, donor dependence, and weak internal governance within the foundations. Volunteerism has provided crucial welfare support to the Baduy Mualaf through housing provision, access to agricultural land, livelihood assistance, and social and religious support. Yet, its potential is constrained by structural and institutional issues. Stronger collaboration between civil society and government is needed to ensure sustainable empowerment. Future research should focus on policies that integrate local cultural contexts with broader frameworks of social welfare and voluntarism.
Multi-Stakeholder Partnership Model for Preventing Juvenile Delinquency through State Defence Training Nike Kamarubiani; Sardin; Eko Sulistiono; Ade Romi Rosmia; Mohamad Hadi Ali Mutamam; Elly Mellyawati
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.97346

Abstract

This study aims to analyse the characteristics of juvenile delinquency among junior high school students in Bandung City and develop a multi-stakeholder partnership model by implementing state defence training (bela negara) as a preventive instrument. A qualitative approach using Design-Based Research (DBR) was employed, comprising needs analysis, model design, implementation and pilot testing, and evaluation and refinement, involving eight public junior secondary schools, with eight teachers and school counsellors (one per school) as key informants alongside students and cross-sector partners. Data were collected through in-depth interviews, observations, and focus group discussions, and analysed using thematic analysis. The findings identified five key themes underlying juvenile delinquency. The study produced a multi-stakeholder partnership model that integrates collaborative governance, character education, and state defence training within an experiential learning framework. Observation checklists and teachers' field notes during the pilot indicated positive changes in students' discipline, responsibility, and national awareness, suggesting that the model is a promising preventive strategy that warrants further testing with comparative designs before wider adoption in regional education policy.
Women's Empowerment through Culture-Based Life Skills Literacy Programs Mintarsih Arbarini; Tri Suminar; All Fine Loretha; Arini Dwi Cahyani
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.99582

Abstract

Rural women's empowerment has not yet been fully optimized because women's abilities are not recognized as a key component of the family. This study aims to describe and analyze culture-based Life Skill Literacy (LSL) learning to empower rural women at the Community Learning Activity Center. The subjects of this study were rural women who participated in culture-based life skill literacy learning activities in Central Java. Data collection techniques included in-depth interviews, participant observation, and documentation. Data were analyzed descriptively and qualitatively using Sara Longwe's gender analysis framework. This study found that culture-based life skills literacy learning was associated with perceived improvements in rural women's life skills, including personal, social, academic, and vocational skills. The findings indicate that the program facilitated the integration of local cultural values meaningful to participants. Participants reported perceived changes in women's participation and the fulfillment of basic needs. However, the analysis showed that inequalities in access and control still need to be addressed to achieve comprehensive gender equality.
Managing Reciprocal Partnerships for Continuing Agrotechnology Education of Young Farmers Lutfi Ariefianto; Arief Tukiman Hendrawijaya; Didik Kurniawan; Arini Milla Chanifa; Nurul Faizah
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.101639

Abstract

This study aims to analyze and develop a strategic management framework for reciprocal partnerships between non-formal education institutions and the Business and Industrial World (DUDI) to develop Continuing Agrotechnology Education (CAE) for young farmers in Jember Regency. Using a descriptive qualitative approach, data were gathered through in-depth interviews and participatory observations in industrial farmland, with key informants including managers of the Jember Vocational Training Center (BLK), agricultural DUDI practitioners, leaders of millennial farmer groups, and educational and agricultural experts. Qualitative data were analyzed thematically and systematically using the latest NVivo software to ensure coding validity and analytical depth. The findings reveal that current non-formal agricultural training remains short-term, fragmented, and poorly aligned with the ongoing digitalization needs of smart farming. This study proposes a framework that develops a CAE management model positioning industry as a co-architect of the curriculum, integrating digital literacy, Internet of Things (IoT) applications, and data-driven farming into non-formal education systems. The study concludes that the empirically grounded reciprocal partnership framework conceptually offers a strategic foundation with the potential to enhance young farmers' dynamic capabilities and functional digital literacy. Consequently, it is recommended that local governments and vocational training providers consider this framework as an operational reference for community empowerment programs in digital agriculture, serving as a basis for empirical validation in future experimental studies.
Experience-Based Training Management: Experiential Learning for Improving Hairdressing Trainees' Skills in a Course Institution Niswatul Imsiyah; Tiara Permata Wijayanti; Frimha Purnamawati; Nani Sintiawati; Irliana F. Himmah; Ofri Somanedo; Beta Ningtyas
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 2 (2026): November 2026
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.v13i2.101762

Abstract

This study aims to describe experience-based training management through the application of an experiential learning strategy to improve hairdressing trainees' skills at LKP Widhi Jember. Experiential learning is a learning strategy oriented toward real experience through a cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. The study used a descriptive qualitative approach, and the research site was purposively selected because LKP Widhi is a nonformal education institution that has implemented experiential learning in its hairdressing training. Purposive sampling selected the instructor and trainees as key informants and the institution manager as a supporting informant. Data were collected through participant observation, semi-structured interviews, and documentation, analysed using the Miles and Huberman interactive model, and validated through prolonged engagement, persistent observation, and source and technique triangulation. The results show that experience-based training management was implemented systematically through the four stages of Kolb's cycle, which were repeated in every practice session. The strategy supported the development of trainees' psychomotor skills from guided response to mechanism and complex overt response in hair washing and blow-drying. The main constraints were limited instructor mentoring time and the trainees' lack of prior experience. Training institutions are recommended to design repeated practice–reflection cycles supported by structured feedback and an adequate instructor–trainee ratio.

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