Community Learning Activities Research Articles

Ruang Kreativitas Dalam Masyarakat Modern Berbasis Solidaritas

The existence of Community Learning Activity Centers (PKBM) aims to form managed learning media that is centered on empowering local potential in increasing the knowledge, skills and attitudes of the community in the economic, social and cultural fields. In developing a community, community participation must be actively linked and participate in processes and activities that exist in society in order to create maximum goals. The feeling of sharing between individuals in social groups will form social solidarity so that a sense of solidarity arises between these individuals. In this study using descriptive qualitative research methods using an ethnographic approach, this study aims to find out how forms of solidarity arise between individuals in creating a community. This research is located in Gesang Village, Tempeh District, Lumajang Regency. The informant himself is the founder, administrator and member of Omah Sinau Gesang. Researchers only took 6 people to be used as informants. The informants that the researchers took consisted of one founder, one administrator, and 4 members from Omah Sinau Gesang. Data collection was obtained from the results of interviews and observations which were included with the documentation. The results of this study indicate that within a community there is a division of labor as a cause for the emergence of organic solidarity. This interdependence increases with the division of labor and with increasing specialization and differences among individuals in the community.

OBAMATARE-Alquran: The Syntax of the Quran-Based CTL Model in the Learning of Islam Religious Education in Higher Education

Research on the CTL is based on many findings that most students have yet to be able to make connections between what they learn and its various uses in real life. This study aimed to develop an Alquran-based CTL model in the subject of Islamic Religious Education (PAI) in Higher Education, specifically on the syntax design of the Quran-based CTL model. This study used the RD method with the ADDIE model approach. The results of this study were the syntax of the Quran-based CTL model in PAI learning in Higher Education, which were summarized in the acronym OBAMATARE-Alquran, O: direct/orientate, BA: (baca) read Alquran, MA: (masalah) formulate a problem, TA: (tanya jawab) discussion, ask-answer-group/independent (solving problems)/guiding inquiry and displaying results, RE: reflection and evaluation. The syntax uses verses from Alquran relevant to the learning theme. OBAMATARE-Alquran, the Alquran-based CTL model, follows seven CTL activities. Constructivism, inquiry, question and answer and learning community activities could be seen in learning activities when students discussed in groups and investigated the details of the provided problems in LKM and picture/video shows. Then students found roots and problem solutions by exploring information. Students would exemplify ways to solve problems throughout the modelling step of solving problems. Reflections were done on the opening and closing activities. Meanwhile, evaluation in the form of authentic assessment was carried out during learning and at the end. This research is only limited to Alquran-based CTL syntax, requires further trials. This research can be developed in the form of learning modules, learning media and learning evaluation.

Peningkatan Pengetahuan Anggota Kelompok Tani Mitra Tani Desa Paranda Kecamatan Wula Waijelu Dalam Pembuatan Pestisida Organik Berbasis Kearifan Lokal

The Mitra Tani Farmer Group is a farmer group in Paranda Village, Wula Waijelu District, East Sumba Regency. Agricultural activities carried out often have problems with plant pests (OPT). The existence of problems regarding OPT can be controlled by using pesticides, one of which is vegetable pesticides. The results of the community service activities showed that the members of the Mitra Tani farmer group finally learned about some local ingredients that could be used as organic pesticides. Local materials that can be used as organic pesticides include gamal leaves, tai kabala leaves (kirinyuh/ Chromolaena odorata L.), anona leaves, neem leaves, papaya leaves, yam iwi (gadung tuber), and soursop leaves. The members are also active in community service and learning activities and play an active role in making organic pesticides.

전문대학생의 학습공동체 프로그램 효과성 분석

Objectives This study aimed to analyze the effects of self-directed learning ability, self-regulatory efficacy, collaboration preference, and communication skill according to college students’ participation in learning community activities in order to find an effective management plan for the learning community.
 Methods To do so, a survey was conducted on 422 students at S College in Gyeonggi-do. The experimental group had 181 students who participated in the learning community program run by the Center for Teaching and Learning Development in the first semester of 2022. The control group consisted of 241 people who did not participate in the learning community program. To verify the effect of learning community participation, pre- and post-surveys were carried out at the beginning and end of the learning community activities of the experimental group and For statistical verification, covariance analysis(ANCOVA) was performed.
 Results The analysis results showed that the self-directed learning ability, self-regulatory efficacy, collaboration preference, and the communication skill of college students who participated in the learning community improved.
 Conclusions This study is meaningful in that it analyzed the effect of the learning community program on college students and provided basic data for the measures to vitalize learning communities in colleges and performance analysis.

Implementasi Manajemen Strategik Pada Bidang Pendidikan Dalam Perspektif Sumber Daya Manusia, Operasional, Anggaran, Dan Administrasi

Advancements in educational world make the responsibility of educational institutions in generating graduates with better quality to be able of facing competition of human life in the future. To improve the quality of education, directed strategic efforts are needed in utilizing existing resource opportunities. The implementation of management related to human resources, operations, finance or budget, and administration is very important in formal and non-formal educational institutions. This research aims to reveal the strategic management implemented in educational institutions in improving education’s quality. This research uses a descriptive qualitative method of literature study type with data sources obtained from several journal articles. This research has the results that the programs in improving human resources are the recruitment process, coaching and empowerment of educators. In the management of operations in educational institutions, it is carried out by concentrating the implementation of learning programs and encouraging the growth of community awareness to create community learning activity centers. The budget also supports the implementation of educational programs, so it is important to manage finances and budgets so that educational institutions can operate effectively. Meanwhile, in improving administrative services, it is conducted by strategy formulation, strategy implementation, strategy planning and control, and evaluation.

Econometric evaluation of implementing a behavioral health integration intervention in primary care settings.

Integrated behavioral health (IBH) is an approach to patient care that brings medical and behavioral health providers (BHPs) together to address both behavioral and medical needs within primary care settings. A large, pragmatic, national study aimed to test the effectiveness and measure the implementation costs of an intervention to improve IBH integration within primary care practices (IBH-PC). Assess the time and cost to practices of implementing a comprehensive practice-level intervention designed from the perspective of clinic owners to move behavioral service integration from co-location toward full integration as part of the IBH-PC study. IBH-PC program implementation costs were estimated in a representative sample of 8 practices using standard micro-econometric evaluation of activities outlined in the implementation workbook, including program implementation tasks, remote quality improvement coaching services, educational curricula, and learning community activities, over a 24-month period. The total median cost of implementing the IBH-PC program across all stages was $20,726 (range: $12,381 - $60,427). The median cost of the Planning Stage was $10,258 (range: $4,625 - $14,840), while the median cost of the Implementation Stage was $9,208 (range: $6,017 - 49,993). There were no statistically significant differences in practice or patient characteristics between the 8 selected practices and the larger IBH-PC practice sample (N=34). This study aimed to quantify the relative costs associated with integrating behavioral health into primary care. Although the cost assessment approach did not include all costs (fixed, variable, operational, and opportunity costs), the study aimed to develop a replicable and pragmatic measurement process with flexibility to adapt to emerging developments in each practice environment, providing a reasonable ballpark estimate of costs associated with implementation to help guide future executive decisions.

A study on the learning community participation experience of social workers

본 연구의 목적은 현장사회복지사의 학습공동체 참여경험을 파악하는 것이다. 학습공동체에 참여하고 있는 사회복지사 25명을 대상으로 포커스그룹 인터뷰를 실시하였고, 근거이론방법론을 적용하여 분석하였다. 분석결과, 54개의 개념, 16개의 하위범주, 6개의 상위범주가 도출되었으며,‘현장이 원하고 주도하는 학습’라는 중심현상을 확인하였다. 맥락적 조건은‘새로운 교육에 대한 현장의 갈증’, 인과적 조건은‘공적 지원, 학습공동체의 출발’, 중재적 조건은 ‘조직의 지지와 다각적인 지원’인 것으로 나타났다.‘작용/상호작용전략’은‘학습에만 머물지 않는 시도’, 결과는 ‘든든하고 단단해지는 실천’으로 분석되었다. 연구결과를 토대로 사회복지현장의 학습공동체 활동의 의의와 활성화 방안을 논의하였다.The purpose of this study is to find out the experience of participating in the learning community of social workers. Focus group interviews were conducted with 25 social workers participating in the learning community, and grounded theory methodology was applied for analysis. As a result of the analysis, 54 concepts, 16 subcategories, and 6 upper categories were derived, and the central phenomenon of ‘learning desired and led by the field’ was identified. The contextual condition was ‘thirst in the field for new education’, the causal condition was ‘opportunity for starting a learning community’, and the mediation condition was ‘multifaceted organizational support’. The action/interaction strategy was analyzed as ’beyond learning by doing’, and the result was analyzed as ‘practice to get reliable and strong’. Based on the research results, the significance and activation plan of learning community activities in social work field were discussed.

Cultural engagement as a learning environment in the artistic encounter zone SPA_LOW_SKY

In the middle of Vienna between the locations of a sculptor’s studio and an educational campus Spalowskygasse (‘Bildungsgrätzl Mariahilf’), an artistic encounter zone is being created through the participation of artists, schools and neighbourhood residents. This artistic intervention employs service-learning and engaged learning approaches. Based on cultural heritage and local history, plans for using various found materials and employing processes of recycling and upcycling have been developed. Such an artistic encounter zone initiates a public creative discourse. It aims to expand the circle of participants beyond already established knowledge alliances to create new synergies. The concept provides for broad participation from art and cultural institutions, schools, universities and social institutions. Participants are invited to take the initiative in community learning activities. This article reports on the initial phase of this service-learning project where workshops have already been conducted.

Analisis Manajemen Kurikulum di Pusat Kegiatan Belajar Mengajar Masyarakat (PKBM) Hanuba Medan

The Education Curriculum is made as a process in achieving the goals of education itself, so the Government applies the 2013 Curriculum to be a solution to learning, especially in Non-formal Education in PKBM units. However, in its implementation there are problems related to the ability to capture learning citizens who are adults. The research aims to find out: 1) how the PNF curriculum is applied to the PNF unit 2) how it is implemented 3) what are the inhibiting and supporting factors of implementing the curriculum implementation and 4) what things are developing related to the PNF curriculum. The location of the research was conducted in PKBM Hanuba Medan, North Sumatra. The research method is descriptive qualitative. The data was collected by using interviews, observation and documentation studies. The research results obtained are PKBM Hanuba using the K13 curriculum centered on the Ministry of Education and Culture. Supporting factors for implementing the curriculum are the leadership of the head of PKBM Hanuba, tutor performance, learning community activities, socialization of K13, learning facilities and resources, academically conducive environment, participation of PKBM Hanuba residents. The inhibiting factor of implementing the curriculum is that some learning residents have a lack of grasping power so that the learning process is carried out repeatedly and the development of the learning curriculum at PKBM Hanuba is to create a product-based entrepreneurship module in line with the needs of adult learning citizens in needs-based learning.

Social Entrepreneurship Competence of Non-formal Education Managers for the Empowerment of Learning Communities

Non-formal education managers who possess social entrepreneurship competence are equipped with the skills and knowledge needed to identify and address social and economic challenges and create innovative and impactful programs that can help improve the lives of the communities they serve. Social entrepreneurship competence involves skills related to leadership, problem-solving, innovation, and community engagement, as well as understanding the social, economic, and cultural factors that can impact non-formal education programs. By developing social entrepreneurship competence, non-formal education managers can create more effective and sustainable programs and better serve the needs and interests of their communities. This study uses a quantitative approach to the survey method. The population of this study is non-formal education managers consisting of study groups, course and training institutions, and community learning activity centers. The research sample and respondents were selected by non-random sampling with 53 respondents. Analysis of data using path analysis. The study suggests a correlation between a manager's character and social competence in entrepreneurship. In addition, this research reveals that management competence is closely related to empowering the community and developing social entrepreneurial skills.

Implementasi Manajemen Kewirausahaan Program Pendidikan Paket C untuk Peningkatan Mutu Lulusan

With a collaborative approach, innovative entrepreneurial development planning can be carried out, the approach in this research uses a qualitative approach and the research method used is an analytical descriptive method. The data collection techniques in this study were through interviews, documentation and observations carried out in order to find out the planning, implementation, assessment, and results of entrepreneurship learning in the C package education program at PKBM An-nur Ibun, Bandung Regency. In the planning stage, the determination of learning objectives that are in accordance with the objectives is carried out, the implementation of learning using a group strategy, assessment is carried out to prove that students have entrepreneurial abilities with criteria of at least 90% of citizens learning to complete participating in entrepreneurship learning programs, and at least 70% of graduates are able to entrepreneurship / strive to be independent. The learning results show that more residents learn to pursue Package C who have a behavioral attitude, knowledge as entrepreneurs. PKBM An-nur Ibun Bandung Regency is expected to continue to be a reference and pilot for the improvement of community learning activity centers (PKBM) in various aspects, especially in providing non-formal educational facilities for residents, by optimizing learning facilities such as the procurement of study groups, skills education, job training, women's empowerment, and the provision of facilities for residents who do not receive formal education or drop out of school.

SEKOLAH KOMUNITAS MTs PAKIS DI DESA GUNUNGLURAH, CILONGOK, BANYUMAS, JAWA TENGAH: UPAYA MANDIRI DALAM MENGATASI ISU PENDIDIKAN ANAK

Gununglurah village, in Cilongok district, Banyumas regency, Central Java, is an area which in 2011 still surrounded by thick forest and valley of Slamet volcano. Its community has low access on education. However, a year later, in the middle of mighty surroundings, they build MTs (Madrasah Tsanawiyah) PAKIS –Piety, Achievement, Knowledge, Integrity, Sincerity – to cope with their need of education. The purpose of this article is to describe and explain educational process in MTs PAKIS and its developing progress as community school. The research as the basis of this article accomplished through qualitatuve method and the data collected through focused group discussion with MTs PAKIS volunteers, its students and their parents. As an educational institution, MTs PAKIS delivers educational service through general courses as in formal junior high school (SMP). However, its method of delivering such courses is not instructional as in formal school of SMP. Self taught by reading, learning, and discussion is the main method of MTs PAKIS in delivering educational activities. MTs PAKIS also brought the students to learn and practice farming, raising livestock, and home-fishing activities. These activities carried out in order to familiarized students with their surroundings. MTs PAKIS is non-formal school. However, it is not community education services or center of community learning activity. MTs PAKIS is an eclectic mix of them and a school build by-to-for the community: a community school. It is hardly to find its recognizeable definitions in the realm of education. Nevertheless, it is an alternative or complementory way for community to increase their quality of life and well-being in their own inadequacy.Key words: education, MTs PAKIS, Community school

From city to Learning City ̶ The involvement of stakeholders in Lucca and Trieste

This paper will elaborate upon the model of the Italian Learning City of Lucca and Trieste, recently entered in the Global Network of the Learning Cities of the UNESCO Institute for Lifelong Learning. In a learning city citizens and institutions must participate to achieve global goals and the mission of the SDGs 2030 Agenda and lifelong learning objectives. Regarding the construction of a learning city the UNESCO UIL has given guidelines and best practices to help this transformation, which manifest as a unique process in every city. Through the Italian policies on adult education and the local administrative decentralization has been possible the integration of the UNESCO learning city model with the experiences of Lucca and Trieste on national territory. The involvement of stakeholders is a fundamental step to transform the city, in a city that learns. The actors involved included a wide variety of subjects like civil society, schools and businesses. The question aims to answer how it is built and implemented in a learning city or smart city the stakeholders’ network. The hypothesis is that through the comparison of Lucca and Trieste, the best practices produced will emerge. The data are interpreted through: main goals of the learning cities, issues in the community learning activities, barriers of collaboration of stakeholders, forms of collecting and sharing knowledge in the city. Taking into account the UNESCO UIL guidelines. Every learning city needs participation involving all stakeholders and to include all citizens facing challenges at many levels. It will therefore be essential for administrations to reduce the barriers to participation, meet the needs of its population and create learning events to share and acquire knowledge.

Teacher Efforts in Increasing Student Interest in Reading the Quran

This research uses descriptive qualitative methods. Data was collected through observation, interviews, and documentation. The data analysis uses the following steps, namely data reduction, data display, and drawing conclusions. The results of the analysis show the condition of interest in reading the Al-Quran of class VII students at the Legusa Community Learning Activity Center, Luak District, Lima Puluh Kota. Fifty Cities showed results that students' interest in reading the Quran was still low. The efforts carried out by Islamic Religious Education teachers are quite diverse. Starting from motivating students to be enthusiastic and happy when studying the Quran. Gives an overview of the virtues of reading the Quran. Give rewards to students who are serious about studying. Tadarus at the beginning of learning. Factors that influence Islamic Religious Education teachers in increasing interest in reading the Quran are factors within students, namely physiological and psychological factors in children. Factors from outside the student, the student's family, and their environment. lack of available lesson hours. This can be seen in students who do not repeat lessons at home. Because most of them have jobs while studying. Apart from that, there is also a lack of support from the family for them to study. So they really need to continue to be motivated and encouraged to be enthusiastic about learning.

Islamic Religious Education Teacher Efforts in Increasing Students Interest in Reading the Quran

The aim of this research is to determine the reading interest of Class VII students at the Legusa Community Learning Activity Center, Luak District, Lima Puluh Kota Regency, and the efforts of Islamic Religious Education teachers in increasing students' interest in reading the Qur'an, as well as to determine the supporting and inhibiting factors. which influences the efforts of Islamic Religious Education teachers to increase students' interest in reading the Quran. This research uses descriptive qualitative methods. Data was collected through observation, interviews, and documentation. The data analysis uses the following steps, namely data reduction, data display, and drawing conclusions. The results of the analysis show the condition of interest in reading the Quran of class VII students at the Legusa Community Learning Activity Center, Luak District, Kab. Fifty Cities showed results that students' interest in reading the Quran was still low. The efforts carried out by Islamic Religious Education teachers are quite diverse. Starting from motivating students to be enthusiastic and happy when studying the Quran. Gives an overview of the virtues of reading the Quran. Give rewards to students who are serious about studying. Tadarus at the beginning of learning. Factors that influence Islamic Religious Education teachers increasing interest in reading the Quran are factors within students, namely physiological and psychological factors in children. Factors from outside the student, the student's family, and their environment. lack of available lesson hours.

Against Cultural Amnesia Through Optimizing The Role of The Youth Generation in Paloh Naga Agrotourism

This article aims to describe strengthening character and love of culture as an effort to fight cultural amnesia through various forms of creativity of the younger generation in Paloh Naga Agrotourism. The research method is an ethnographic method with a naturalistic approach. Collecting data through participatory observation, in-depth interviews, focus group discussions and archiving folklore. The data analysis technique used Spradley ethnographic analysis with a series of analyzes processed using ATLAS.ti software. The research results are; Optimizing the role of the younger generation in cultivating positive characters around Paloh Naga Agrotourism through participation in art training in music, dance, and traditional theatre. While in the field of education, through participation in the Lingkaran Community Learning Activity Center, the program consists of Character Education, Cashier Education (Coastal Children's Area), Taqsir (Taqlimul Qur'an for Coastal Children), Community Reading Parks, and teaching at the Rehabilitation Workshop of the National Narcotics Agency, Deli Serdang District. Furthermore, efforts to fight cultural amnesia in the aspect of cultural love by participating in various activities related to folklore, namely oral folklore performances in the performance of the Paloh Naga Legend ballet, partially oral folklore performances in traditional dance and game practices, and non-verbal folklore training in the course of product exhibitions and traditional cuisine. Furthermore, the regeneration process of the younger generation in fighting cultural amnesia begins with participating in character and art education after fulfilling the requirements to become a volunteer-based on qualifications. Finally, the forms of creativity displayed by the younger generation, include preparing various folklore performances, creating creative dances, playing traditional music and traditional games to strengthen social interaction and the value of creativity, and creating various traditional cuisines.

Homeschooling Policy and Practitioners’ Criticism in Indonesia

Homeschooling in Indonesia is included as informal education. Unfortunately, many people still misunderstand the essence of homeschooling. It is often mistaken for non-formal education, conducted under the name of institutions. Homeschooling in this study only focuses on parents who directly educate their children at home. This qualitative study aims to reveal how the legal umbrellas that theoretically regulate homeschooling are based on the responses of four participants as practitioners in Indonesia. Constitution No. 20 in 2003 and Regulation of the Minister of Education and Culture (Permendikbud) No. 129 in 2014 are written evidence regarding the legality of homeschooling. This study found that collaborative homeschooling is the most doable choice for the participants, some community learning activities centers in certain areas tend to complicate the procedures for registration as well as equivalence examination, and the participants’ dilemma whether or not the government’s attention is needed for homeschooling in the future.

Improving soft skills and hard skills Wagra Learning Package C through the independent education curriculum in the Merdeka Belajar Scheme

Education is an important component of the life of any member of society. Studying in an educational institution alone is not enough to be successful. There are other supporting skills that can be acquired by the community besides formal education. This is the reason why independent education is an ideal concept in the Merdeka Belajar scheme. The purpose of this work is to learn and apply the principles of self-education that focus on improving the soft skills and hard skills of residents learning package c in the province of North Sulawesi. This goal is achieved through pedagogical experiments carried out at learning activity center institutions (SKB) and community learning activity centers (PKBM), through surveys of the needs of learning civil service practitioners and learning residents at different levels of education. Statistical data on the dynamics of self-education are analyzed through statistical and descriptive methods. The results of measuring the need for soft skills and hard skills found that factors of age, gender, and employment status influenced the choice and lack in improvement of soft skills and hard skills in independent education training. Factors such as leadership, determination, self-control and self-organization, work independence, and work skills became the main foundation in the preparation of the self-education curriculum of citizens learning package C. The factors contained in the self-education curriculum material affect the level of knowledge and increase educational motivation, social interaction and goals, show in the knowledge gained and help apply the approach to learning package C residents. This study shows that an independent education curriculum based on the needs of soft skills and hard skills must be carried out consistently and regularly by non-formal educational institutions. In supporting the Merdeka Belajar Program, the independent education curriculum prepared from this work can be used as a reference for separate education policies in formal education schemes

Analysis of Structural Relationships among High School Teachers' Learning Community Activities, ICT Utilization Ability, Teacher Burnout, and Teachers’ Job Satisfaction in the Period of Covid-19: Focusing on the differences by type of high school in Busan

Analysis of Structural Relationships among High School Teachers' Learning Community Activities, ICT Utilization Ability, Teacher Burnout, and Teachers’ Job Satisfaction in the Period of Covid-19: Focusing on the differences by type of high school in Busan

IMPLEMENTATION OF BLENDED LEARNING USING ZOOM MEETING

Rapid technology advancements have an impact on education, one of which is blended learning. Blended learning is a combination of physical classroom activities and online technology-assisted learning activities. The goal of this study was to learn more about the utilization of Zoom Meeting application for blended learning, especially in present pandemic. Literary studies are used in the research process. Through Google Scholar, secondary data was gathered from articles, journals, and books, yielding seven journal articles. The conclusion of this study were the Zoom Meeting application may be used in the implementation of blended learning for all levels of education, as well as in training for teachers and lecturers, and the community at the Community Learning Activity Center. This application can increase student learning result; learning process was not monotonous and can grab students' attention; and it has a favorable impact on training students' learning independence. The teacher and community training is also going smoothly and efficiently. The issues include a less stable internet network; its consumes a lot of internet quota; a 45-minute meeting time limit for the first user; educators' and students' lack of understanding of how to use the application; the government's uneven distribution of facilities and infrastructure for delivering free internet, and a lack of training for instructors or lecturers on how to use it in the classroom.