Non-formal Education Learning Research Articles

Service Learning in non-formal education in a penitentiary center

Introduction: Prisons should promote educational activities in formal and non-formal settings in accordance with the educational model that is carried out in educational contexts other than prisons. Methodology: The aim of this proposal is to promote social commitment and the development of skills, values and attitudes necessary for social reintegration. To this end, the aim is to develop this activity in the context of non-formal education within the prison environment, through the application of a service-learning methodology. Results and Discussion: Over the course of ten sessions, inmates will be able to work with young people at risk of social exclusion by telling their life stories. In this way, the prisoners will have to work on personal introspection and develop strategies to help prevent delinquency in these young people. Conclusions: All this will favour the development of a social commitment in the persons deprived of liberty and therefore, a series of skills and attitudes that will be necessary for their future reintegration.

PENGARUH HASIL PEMBELAJARAN AL-QUR’AN DI PENDIDIKAN NON FORMAL TERHADAP PRESTASI BELAJAR QUR’AN HADITS SISWA KELAS VII MTs AL-AZHAR SEMPU

This study aims to find out how much influence between the results of Qur'anic learning in non-formal education on the learning achievements of Qur'an Hadith students of grade VII at MTs Al-Azhar Sempu. This research is a quantitative study conducted at MTs Al-Azhar Sempu. Data collection methods in using observation instruments, tests, and documentation. Data analysis techniques with simple linear Regression data analysis techniques. The results showed that there was a significant positive influence between the learning outcomes of the Qur'an in non-formal education on the achievements of the Qur'an Hadith in schools.

The Adoption of Blended Learning in Non-Formal Education Using Extended Technology Acceptance Model

This study aims to determine the influencing factors for understanding the intention of the learners in Non-Formal Education to use Blended Learning. In addition, it aims to investigate the relationships of the factors in a theoretical model. This study was conducted due to the lack of research in the world that discusses the adoption of Blended Learning in Non-Formal Education in Developing Countries such as Indonesia. Blended Learning at Non-Formal Education in the Covid-19 era is needed because the education institution has a limited place to accommodate more learners. A questionnaire based on google form was used to collect data. A sample of 566 users of Blended Learning from Non-Formal Education Institutions in Indonesia were used. All variables from the theoretical model are measured using existing scales. Structural Equation Model (SEM) was used to analyze the theoretical model. SPSS and Amos were used as the software tools. This research contributes to the theoretical understanding of Blended Learning adoption as well as practice and provide guidance for Non-Formal Education to successfully implementing Blended Learning in their institutions. From the thirteen initial hypotheses, there are nine significant hypotheses. Three hypotheses with the largest magnitude are SI -> PU, CE -> PEU, and PU -> BI. SI is the most influencing factor in the adoption of blended learning at non-formal education institutions.

Adult learners’ perception on the use of constructivist principles in teaching and learning in non-formal education centres in South Africa

ABSTRACT This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning, authentic learning and learner-centred learning. The researcher used the mixed of stratified and purposive sampling methods to select six NFE centres and 12 (out of 200) learners who studied skills training and became self-employed. The data collection techniques were semi-structured interviews. From learners’ perceptions, the findings reveal that the use of the constructivist principles enhanced or influenced adult learners’ educational attainment in offering learners with experiences ranging from vocational skills to real-life problem-solving. Therefore, the researchers conclude that adult learners were motivated in learning new skills when facilitated using the constructivist approach. The practical and policy implication of the findings is that adult facilitators and managers of NFE programmes should take into consideration the constructivist approach of teaching and learning when designing the curriculum of non-formal education and training.

Manajemen Pendidikan Edutainment di TPA Al Hikmah Kewangunan Petanahan

The focus of the study in this study was motivated by a weakening trend interest in learning in non-formal education, especially religious education, is one of them Al-Qur'an Education Parks, in fact, in almost all places, there are many educational parks, Al-The Qur'an no longer organizes teaching and learning activities because it doesn't exist the santri or on the other hand exist but their existence is only sober, so it is very necessary edutainment-based education. Education based on edutainment in principle education which in its implementation is carried out in ways that are fun, with the aim that students feel happy and comfortable participating in learning. This research is a field research (field research) with a qualitative research type.The selection of sources was carried out using purposive sampling and snowballing sampling techniques.Data collection techniques with techniques: interviews, observation, and documentation. Whereastest the validity of the data using data triangulation techniques in the form of technical and source triangulation. Results this study shows that the first, in the implementation of Edutainment at Tpa AlThe wisdom of Kewangunan Village, Petanahan District, includes four stages, namely planning carried out through three processes, organizing consisting of two groups, mobilization which consists of two forms of mobilization, and supervision which is divided into two forms of supervision. Second, the Implementation of Edutainment Education includes: Making yells opening chants, Singing and music, Magic games and Humorous stories.

Systematization of adult education centres as providers of non-formal learning in Ukraine

The process of adult learning in non-formal education is an organized activity of andragogues and adults who study, according to informal educational programs, in conditions of free choice, for achievement of personal and professional educational goals, determined by adults. This process is provided by providers of non-formal educational services, including a variety of companies, organizations, institutions or individuals that provide these services to the target audience of the adult population. Adult education centers in Ukraine today are such providers that are developing rapidly. The article is devoted to generalization and systematization of adult education centers as providers of non-formal adult education in Ukraine. Various forms and types of adult education centers operating in Ukraine are analyzed. Priority signs are defined. Adult education centers are systematized as providers of non-formal adult education in accordance with certain characteristics. The leading functions of their activity are generalized. Based on the experience of the data center in Ukraine, the main features for systematization are determined: the level of independence; form of ownership; organizational and legal form; channels of informing the target audience about the content of activities and events; the level and direction of educational services; coverage of the target audience of the adult population. According to these features, the article presents the results of the systematization of data centers in Ukraine. The main functions of the activities of the adult education centers are: adults provide public space for learning and social and cultural integration; provide a forum of current educational needs, focused on the priority educational needs of adults; provide complex educational services for different categories of adults, creating the educational platform of interaction between andragogues and participants and a supportive learning environment

Environmental Balance Management In Nonformal Education Learning

This study aims to determine the direct effect of the learning environment on the learning outcomes about environmental balance, interest in learning on the results of learning about environmental balance, and learning environment learning to interest in learning. This research is a survey research using path analysis technique with the sample of research is student package C in SKB BonebolangoGorontalo 2016/2017 Lesson Year, which amounts to 60 people. There are three variables that are used as research objects, namely two exogenous variables that include learning environment and interest in learning and endogenous variable that is the result of learning about environmental balance. The results of the study indicate that: (a) there is a positive direct effect of the learning environment on the learning outcomes of environmental balance, (b) there is a direct positive influence of interest on the learning outcomes of environmental equilibrium, (c) there is a direct positive influence of the learning environment on learning interest, d) there is an indirect influence of the learning environment on learning outcomes through interest in learning.

KAJIAN PENERAPAN SI / TI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN PADA TRAINING CENTER DENGAN MENGGUNAKAN METODOLOGI DeLone And McLean : STUDI KASUS PADA BINUS CENTER JAKARTA

The development of information technology has given the world an influence on education, especially in learning. The role of information technology and information systems in the field of informal education and one of them can be seen in the use of instructional media in the learning space, the utilization of classrooms and academic information system that can facilitate the conduct implementation of academic activities. Binus Center Jakarta is one of the providers of informal education, especially education. Binus Center using information technology in improving quality of learning, there are three things that must be realized that (1) Participants and the instructor must have access to digital technology and the Internet in classrooms (2) Available materials quality and meaningful, and (3) Instructors must have knowledge and skills in using the tools and digital resources to help participants to achieve quality learning. This study aimed to see whether the implementation of information systems / information technology (IS / IT) affects the quality of learning in non-formal education, using case studies on Jakarta Binus Center Special Class program in particular. This study uses qualitative research methodology with inferential statistical analysis to describe correlation of information systems implementation to quality learning. Keywords: Implementation of IT / SI, Quality Learning.

Learning in non-formal education: Is it \u201cyouthful\u201d for youth in action?

This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term “youthful” for youth in action).

Guidelines for enhancing learning curiosity of non-formal student using daily life context

The purposes of this study were: to study learning curiosity within student, teacher and administrators, and to suggest the student of non-formal education learning curiosity by using daily life context. A sample was selected from a group of student of non-formal education for 400 students, categorized to 184 students of secondary education, students of high school education 216, 40 teachers of non-formal education and 20 administrators with district level of the office of the Non - Formal and Informal Education by Multi - Stage Sampling. The research tools were surveyed by using questionnaire of students. The results of the study were as follows and the questionnaire as learning curiosity of the teacher and administrator from the Non - Formal and Informal Education awareness, and transcribing from focus group discussion. The quantitative analysis by the computer program (SPSS) for statistical analysis and analyzing qualitative data by content analysis were included. The results of the study were as follows a student learning curiosity was in high level, a student supporting for learning curiosity in occupation was in high level, the teacher opinion for learning curiosity of student was in middle level. The supporting should be academic, Work and family consecutive. The administrator of the Non - Formal and Informal Education thought, learning curiosity of student was in middle level. The student should be gained occupation knowledge for the first, because of their lifestyle in the north eastern of Thailand; they needed to support their family. Almost citizens were agriculturist, gardener, farmer or merchandiser, and then to permit academic education, family and socialization, the occupation developing was given precedence.

Distance Learning and Non-formal Education: Existing Trends and New Possibilities of Distance Learning Experiences

English:The purpose of this article is to review the characteristics of non-formal education as expressed in various academic-theoretical definitions, to present the links in this field to distance learning and to recommend future directions for exploring distance learning in non-formal education. The field of non-formal education as expressed in its diverse forms is explained, as are distance learning in general and the connection between these two fields. Existing links are discussed and new possibilities of joint non-formal and distance learning concepts are proposed. The summary deals with a number of problematic points that arise from the use of distance learning especially in non-formal education frameworks. Français: Le but de cet article est de passer en revue les caractéristiques de l'éducation non-formelle telles qu'elles appaaraissent dans diverses définitions académiques, de montrer les liens dans l'enseignement à distance et de formuler des recommandations pour les directions futures à proposer pour l'enseignement à distance en éducation non-formelle. L'article est organisé de la façon suivante: la première section décrit le champ de l'éducation non-formelle sous ses formes les plus diverses; l'enseignement à distance en général; et les connections entre ces deux domaines. On discute les liens existants et on propose de nouvelles possibilités combinant les deux domaines. Le résumé traite de la problematique d'un certain nombre de points qui sont soulevés lors de l'utilisation de l'enseignement à distance spécialement dans le cadre de l'éducation non-formelle. Deutsch: Zweck dieses beitrags ist, die merkmale der nichtformalen erziehung, wie sie in verschiedenen akademisch-theoretischen definitionen festgelegt sind, zu überprüfen und brücken zu schlagen zu DL, um damit zukünftige wege zur erforschung von DL im bereich der michtformalen erziehung vorzuschlagen. Der beitrag ist folgendermassen aufgebaut: das erste kapital beschreibt umfassend den bereich der nichtformalen erziehung, distance learning im allgemeinen und die verbindung zwischen beiden; schon bestchende verbindungen werden angesprochen, neue möglichkeiten der zusammenarbeit in beiden feldern werden vorgeschlagen; die zusammenfassung führt eine reihe von problempunkten auf, die sich aus der nutzung von DL besonders für den bereich der nichtformalen erziehung ergeben.