Non-formal Education Units Research Articles

Learning Strategies for Equal Education Programs for Learning Citizen in Non-Formal Education

Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.

Study of Student Behavior on the Implementation of Child Friendly School at SMA Negeri 8 Surakarta

Juvenile delinquency is a problem that often occurs within the scope of educational units. Children also often get bullying treatment that can damage their mentality. The government provides a solution to this problem by creating a Child Friendly School policy. This program, which is located in formal, non-formal and informal education units, aims to create conditions that are safe, healthy, clean and can guarantee and fulfill children's rights. There is a guarantee in protecting children from violence, discrimination or treatment that endangers children and participating in providing the best service. Child Friendly Schools are a means for students to learn, develop and increase their learning motivation and self-confidence. The purpose of this study is to describe the form of Student Behavior Study of Child Friendly School Implementation at SMA Negeri 8 Surakarta. This type of research is descriptive with a qualitative approach. The focus of this research is on the objectives of the Child Friendly School program, the policies implemented and the reality of its implementation. Data collection techniques of this research through observation, interviews and documentation. Data analysis techniques in this study are data reduction, data presentation and conclusion drawing. Translated with DeepL.com (free version)The results obtained state that the implementation of the Child Friendly School program at SMA Negeri 8 Surakarta has been running but cannot be said to be optimal because in its realization there are still several violations that cannot be eliminated. There needs to be a review of this government program to produce the success of Child Friendly Schools. So that the program that has been pursued by the government can run optimally.

Cegah Perudungan dengan Pengembangan Potensi Warga Belajar di PKBM Yabes Medan

Community Learning Activity Center (PKBM) is a non-formal education unit organized to meet various learning needs of the community established and managed by the community in an effort to empower local communitie. The purpose of this writing is to prevent bullying with the development of the potential of residents studying at PKBM Yabes Medan. The location of the practice is on Jl. Jamin Ginting GG. Build Sangka Manuk No. 8, Kel. Mangga, Kec. Medan Tuntungan, Medan City, North Sumatra. With the focus of the research subject on learning citizens. With a period of practice for 4 months. The method used in this practice is the groupwork method proposed by Zastrow with stages consisting of: (1) Engangement, Intake and Contract, (2) assessment, (3) Planning, (4) Intervention, (5) Monitoring, (6) Evaluation, and (7) Termination. The results of this practice show an increase in client knowledge in English language skills, basic computer operating skills and character. However, clients in a condition are vulnerable to bullying actions beyond their control. This is the result of previous habits. So evaluation and supervision are needed as a reminder so that clients can control themselves.

Asatidz's Efforts to Improve the Reading and Writing Ability of the Al-Qur'an of TPA Students

The Al-Qur'an Education Park (TPA) is a non-formal education unit that teaches reading and writing Al-Qur'an letters to children from an early age and instills the morals contained in the Al-Qur’an. The Al-Qur'an Education Park (TPA) aims to make students able to read the Al-Qur'an properly and correctly and use it as a guide to life. The aim of this research is to determine Asatidz's efforts to improve the Al-Qur'an reading and writing skills of students at TPA Al-Istiqomah central market. The subject of this research involves the head of the TPA and the TPA teacher. The methodology for writing this research uses qualitative, data collection uses observation, interview and documentation techniques. The results of the research show that Asatidz's efforts to improve the ability to read and write the Al-Qur'an in students have been maximized by teaching the science of tajwid, providing motivation about the virtues of reading the Al-Qur'an and encouraging them later in the learning process using various methods, namely introducing Hadiyah letters, providing examples of reading, giving assignments and asking questions.

Building Accepted and Legitimized Learning Activity Centers As A Nonformal Education Institution

Learning Activity Center (LAC), the so-called Sanggar Kegiatan Belajar, is the leading sector of local as well as central government technical implementer unit in providing programs to empower and provide non formal education for the community under the district education affairs. The purpose of this study is to assess how much the community accepts the presence of LAC, what roles LAC plays in the community empowerment, and how LAC gains legitimacy either from the local/district government or stakeholders as non-formal education unit. This study uses a qualitative approach employing case study research. The results of the study illustrate that the acceptance of the community towards LAC are indicated by the community acceptance towards the carrying out programs, and the accordance of implementation of LAC’s programs with the needs of customers to enter the field of work. The roles of LAC as non-formal education unit are bridging the institution and the stakeholders by integrating in policy making, mapping community potential, planning pro-people collective policies, motivating community participation in the carried-out programs, and jointly monitoring and evaluating either ongoing or completed programs. The conclusions to this study are (1) to maintain community's acceptance of the learning activity centre program is manifested in two main aspects, namely, (a) community recognition of the LAC’s program, and (b) implementation of the program at the LAC; (2) there are five main roles of LAC as non-formal education units in the community: (a) integration of policy makers, (b) community potential mapping, (c) collective policy, (d) community participation, and (e) program monitoring and evaluation; and (3) in acquiring the legitimacy as well as acceptance both from the stake holders and the community, Purwokerto LAC had been doing several activities: (a) institutional and programs recognition, (b) protecting the community, (c) building informal relationship, and (d) promotion through mass media. These four elements of obtaining legitimacy are carried out simultaneously one another.

Overview Of Teaching Skills Tutor Package C Mathematics Subjects Non-Formal Education Unit Learning Activities In Pariaman City

This research is motivated by the lack of skilled human resources in the ongoing implementation of the SKB. UPT SKB Pariaman requires skilled and supportive human resources to be able to implement existing programs. This research aims (1) To see a picture of the Tutor's questioning skills in reviewing previous learning (2) To see a picture of the Tutor's skills in providing verbal and non-verbal reinforcement (3) To see a picture of the Tutor's explaining skills in providing new material (4) To see overview of the Tutor's skills in opening and closing the lesson (5) To see an overview of the Tutor's skills in guiding small group discussions. This research is quantitative research with a descriptive type. In this study, a population of 38 people was used and the research sample was 38 residents studying at the learning activity studio in Pariaman City using the Total Sampling sampling technique. The analysis in this research is descriptive. The results of this research show that (1) The description of the Tutor's questioning skills in reviewing previous learning is categorized as very high (2) The description of the Tutor's skills in providing verbal and non-verbal reinforcement is categorized as high (3) The description of the Tutor's explaining skills in providing new material is categorized as high (4 ) Description of the Tutor's skills in opening and closing the lesson is categorized as high (5) Description of the Tutor's skills in guiding small group discussions is categorized as high Keywords: Tutor Teaching Skills, Package C, Mathematics Subjects

Implementation of A Transformative Learning Model in Supervising Non Formal Education Institution in the Submission of Accreditation

PKBM Sumber Ilmu, The partner of this community services has failed to pass the first steps of pursuing the accreditation. The cause of this failure is that the formal education mindset is still embedded in the managers and educators which influence the pattern of preparing accreditation documents. As the result, the document was not satisfy the assessor which assesst the requirement. This community services try to provide supervission for the managers and tutors of PKBM Sumber Ilmu so they can (1) prepare accreditation documents that are in accordance with the characteristics of non-formal education, and (2) prepare maximum supporting evidences for fields assessment. This program implement transformative learning and andragogy approach which incude two main activities namely workshop and assessment simmulation. The stage of activities are providing material related to accreditation documents and evidences of field assessment for non-formal education units, providing assistance to make sure the suitability of the documents and evidences, and carry out field assessment. The result of this community services are (1) the achievement of the accredation documents reach more than 80%, and (2) the readiness of supporting evidence for field assessment reach 80%. Because of those result, the PKBM Sumber Ilmu are ready for the whole accreditation process.

Evaluasi Pelaksanaan Kebijakan Merdeka Belajar pada Satuan Pendidikan Non-Formal

Non-formal education is a planned and systematic educational curriculum that is implemented independently by the government and the community in achieving learning goals. The purpose of this evaluation discussion is to improve the independence of non-formal education units by optimizing secondary data obtained from various relevant references collected through the development of documents and documentation matrices of norms, standards, procedures, and activities to provide recommendations. regarding study guidelines. The stages of data reduction, data presentation, and conclusion drawing are analyzed. To ensure freedom of learning with a quality learning process in non-formal education units, the learning process also requires quality teaching resources. What is important here is that the government pays attention to universities that train private teachers. Therefore, alternative recommendations that need to be considered by the government include (1) freedom of learning policy, (2) quality teacher policy.

Penyelenggaraan Program Taman Bacaan Masyarakat Berbasis Kualitas Hidup Sebagai Relawan Magang Ruang Belajar Aqil (Studi Deskriptif Di Taman Bacaan Masyarakat Pondok BK Pakis Malang)

This article aims to identify and map the potential of community reading gardens (TBM) and target areas through programs and services, design and prepare empowerment activities according to community needs and profiles, manage and implement community empowerment programs and services, map the impact of programs and community empowerment services, and coordinate and cooperate with the team. TBM is a non-formal education unit, which was established and managed by the community itself with the aim of increasing their knowledge and skills, as well as their talents so that they can improve their quality of life, including increasing their income. It is not uncommon for TBMs to face problems and obstacles in improving their functions and performance, especially in implementing quality-of-life-based programs for the community. In this article, the study used is the reading garden of the Pondok BK Sekar Wijaya community, Pakis, Malang, with the subject of children to the people of Pucangsongo village, Pakis, Malang. Using a qualitative approach, with literature that refers to theoretical/theoretical studies and other references with the aim of finding out some knowledge information which later the information obtained will be implemented to the practice of implementing community programs and services

Implementing Child-Friendly Schools Program at Muhammadiyah Elementary School in South Tangerang

Child-Friendly Schools (CFS) are formal and non-formal education units that are safe, clean, healthy, and environmentally friendly. Schools guarantee, fulfill and respect children's rights and protect them from violence and discrimination. This child-friendly school model has proven effective in protecting children's rights, preventing discrimination, violence, and other unwanted actions, and developing students' potential. This study uses a qualitative descriptive approach to determine the implementation of the child-friendly school program at Muhammadiyah Elementary School in South Tangerang. Data collection in this study was conducted by conducting interviews with school principals and teachers, observing the teachers' and students' activities while at school, and studying school written documentation. To increase the trust, researchers conducted triangulation by examining field observation notes, written documents, and interview transcripts. Based on the study's findings and the discussion of the results, it was evident that Muhammadiyah Elementary School in South Tangerang has successfully implemented a child-friendly school program, despite needing to be officially designated. The school fulfills at least four of the six indicators required for implementing child-friendly schools, as outlined in PPPA Regulation 8 of 2014. These indicators include having a child-friendly school policy; incorporating child-friendly learning approaches; providing training for teachers and education administration staff on child rights; and ensuring child-friendly infrastructure and facilities are in place.

Influence of the ICT learning model on quality improvement at Mandiri LPK SNU’R Bogor

One way to improve the quality of learning is by increasing the relevance of the teaching model. The teaching model is said to be relevant if in the process it can deliver students achieve educational goals with relevant models according to their needs. A training and course institution (LPK) is a form of non-formal education unit organized for people who need knowledge, skills, and attitudes to develop themselves. The main study was carried out on LPK Mandiri Snur located in Bogor, West Java, regarding the effect of the information communication technology (ICT) learning model on improving the quality of the training and skills aspects carried out by LPK so that they can compete in the industrial world. In particular, the problems studied and analyzed and the purpose of this research is to analyze the use of ICT in influencing the learning model and analyze the influence of the ICT learning model on the quality of learning at LPK Mandiri Snur Bogor. The research design uses a mixed method approach combining quantitative research approaches and qualitative research approaches. The approach begins with implementation, planning, data collection, hypotheses, data analyzers, and interpreters. Based on the analysis test, it is known that the ICT learning model has a significant effect on quality. The results of the learning model of the use of ICT for quality present similar conditions for online, offline, and blended learning. The influence of the ICT learning model gets several results in quality, namely increasing student skills, changing attitudes, awareness, and abilities of students' human resources in using ICT, human resource development has a significant effect on the quality of learning at LPK Mandiri Snur Bogor.

Visitasi Akreditasi Sekolah untuk Pembinaan, Pengembangan, dan Peningkatan Mutu Madrasah di MIS Miftahul Aula

Accreditation is an activity to assess the feasibility of basic and secondary education units, and early childhood education and non-formal education units based on established criteria to provide quality assurance of education. Accreditation is useful as a reference in efforts to improve the quality and development of schools/madrasas. The method used for this accreditation visitation refers to the 2020 Education Unit Accreditation Instrument (IASP 2020). put emphasis on IASP2020 on measuring performance indicators with 4 main components, namely the quality of graduates, the ongoing learning process in schools/madrasas. This visitation was carried out for 2 days from 05 August 2022 to. August 6, 2022, at MIS Miftahul Aula, Jl. Husin Hamzah RT.05, Sebuai, Kec. Kumai, Kab. Kotawaringin Barat Prov. Central Kalimantan. Visitation activities are carried out through field observations, class observations, and interviews with madrasa residents in the context of verification, as well as validation of data and information provided by madrasah through accreditation instruments. After knowing the items that have a low score, suggestions and recommendations are prepared. These suggestions are in the framework of fostering, developing and improving the quality of schools/madrasah.

ICT Training to Improve CLC Data Management through Nonformal Education Service Program

The COVID-19 pandemic has shifted the habit of face-to-face offline learning to online learning using Information, Communication and Technology (ICT). This happens in all education units, including the Community Learning Centre (CLC). Community learning centre, as nonformal education unit, has flexible characteristics. Nevertheless, it still has the competitiveness to provide learning according to the needs of students during the COVID-19 pandemic. Community activities are voluntary-based, where technology uses are still partial and not optimal. For this reason, community service activities through the training aim to provide knowledge about how information, communication, and technology are used in data management and learning. This community service program approach was carried out qualitatively by conducting in-depth interviews with community samples in each district of Yogyakarta. The offline activity was attended by 20 participants from CLC in Yogyakarta City. With this direct training and workshop, community managers can practice using cloud storage for data management and use online conference and presentation applications to support the creation of learning media.

Developing Computer Course Models Based on Learning Management System for Early Children Education Teachers

Course and training institutions as a nonformal education unit organized for people who need knowledge, skills, life skills, and attitudes for self-development, professional development, work, independent business, and/or continuing education to a higher level. Currently, the world is faced with the phenomenon of digital disruption, which is a situation shown by the movement of the industrial world or job competition that is no longer linear. In the field of courses and training, the current era of disruption has also led to online course and training services that can be accessed via the service provider’s web/page. These service providers are not in the form of educational units, but several experts in their fields have joined forces with several experts in information and communication technology to create courses and training services that can be accessed through electronic devices such as computers, laptops, and communication devices. One of the development of courses and training in the field of information and communication technology is based on learning management system (LMS)—a webbased application system that allows instructors and/or students to share material, submit, and return assignments, and communicate online. Results of research and development of computer-based course models and training that have been tested shows that the level of practicality of this model is very good according to the instructor, course, and training organizers. Results of course learning and computer-based training can improve the skills of early childhood education teachers in the office application computer course program.
 Keywords: non-formal education, courses and training, learning management system, early childhood education teachers

Independence of Learning with the Concept of Self-Taught in Non-Formal Education Units in Pesantren Cikoneng, Ciparay District (YPI)

The purpose of this research is to find out the role of the Cikoneng Islamic Boarding School (YPI) in creating students' independent learning, to find out what programs the Cikoneng Islamic Boarding School (YPI) has that can support the creation of students' independent learning. This study used a qualitative field research approach, with data collection techniques in the form of observation, interviews with key informants and documentation. Then to analyze the data researchers used data reduction techniques, data presentation and conclusions or verification. To determine the validity of the data, researchers used source triangulation techniques and technical triangulation. The results of this study are that all components and systems in the Cikoneng Islamic boarding school (YPI) play an important role in creating independent learning within students. For example, from the human resources, such as teachers, administrators, caretakers and leaders of Islamic boarding schools. Their presence is needed by the students, as motivators, mentors as well as their second parents at the boarding school. Then the creation of learning independence is also created from programs that have been formed by the boarding school, such as additional recitation, scientific and linguistic groups as well as rote tests and others. The Cikoneng Islamic Boarding School (YPI) program that supports the creation of independent learning for students, namely the Muhadhoroh and Munadhoroh programs at Islamic boarding schools, with this program can produce students who are independent and able to appear in society in practicing the knowledge they already having.

IMPLEMENTATION OF STATE MINISTER OF WOMEN'S EMPOWERMENT AND CHILD PROTECTION REGULATION OF THE REPUBLIC OF INDONESIA NUMBER 8 OF 2014 CONCERNING CHILD FRIENDLY SCHOOLS (SRA) POLICIES IN BANDAR LAMPUNG

Quality education supports the progress of a nation. Therefore, an education system is needed as a guideline for implementing an effective and efficient educational process. The education system implemented in Indonesia has undergone many changes. That with these changes Indonesian education is increasingly progressing. For this reason, an effort is needed in order to improve the quality of education and teaching, one of which is to choose a learning strategy or a way of conveying subject matter so that an increase in student learning achievement is obtained. Child-Friendly Schools, hereinafter abbreviated as SRA, are formal, non-formal and informal education units that are safe, clean and healthy, care and have a culture of the environment, capable of guaranteeing, fulfilling, respecting children's rights and protecting children from violence, discrimination and mistreatment. and support children's participation, especially in planning, policy, learning, supervision, and complaint mechanisms related to the fulfillment of children's rights and protection in education. The purpose of this article is to find out how the implementation of the Regulation of the Minister of Women's Empowerment and Child Protection of the Republic of Indonesia Number 8 of 2014 concerning Child Friendly School Policy (SRA) in Bandar Lampung. The research method used for this research is empirical juridical or socio legal. Based on the Regulation of the State Minister for Women's Empowerment and Child Protection of the Republic of Indonesia Number 8 of 2014 concerning Child Friendly School Policy, there are several indicators that must be met in the learning component to become a Child Friendly School (SRA), namely: SRA Policy, Curriculum implementation, Educators and staff trained education on child rights, SRA facilities and infrastructure.

Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap

The realization of a child-friendly school requires the support of various parties, namely the family and the community, which are indeed the closest educational centers for children. Deli Serdang Regency, child-friendly schools are one of the innovations in formal, non-formal and informal education units that are safe, clean and healthy, care and have a culture of the environment, able to guarantee, fulfill, and respect children's rights and protect children from violence, discrimination, and other abuses and support children's participation, especially in planning, policy, learning, monitoring, and complaint mechanisms related to the fulfillment of rights and protection of children in education. The research was conducted at junior high schools country 3 Labuhan Deli One Roof, Deli Serdang Regency. The research approach is qualitative with a survey method of research indicators. The results of the study concluded: (1) Schools have written commitments regarding child-friendly school policies, but not all of them have been implemented, especially anti-violence policies in the form of official letters from internal schools, (2) Realization of a child-friendly learning process through non-violent discipline enforcement (3) Educators and education staff regularly attend training related to children's rights according to the characteristics of child-friendly schools, (4) School facilities and infrastructure have met safety requirements in terms of both building structures, security systems, lighting and cleaning facilities, (5) Child participation realized through the provision of opportunities to form communities to formulate school policies and regulations, (6) Realization of school cooperation with parents/guardians, community organizations, the business world, alumni and other stakeholders.

Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units

Abstract
 The purpose of this study is to discover: (1) the implementation of self-concept in fashion training; (2) the implementation of learning experiences in fashion training; (3) the implementation of learning readiness in fashion training; and (4) the implementation of adult learning orientation in clothing design training. This study is a descriptive qualitative study that collected data by monitoring the execution of Clothing Design training activities, conducting interviews regarding learning activities with a number of LCS heads, two instructors, and five training students. Modules, lesson plans, and training implementation reports are all necessary documents. The validity of the data is determined through source triangulation (interviews, documents, and observations), and data analysis techniques are used to acquire data, reduce data, present data, and make conclusions. This study's findings include: (1) Self-concept implementation: trainees are not directly involved in the learning planning process, but they do participate in agreements during the learning process and at the evaluation stage. (2) Learning experience implementation: project-based learning is applied in the Ungaran SKB. (3) Learning readiness implementation: adult learning at SKB Ungaran is relevant to trainees' vocations and lives. (4) Learning orientation implementation: trainees receive adequate encouragement from the teacher when they encounter difficulties in learning. This study concluded that adult learning implementation must apply adult principles by incorporating students in learning, designing learning that emphasizes experimental principles, adapting learning that can be directly applied, and having a learning orientation. The benefit of this research is knowing how to apply learning in accordance with adult learning principles.

Implementation of Equality Education Program Policy at SPNF SKB Kaidipang, Bolaang Mongondow Utara Regency

This study aims to determine the implementation of the Equality Education Program in the Non-Formal Education Unit, Learning Activities Studio (SPNF SKB) Kaidipang, North Bolaang Mongondow Regency. From the results of the study, there are still several obstacles including: Communication that is still not well established between the government, identification officers and the community, then inadequate Human Resources, especially from educational backgrounds who still do not have a Diploma in Out of School Education, not to mention Facilities and Infrastructure The available resources have not met the needs, especially in the teaching and learning process and the bureaucracy. It is recommended that if there is a communication gap in an organization, an evaluation is immediately carried out, then it is necessary to hold training for officers in order to create good human resources, the availability of facilities and infrastructure in an organization must be adequate because it strongly supports the success of the programs that have been set. , and to achieve something that has been jointly determined, an orderly bureaucracy is needed. The Non-Formal Education Unit, Learning Activity Center (SPNF SKB) KAIdipang continues to strive to continue to improve good service to the community, foster community trust.

APPLICATION OF PRINCIPAL COMPONENT ANALYSIS METHOD ON TUTOR PERFORMANCE ASSESSMENT INSTRUMENTS WITH JEFFREYS'S AMAZING STATISTICS PROGRAM FORMULA

Producing tutor performance appraisal instruments is a practical step to improve the quality of human resources and the quality of non-formal education units. This instrument development research aims to produce a standard instrument for assessing tutor performance by involving 250 tutors as respondents when conducting an empirical test by filling in 33 questions representing 11 variables. Data on instrument filling was then analyzed using the formula of Jeffreys's Amazing Statistics Program (JASP) version 16.3. After the instrument met the requirements of factor analysis, an analysis was carried out using the PCA method the results in general the tutor performance assessment instrument had formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables and one sub variable with matrix values. high correlation, so that the tutor's performance assessment instrument is suitable to be used to assess the tutor's performance.