Non-formal Education Units Research Articles

Determinative Factors of Students’ Reading Interest at Community Education Units in Bandung

This research based on Indonesian Act about National Education System, UU RI No.20 Tahun 2003 article 26 section (4): non-formal education units consist of courses, training organizations, learning communities, community learning centre, majelis taklim, and so forth. The general objective of this research was to observe the factors determining the students’ reading interest at community education units in Bandung. Quantitative and qualitive approach or mix method was applied to this research. Qualitative approach was used to describe the empiric condition and the program implementation. The quantitative approach was applied to find out the determinative factors of students’ reading interest. The data were collected from observation, interview, questionnaire, and documentation study which were applied to 267 data sources. The result showed that some units have used computer-based system, such as SLIMS, INLIST, OPAC, blog, and website. The implementation of the system increased the numbers of visitor. The determinative factors affecting the reading interest are divided into two, which are internal factor (motivation, interest) and internal factor (jobs, group, environment, and interpersonal relationship). Similar jobs create similar goals, so the learning community is created.

PEMBERDAYAAN MASYARAKAT DESA TUYAU MELALUI PROGRAM PENDIDIKAN KEAKSARAAN USAHA MANDIRI [THE EMPOWERMENT OF DESA TUYAU VILLAGERS THROUGH EDUCATION PROGRAM ON INDEPENDENT BUSINESS LITERACY

Education cannot be separated from literacy. Even the conception is one of the benchmarks of the Human Development Index (HDI) conducted by UNDP. Today, the concept of literacy can not only be the ability of reading, writing and counting, but rather emphasize the functions of those skill in everyday life. One of the literacy education programs that becomes the focus of the government through the Directorate of Literacy and Equality Education Development is KUM. In its practice in the community, independent business literacy has been widely applied by various non-formal education units. Various non-formal education units have now been widely applied in Indonesia, both by the public, the private sector and individuals. The establishment of various non-formal education units is not only based on the philosophy of non-formal education, but more because of the needs felt by the community.
 The researcher is interested in doing an investigation related to the implementation of Independent Business Literacy in Tuyau Village with the aim of maintaining and developing literacy of students who have followed and / or achieved the basic literacy competencies through the introduction of the ability to independently work. In this study, the approach used was a qualitative approach with survey methods, through the stages of data reduction, data display and conclusion drawing. Referring to the learning process and the final assessment of independent business literacy conducted in Tuyau Village, East Barito Regency, it is known that students who were declared graduated and entitled to obtain SUKMA-L were 89 people. While the other students, 11 students, were declared not graduated for various reasons. As for the students who have not graduated (who has not reach the established competency standard yet), the treatment is still being given until now intensively and continuously.

Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program

The lack number of teachers in Wonogiri district urgea participation between parents and organizer of Early Childhood Education (ECE) program. Related to this issue, this study aimed at (1) knowing the implementation of ECE program in Wonogiri district (2) analyzing the forms of parental participation in ECE program (3) analyzing the factors affecting parental participation in ECE program implementation. This study can be catagorized as descriptive research with a quantitative approach. The data analysis technique was using descriptive statistics among ECE program in Wonogiri District, Central Java. The reserach findings showed that (1) ECE program in Wonogiri District was operated under the Education Office of Wonogiri District, especially Non-Formal and Informal Education Unit. It has ECE section focusing on developing ECE services in Wonogiri district (2) most of the respondents had a low level of participation in terms of policies, collaboration, information (3) factors affecting parental participation in ECE program implementation were education, occupation, income as well as distance between home and school.

Learning Management of Nonformal Education Units in Sanggar Kegiatan Belajar

Learning in the Semarang Nonformal Education Unit Sanggar Kegiatan Belajar (SKB) equality education especially the package C program focuses more on students or learning citizens, namely the occurrence of the learning process. The diversity of the backgrounds of the learning community makes participation in the learning process and the learning outcomes of each learning citizen more varied. In the learning process the learning climate created by tutors is more centered on learning centers. The purpose of this study is to describe and analyze Package C learning. This study uses a qualitative approach. Data collection techniques are carried out by observation, interviews, and documentation. Data analysis techniques include data collection, data reduction, data presentation and conclusion drawing. Check the validity of the data using source triangulation and methods. The results of the study show that the learning plan of the Package C Program includes: formulating learning objectives, teaching materials, methods, learning resources and establishing assessment of learning outcomes. Implementation involves three steps, namely introduction, core and closing. The learning evaluation that is apllied is summative and formative evaluation.

Management of Equality Program Development in Non-Formal Education Unit (SPNF) SKB of Kubu Raya District

<p>This study aims to (1) find out the stages of planning the development of an equality program in SPNF SKB of Kubu Raya District; (2) knowing the implementation of the Equality program development in the SPNF SKB of Kubu Raya District; (3) knowing the coordination of the implementation of the Equality program development in SPNF SKB of Kubu Raya District; (4) knowing the evaluation of the Equality program development in the SPNF SKB District of Kubu Raya District. This type of research is a case study research with a descriptive research approach. The results of this study are (1) program planning of the UPT SPNF of the Kubu Raya District SKB involving participation from within the institution, namely the UPT SPNF SKB of Kubu Raya District and outside the institution, namely the Kubu Raya Education and Culture Office as policy makers; (2) UPT SPNF SKB of Kubu Raya District has implemented an<br />equality program in SPNF SKB Kubu Raya District ; (3) UPT SPNF SKB of Kubu Raya District has carried out a fairly good coordination with the work units involved in program development, both with government institutions and<br />institutions outside the government, in addition to good communication between each work unit in SPNF SKB of Kubu Raya District; (4) UPT SPNF SKB of Kubu Raya District has conducted an evaluation to find out the development of<br />the Equality program in SPNF SKB of Kubu Raya District</p>

Implementation of Accreditation-Based Management Standards at the Pontianak Green Community Learning Activity Center

<p>The purpose of this study is to describe the planning of accreditation-based management standards at the community learning center (PKBM) of Pondok Hijau in Pontianak and describe the planning of accreditation-based management standards at the learning center of Pondok Hijau Pontianak community. The approach used in this study is qualitative research, with ethnographic procedures, because researchers intend to explore in-depth and comprehensive information, then analyze, and interpret individual patterns or behaviors that develop over time in non-formal education units, namely PKBM. As for the object of research or data sources (informants) are: Chairperson, GTK, parents of students, figures/forums representative of the local community, Department of Education and Culture, as well as partners of education units that are used as research objects in PKBM Pondok Hijau Pontianak, and research results more emphasis on meaning than generalization. The results obtained from this study are 1) planning for the implementation of management standards has met the maximum achievement according to the PKBM unit accreditation assessment rubric; 2) implementation of management standards still need to be more intensively involved with related parties; 3) supervision of<br />the implementation of management standards has not met the maximum achievement according to the accreditation guidelines; and 4) reports on the implementation of management standards meet the maximum achievements according to the rubric of accreditation assessment for PKBM clusters, both the results of activities and finances are reported in full per activity, submitted periodically to the relevant parties.</p>

STANDARISASI KURSUS: ANTARA KEBUTUHAN DAN KESULITAN MENETAPKAN BENCHMARK

Course institutions are one kind of well-known non-formal education unit in Indonesia. Its role and contribution in the development of national system and the development of human resources can not be neglected. The amount of course institutions fluctuates overtime; however, it can be assured that the amount stays significantly fulfilling the learning need of the people. In 2002, the recorded amount of course institution is 22,510, but it decreased up to 11,745 in 2005. Those institutions provide 167 types of courses and trainings, which can be categorized into several subjects of study. According to the Government Regulation of Number 19 in 2005 on the National Standard of Education, course institutions need to have standardization. Different from the formal education (school) standard which is more systematical and homogeneous, the standardization for course institutions faces obstacles related to the minimum criteria of several components because of the wide variability and heterogeneity on its types, scopes, and levels.