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Journal articles on the topic 'Nonformal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Krupar, Allyson, Renata Horvatek, and Soo-yong Byun. "Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada." Adult Education Quarterly 67, no. 3 (2017): 186–208. http://dx.doi.org/10.1177/0741713617697423.

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Puspita, Widya Ayu. "PEMBINAAN PTK-PNF SEBAGAI UPAYA PENINGKATAN KUALITAS SDM." JIV 2, no. 1 (2007): 28–31. http://dx.doi.org/10.21009/jiv.0201.4.

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Teachers and education personnel of nonformal education play an important and significant role in educating Indonesian people all of the country. They function as the front layers in implementing all programs of nonformal education. The quality of nonformal education, therefore, is determined by the quality and the quantity of teachers and education personnel of nonformal education. For this reason their competence or ability should be developed through a well planned program continuously and systematically. This article discusses three strategic agenda to develop the quality of teachers and e

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3

Etling, Arlen. "What Is Nonformal Education?" Journal of Agricultural Education 34, no. 4 (1993): 72–76. http://dx.doi.org/10.5032/jae.1993.04072.

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Vasilachi, Octavian. "ASPECTS OF NONFORMAL EDUCATION." Univers Pedagogic 4, no. 68 (2020): 35–38. https://doi.org/10.5281/zenodo.4061479.

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This article clarifies some aspects of non-formal education development in order to form correct representations on the articulation of formal and non-formal education, to train the ability in designing and optimal coordination of non-formal activities, to make optimal use of educational resources and strategies of society in its complexity.

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Wliyana, Devina, Sofino Sofino, and Ririn Gusti. "Pemahaman Pendidikan Nonformal." Journal Of Lifelong Learning 3, no. 1 (2020): 1–12. http://dx.doi.org/10.33369/joll.3.1.1-12.

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The purpose of this research is to describe understanding by new students of nonformal education at Bengkulu University about nonformal education. As for the scope studied in this research was students understanding about the scope nonformal education which consist of understanding , characteristics , goals , roles, programs , institution and education facilities. Furthermore, reviewing the understanding of students at bengkulu university about the graduate competence and employment opportunity of S1 non formal education. The design of this research was descriptive quantitatif research, this m

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6

Elihami, Elihami. "Relationship between nonformal education and Islamic Education in the Context of 2045 Agenda towards Education 4.0 and Society 5.0: Bibliometric Analysis." Aksara: Jurnal Ilmu Pendidikan Nonformal 8, no. 2 (2022): 985. http://dx.doi.org/10.37905/aksara.8.2.985-996.2022.

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This study discusses relationship between nonformal education and Islamic education in the context of 2045 agenda towards education 4.0 and society 5.0. The research aimed to relate nonformal education (95 papers) and Islamic Education (990 papers) through the period of 1958- 2022. The VOSviewer application is used to analyse the retrieved bibliographic citation data. The performance of the most productive authors, journals, keywords, and citation references is examined. The rate of relative growth and the time required to double have been calculated. In the years 1958- 2022. The results of th

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BALÁŽOVÁ, Eva. "SCIENTIFIC TOY AND NONFORMAL EDUCATION." Journal of Technology and Information 1, no. 2 (2009): 45–50. http://dx.doi.org/10.5507/jtie.2009.034.

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8

Hayat, Ainul, Kawakibul Qamar, and Tri Candra Wulandari. "Implementation of Non-Formal Education Based on Rural Communities." Journal of Nonformal Education 10, no. 2 (2025): 425–34. https://doi.org/10.15294/jone.v10i2.11434.

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Nonformal education was implemented by Pelita Hati Foundation to empower community, particularly in rural areas. This study seeks to provide a detailed and comprehensive description of the situation and experiences of the community in the implementation of the Pelita Hati Foundation’s nonformal education program, from the perspective of rural communities in Sumenep. Using a qualitative descriptive methodology, the research aims to offer an in-depth understanding of the Pelita Hati Foundation’s nonformal education program in rural areas. The results indicate that the Foundation plays a multidim

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Yusnadi, Yusnadi, Rosdiana Rosdiana, and Anifah Anifah. "The Development of Teaching Materials for the Principles of Nonformal Education Based on Higher Order Thinking Skills on The Subject of Tasks and Population Goals of Non Formal Education." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (2020): 377–86. http://dx.doi.org/10.33258/birle.v3i1.826.

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This research aims at generating: (1) the procedure of teaching material development (handbook) for the principles of nonformal education based on higher order thinking skills on the subject of population and education goals non formal education, and (2) the teaching materials for the principle of nonformal education based on higher order thinking skills on the Subject of Population and education goals that was valid to be used in learning process. With this purpose, the research was conducted using research and development methods. This research was held for 3 months at the Faculty of Educati

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Kalenda, Jan, Ilona Kočvarováa, and Ellen Boeren. "Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic." European Journal of Education 58, no. 4 (2023): 681–98. http://dx.doi.org/10.1111/ejed.12580.

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AbstractThe impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among adults. Nevertheless, it has not yet been empirically established how profound this outcome has been for participation patterns, inequality a

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11

Clavijo, Kate, M. Lynette Fleming, Elizabeth F. Hoermann, Stacie A. Toal, and Kelli Johnson. "Evaluation use in nonformal education settings." New Directions for Evaluation 2005, no. 108 (2005): 47–55. http://dx.doi.org/10.1002/ev.170.

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Kominarets, Tetyana, Volodymyr Fomin, Olena Bieloliptseva, Maryna Tkachenko, Andrii Malykhin, and Oksana Pryshliak. "Strategic Tasks of Contemporary Education: Formal, Nonformal, Informal." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (2022): 394–407. http://dx.doi.org/10.18662/rrem/14.4/647.

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The importance of the topic of this article is due to the fact that during the reform of the educational process innovations are needed in the self-training of teachers, so it is important to explore the strategic objectives of contemporary education: formal, nonformal, informal. The purpose of the article is to study and justify the importance of teacher activity in the pedagogical process, highlighting the strategic objectives of formal, nonformal, informal education for self-improvement in the postmodern society. The article gives a theoretical justification for the concepts of formal, nonf

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Azizah, Zahratul, Aliasar Aliasar, and Darmansyah Darmansyah. "Kontribusi Komunikasi Persuasif Dan Pengalaman Organisasi Mahasiswa Jurusan PLS FIP UNP Terhadap Pengelolaan Program Pendidikan Nonformal." Konselor 4, no. 4 (2015): 215. http://dx.doi.org/10.24036/02015446475-0-00.

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This research was dealing with the management of nonformal education program conducted by students on school education beyond the PPL PLS at Kecamatan Koto Tangah indicated in good enough result. This study attempts to get an overview of the ability to persuasive communication and experience of the organization, then to reveal of the contribution between the variables. The research was quantitative research by applying a technique of correlational, where the population of this study was all students of PLS FIP UNP who carried out the PPL PLS and have experiences of the organization. The result

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Hasanah, Nurul Maziyatul. "Penyelenggaraan Jalur Pendidikan Formal dan Nonformal." JECED : Journal of Early Childhood Education and Development 1, no. 2 (2019): 84–97. http://dx.doi.org/10.15642/jeced.v1i2.462.

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The implementation of formal and non-formal education channels aims to find out how the service components are in Early Childhood Education. This type of research is qualitative research. The subject used in this study was the principal of Early Childhood Education Salsabila Al-Muthi’in Yogyakarta. Data collection techniques using observation, interviews, and documentation. Data analysis used the Miles and Huberman model which included data presentation, data reduction, and drawing conclusions. The results showed that Salsabila Al-Muthi'in Integrated Early Childhood Education Yogyakarta, there

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Sitepu, B. P. "BELAJAR BERBASIS ANEKA SUMBER DALAM PENDIDIKAN NONFORMAL." JIV 6, no. 2 (2011): 169–79. http://dx.doi.org/10.21009/jiv.0602.7.

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Paradigm shift in education has made significant change in the roles of teacher and student in teaching and learning process. In the new paradigm the student become the axis of teaching and learning process. The student makes the choice in learning objective, learning materials, and learning resources based on his/her learning style. The teacher acts more as a learning designer, learning manager, and tutor. The learning theory development tends to provide the learner with learning skills to enable them to be independent learners to life-long learning. However, the learning theories are mostly

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VICKERS, Edward. "Nonformal Education and Civil Society in Japan." Educational Studies in Japan 11 (2017): 137–40. http://dx.doi.org/10.7571/esjkyoiku.11.137.

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Bagnall, Richard G. "Nonformal education and civil society in Japan." International Journal of Lifelong Education 36, no. 4 (2017): 503–4. http://dx.doi.org/10.1080/02601370.2016.1276328.

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Rahmat, Abdul, Tulus Suryanto, and Supli Effendi Rahim. "Environmental Balance Management In Nonformal Education Learning." MATEC Web of Conferences 150 (2018): 05061. http://dx.doi.org/10.1051/matecconf/201815005061.

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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

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Waspodo, Muktiono. "PEMETAAN PERKEMBANGAN PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NON FORMAL." JIV 1, no. 1 (2006): 27–36. http://dx.doi.org/10.21009/jiv.0101.4.

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This article is a review on the existence and the role of teachers and education personnel for nonformal education. The role of teachers and education personnel is under supervision of The Directorate General of Quality Improvement for Teachers and Education Personnel, through regulation No.8 2005, issued by Minister National Education. This article adopts the strategic planning of Directorate of Teachers and Education Personnel as the main reference. Critical reviews on the existence of teachers and education personnel for nonformal is very scarce. This is the mjhor cause of why many people t

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Gunadi, Andi Ahmad, Zulfitria Zulfitria, and Aswir Aswir. "Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 1 (2019): 71–86. http://dx.doi.org/10.25217/ji.v4i1.457.

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Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education f

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Muhajir, Achmad. "Strengthening Character Education Of Students In Nonformal Education In Public Education." Ilomata International Journal of Social Science 2, no. 2 (2021): 118–23. http://dx.doi.org/10.52728/ijss.v2i2.225.

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In order to carry out the mandate of the Law. No. 20 of 2003 as stated in PP no. 55 of 2007 concerning religious education and religious education is education that prepares students to be able to carry out roles that require mastery of knowledge about religious teachings and / or become experts in religious science and practice their religious teachings. Religious education also develops as a result of religious education subjects / courses which are considered to face various limitations. Especially at the public tertiary level where the religious education course only received a portion of

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Deswary, Dwi. "PEMBERDAYAAN MASYARAKAT DALAM MEWUJUDKAN EFEKTIVITAS PENYELENGGARAAN PENDIDIKAN." Perspektif Ilmu Pendidikan 15, no. VIII (2007): 57–61. http://dx.doi.org/10.21009/pip.151.9.

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Nonformal education plays equal roles in educating people. However, in practice more attention and efforts are given to the formal education. This article discusses how to strengthen the role of non-formal education by enhancing communities’ participation. This could be successfully done if the personnel of nonformal institutions are dedicated, honest, innovative, dilligent, and intelligent. The empowerement of communities to support the non-formal education activities will improve the effectiveness and the efficiency of non-formal education programs.

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Pelc, Katarzyna. "Connected Learning. O międzynarodowym projekcie współpracy uczniów." Języki Obce w Szkole 1 (April 10, 2024): 9–13. http://dx.doi.org/10.47050/jows.2024.1.9-13.

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The aim of this article is to present the project ”Connected Learning – implementing international and intercultural online student collaboration, focused on 21st century skills” as an example of nonformal education, complementing traditional methods of teaching English at secondary level. The author describes the most important nonformal aspects of the project such as: its practicality, developing important competences, autonomy and choice of both the teacher and the learner and their changing roles as well as how the project fosters reflection and inner motivation to study. The author also o

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Nuryahman, Muhammad, and Muhammad Kashif Majeed. "ISLAMIC EDUCATION MANAGEMENT: INTEGRATION OF HOLISTIC APPROACHES IN FORMAL AND NON-FORMAL EDUCATION." Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam 6, no. 1 (2024): 127–43. https://doi.org/10.32478/leadership.v6i1.2772.

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Every educational institution requires effective management in its operations. Good management ensures that the institution achieves success and is capable of delivering optimal educational quality. This study discusses factors that affect the implementation of Islamic Education management across various educational levels, particularly in both formal and non-formal education. The research employs a qualitative approach by combining various methodologies and data sources to provide a deeper understanding of Islamic Education management, utilizing descriptive analysis. The findings indicate sev

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Taylor, Edward W., Amanda C. Neill, and Richard Banz. "Teaching <em>in Situ</em>: Nonformal museum education." Canadian Journal for the Study of Adult Education 21, no. 1 (2008): 19–36. http://dx.doi.org/10.56105/cjsae.v21i1.1095.

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Abstract: Museum education is one of the most ubiquitous forms of nonformal education and one of the least researched, particularly when it comes to understanding the role of the nonformal museum educator (docent). In response to this concern, this qualitative study explored how docents made meaning of their nonformal museum education practice. Through the use of observations, visitor feedback, and interviews with docents, a much more complex picture is revealed of nonformal education than what historically has been reported in the literature. Furthermore, the findings have significant implica

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Guţu, Vladimir. "Education. Formal, nonformal and informal education: definitions and tangency points." Univers Pedagogic 2, no. 66 (2020): 14–20. https://doi.org/10.5281/zenodo.4090442.

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This article addresses the problem of general forms of education, with the focus being on non-formal education. It is important that non-formal education is analyzed as a component part of the educational system, on the one hand, and as a component part of the education sciences, on the other hand. The comparative analysis of formal, non-formal and informal education opens up new perspectives for exploiting their eficiency in the context of lifelong education.

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Ольга Свиридюк. "FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 150–57. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219585.

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The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences betw

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Suganda, Erik, Wahiruddin Wadin, and Parlan Parlan. "UPAYAH UNTUK MENGEMBANGKAN KETERAMPILAN KERAJINAN TANGAN." Journal Of Lifelong Learning 3, no. 1 (2020): 35–44. http://dx.doi.org/10.33369/joll.3.1.35-44.

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The purpose of this research is to describe understanding by new students of nonformal education at Bengkulu University about nonformal education. As for the scope studied in this research was students understanding about the scope nonformal education which consist of understanding , characteristics , goals , roles, programs , institution and education facilities . Furthermore , reviewing the understanding of students at bengkulu university about the graduate competence and employment opportunity of S1 non formal education. The design of this research was descriptive quantitatif research, this

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Sumanto, Sumanto. "IMPLEMENTASI KEBIJAKAN KEBERADAAN PAMONG BELAJAR DAN PENILIK SUATU ANALISIS TERHADAP PERATURAN PERUNDANG-UNDANGAN." JIV 5, no. 1 (2010): 47–61. http://dx.doi.org/10.21009/jiv.0501.5.

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Policy for non formal education educators and personnel program (pamong belajar and penilik) covered on national education regulations. The objective of this policy analysis is to find out the substance and consistency of policy implementation for non formal education educators and personnel (pamong belajar and penilik). This study analyse the national, provincial and district government level policy on nonformal education educators and personnel on national level. This study concludes that the policy of nonformal education not comprehensif educators and personnel in national, provincial and d

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Tohani, Entoh. "PENDIDIKAN NONFORMAL DAN PENGURANGAN KEMISKINAN DI PEDESAAN." Walisongo: Jurnal Penelitian Sosial Keagamaan 19, no. 2 (2011): 385–98. http://dx.doi.org/10.21580/ws.19.2.163.

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Non-formal education through life skills education has shown a positive contribution to poverty reduction in rural development efforts, although still requiring efforts to life skills education development. The research was conducted in Kulonprogo, and the District of Gunungkidul, with research and development approach on life skills education programs are being implemented in two districts e.i KWK Rabbits Livestock in Gunungkidul and KWD Hair Dressers in Kulonprogo. The results showed that: life skills education needs assessment in the two target groups were performed using the idea of life s

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Kusmiadi, Ade. "POLA PEMBINAAN PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NONFORMAL." JIV 1, no. 1 (2006): 19–26. http://dx.doi.org/10.21009/jiv.0101.3.

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Three factors determining the success of nonformal education are organization, human resources, and relevancy of programs to the needs of society. The programs has its own target, that is human resources of nonformal education personnel. Among them are supervisors, facilitator, and other personnel served by the Directorate. On the other hand, their roles balance the needs of the General Directorate and Quality Improvement Eduational Teachers as well as the society. Therefore, it’s necesary for them to improve their knowledge and skills continously. In return, the productivity ot the organizati

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Handrian, Anastasia C., and Alvanov Z. Mansoor. "Proposed Business Strategy for a Nonformal Architecture-Related Education Start-up (Case Study: Klass Academy)." European Journal of Business and Management Research 6, no. 3 (2021): 133–36. http://dx.doi.org/10.24018/ejbmr.2021.6.3.875.

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Architecture is arguably one of the most complex and broad subjects, both for academic study and professional practice. Thus, many architecture students and practising architects participate in nonformal architecture-related learning activities. The COVID-19 pandemic has created an unprecedented impact on both formal and nonformal education systems worldwide; with the inevitable closure of schools and institutions, the sudden shift to virtual learning becomes mandatory. These drastic digital accelerations have caused the customers’ behaviour to change adaptively - the use of online education s

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Hsu, Yi-Hsuan. "Learning Beyond Schools: Nonformal Environmental Education in Taiwan." Japanese Journal of Environmental Education 26, no. 4 (2017): 4_33–38. http://dx.doi.org/10.5647/jsoee.26.4_33.

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Atikah, Nurul, Amrin Saragih, and Zainuddin Zainuddin. "DISCOURSE MARKERS USED BY STUDENTS IN NONFORMAL EDUCATION." LINGUISTIK TERAPAN 18, no. 3 (2022): 236. http://dx.doi.org/10.24114/lt.v18i3.31397.

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It is very common to acknowledge that in order to achieve a good communication, discourse markers are needed as one of a tool to perform in linking the ideas to ideas, especially in spoken language, it’s really helpful in guiding the speakers and listeners to comprehend what is being discussed or talked. There are several studies has been discussed about what discourse markers are especially in spoken language, but in this research, the realization of discourse markers is the aim of the study. The data source of this research were students in Harford Institute Sekip Branch, there were 16 stude

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Taylor, Edward W. "Making Meaning of Local Nonformal Education: Practitioner’s Perspective." Adult Education Quarterly 56, no. 4 (2006): 291–307. http://dx.doi.org/10.1177/0741713606289122.

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Williams, Corrie Colvin, and Louise Chawla. "Environmental identity formation in nonformal environmental education programs." Environmental Education Research 22, no. 7 (2015): 978–1001. http://dx.doi.org/10.1080/13504622.2015.1055553.

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Giladi, Moshe, and Horace Reed. "Nonformal Education Unifies Life-Functions in the Kibbutz." Community Development Journal 20, no. 1 (1985): 10–17. http://dx.doi.org/10.1093/cdj/20.1.10.

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Velez, Eduardo. "The politics of nonformal education in Latin America." Economics of Education Review 12, no. 1 (1993): 94–95. http://dx.doi.org/10.1016/0272-7757(93)90051-h.

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Ratnawati, Siti Rohmaturrosyidah. "Islamic Education for Children with Special Needs in an Inclusive Nonformal Education Setting." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 20, no. 2 (2022): 225–39. http://dx.doi.org/10.21154/cendekia.v20i2.4892.

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This study aims to explore the Islamic education programs for children with special needs and their implementation in nonformal institutions. The setting of this study was one of the orphanages in Ponorogo. It was Panti Asuhan Tunanetra Terpadu ‘Aisyiyah Ponorogo. This study used a qualitative research approach. It was a case study research. The data were collected through interviews, observation, and documentation techniques. This study revealed that the Islamic education programs at this nonformal institution were divided into two categories. They were academic and non-academic education pro

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Septiarti, S. Wisni, and Mulyadi Mulyadi. "MEMAKNAI KEMBALI PENINGKATAN PROFESIONALISME TENAGA PENDIDIK PENDIDIKAN NONFORMAL." JIV 2, no. 2 (2007): 21–27. http://dx.doi.org/10.21009/jiv.0202.3.

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Professionalism of the non-formal education personnel, which is understood as competency development, is a necessity. If we see from various points of view particularly from sociocultural aspects, the study on the dynamics of non-formal education personnel’s profession, becomes the essential part of this articel. The flexibility, which tends to be biased over time, age, materials or presentation approaches and sosiocultural aspects within the process of learning, becomes the reference for the personnel’s quality improvement efforts. Even though, in common public point of view, the existence of

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Tohani, Entoh. "PENDIDIKAN NONFORMAL DAN PENGURANGAN KEMISKINAN DI PEDESAAN." Walisongo: Jurnal Penelitian Sosial Keagamaan 19, no. 2 (2011): 385. http://dx.doi.org/10.21580/ws.2011.19.2.163.

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<p class="IIABSBARU1">Non-formal education through life skills education has shown a positive contribution to poverty reduction in rural development efforts, although still requiring efforts to life skills education development. The research was conducted in Kulonprogo, and the District of Gunungkidul, with research and development approach on life skills education programs are being implemented in two districts e.i KWK Rabbits Livestock in Gunungkidul and KWD Hair Dressers in Kulonprogo. The results showed that: life skills education needs assessment in the two target groups were perfor

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Rosmilawati, Ila. "Access to Online Education for Indonesian Incarcerated Students." Digital Press Social Sciences and Humanities 6 (2020): 00006. http://dx.doi.org/10.29037/digitalpress.46372.

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The covid-19 pandemic forced numerous educational institutions to deliver online learning to students. However, nonformal school at prison face a difficult choice as greater access to advanced technologies in prison is security breaches. The majority of incarcerated students in formal and nonformal school in the prison are cut off from the internet and the options for distance learning are limited. On the other hand, many volunteer teachers at prison schools are not allowed to teach by face-to-face methods during the pandemic. This study uncovered the possibility of nonformal school at Serang

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Nursam, Nursam. "PENINGKATAN KEMAMPUAN PENDIDIK PENDIDIKAN NONFORMAL DALAM IMPLEMENTASI PEMBELAJARAN." JIV 3, no. 2 (2008): 204–11. http://dx.doi.org/10.21009/jiv.0302.12.

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The role of educator in non-formal education is essential to succeed the non-formal education programs. This article discusses some theoretical knowledge about learning and teaching to improve the educator’s competence. The writer believes that the educators in non-formal education will be able to improve their performance by implementing the theories discussed in this article.

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Sethmiko, Miko, and Alpera Yani. "PELATIHAN KETERAMPILAN PEMBUATAN TAS TALI KUR SEBAGAI UPAYA MENINGKATKAN KREATIVITAS PESERTA DIDIK KEAKSARAAN USAHA MANDIRI." Jurnal AKRAB 13, no. 2 (2022): 104–14. http://dx.doi.org/10.51495/jurnalakrab.v13i2.431.

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Pengembangan program pendidikan masyarakat terus dilakukan sesuai dengan kebutuhan dan dinamika masyarakat di luar sistem persekolahan, sebagai penambah, pelengkap, dan pengganti. Salah satu program pendidikan keaksaraan yang menjadi fokus pemerintah melalui Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan ialah program Keaksaraan Usaha Mandiri (KUM). Pada prakteknya di masyarakat, keaksaraan usaha mandiri telah banyak diterapkan oleh berbagai satuan pendidikan nonformal. Berbagai satuan pendidikan nonformal saat ini telah banyak diterapkan di Indonesia, baik oleh masyarakat, swasta,

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HTB, Putri Nabila Yuhanda, Cindi Nurmala Sari, Syafitri Revi Dawani, Syahro Abidah Naiborhu, and Hermansyah Putra. "Pendidikan Luar Sekolah dalam Perjalanan Pra Kemerdekaan dan Pasca Kemerdekaan." MUDABBIR Journal Reserch and Education Studies 1, no. 2 (2023): 28–37. http://dx.doi.org/10.56832/mudabbir.v1i2.73.

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Pendidikan luar sekolah (out of school education) merupakan pendidikan yang dirancang untuk membelajarkan warga belajar agar memiliki jenis keterampilan atau pengertahuan serta pengalaman yang dilaksanakan diluar pendidikan formal atau persekolahan. Munculnya pendidikan luar sekolah ini lebih muda dari pendidikan informal akan tetapi lebih tua dari pendidikan formal. Semulanya pendidikan luar sekolah ini disebut dengan pendidikan nonformal atau juga pendidikan masyarakat.Munculnya pendidikan nonformal ini sudah muncul pada masa pemerintahan Belanda yang diawali pada pemerintahan Belanda ini in

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HTB, Putri Nabila Yuhanda, Cindi Nurmala Sari, Syafitri Revi Dawani, Syahro Abidah Naiborhu, and Hermansyah Putra. "Pendidikan Luar Sekolah dalam Perjalanan Pra Kemerdekaan dan Pasca Kemerdekaan." MUDABBIR Journal Reserch and Education Studies 1, no. 2 (2023): 28–37. http://dx.doi.org/10.56832/mudabbir.v1i2.73.

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Pendidikan luar sekolah (out of school education) merupakan pendidikan yang dirancang untuk membelajarkan warga belajar agar memiliki jenis keterampilan atau pengertahuan serta pengalaman yang dilaksanakan diluar pendidikan formal atau persekolahan. Munculnya pendidikan luar sekolah ini lebih muda dari pendidikan informal akan tetapi lebih tua dari pendidikan formal. Semulanya pendidikan luar sekolah ini disebut dengan pendidikan nonformal atau juga pendidikan masyarakat.Munculnya pendidikan nonformal ini sudah muncul pada masa pemerintahan Belanda yang diawali pada pemerintahan Belanda ini in

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Supriyono, Supriyono. "MODEL HIPOTESIS PENERAPAN SATUAN KREDIT KOMPETENSI (SKK) PADA PROGRAM PENDIDIKAN KESETARAAN." JIV 3, no. 1 (2008): 53–64. http://dx.doi.org/10.21009/jiv.0301.7.

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Based on the regulation of Minister of National Education, No. 14 of 2007 about the standard content for the program of A, B, and C packages, the attainment of learning achievement competence, named as the unit of competence credit (SKK) has been regulated. The system of SKK at equivalency is education in different from semester credit system (SKS) at higher education. This article discusses SKK introducing an implementation model by distributing the learning loads on each competence unit or sub unit into SKK unit. SKK system will enable to implement various flexibility competence and excellen

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Suryono, Yoyon, and Puji Yanti Fauziah. "MODEL PENDIDIKAN KARAKTER BAGI ANAK MELALUI “SEKOLAH IBU” NONFORMAL DI PEDESAAN." Jurnal Penelitian dan Evaluasi Pendidikan 19, no. 2 (2015): 230–42. http://dx.doi.org/10.21831/pep.v19i2.5582.

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Tujuan penelitian ini adalah mengembangkan model pendidikan karakter bagi anak sejak dini melalui program terpadu “Sekolah Ibu” PAUD nonformal di pedesaan. Metode penelitian menggunakan penelitian dan pengembangan dilaksanakan di Kecamatan Pajangan Kabupaten Bantul terhadap 11 KB dan 11 SPS dengan responden orang tua sebanyak 60 orang. Hasil penelitian menunjukkan bahwa KB dan SPS yang diteliti dapat dikembangkan menjadi “Sekolah Ibu” dengan sasaran para orang tua yang putra-putrinya sedang mengikuti kegiatan pembelajaran. Materi pokok yang diberikan mencakup pendidikan karakter bagi anak, pol

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Tohani, Entoh. "Peningkatan Kompetensi Pengembangan Program Pendidikan Nonformal Mahasiswa melalui Pembelajaran Berbasis Projek." Jurnal Penelitian Ilmu Pendidikan 14, no. 1 (2021): 69–81. http://dx.doi.org/10.21831/jpipfip.v14i1.37569.

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Penelitian ini bertujuan meningkatkan kompetensi pengembangan program pendidikan nonformal bagi mahasiswa melalui pembelajaran berbasis proyek sehingga mahasiswa dapat dengan mudah memahami dan memiliki keterampilan mengembangkan program pendidikan nonformal secara bermakna. Kompetensi pengembangan program pendidikan nonformal dalam perkuliahan dipandang sulit dikuasai mahasiswa karena kompetensi ini bersifat multidisplin, memerlukan kemampuan berfikir sistematis dan membutuhkan banyak pengalaman. Penelitian tindakan kelas ini dilakukan pada mahasiswa semester 5 yang menempuh Mata Kuliah Inova

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Rahmat, Abdul. "ANALISIS KINERJA PENILIK PNF DI KABUPATEN GORONTALO." JIV 6, no. 1 (2011): 82–92. http://dx.doi.org/10.21009/jiv.0601.9.

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The role of inspectors is considered as highly strategic to helping the implementation of nonformal education in Indonesia. This research has aim to describe the inspectors’ performance in the implementation and quality control of nonformal education. With fenomologis approach, the data is collected by observation, interview, and document study. The result of this research showed that the inspector in Gorontalo not implement the entire main task and the function optimally yet. Because of that, this research suggested to increasing the competency of inspector by upgrading and another relevant f

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