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Hubungan Kompetensi Instruktur dengan Hasil Belajar Peserta Pelatihan Pengolahan Ikan Air Tawar Dzisye, Humaira; Rosmilawati, Ila
Journal of Nonformal Education and Community Empowerment Vol 3 No 1 (2019): Journal of Nonformal Education and Community Empowerment
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v3i1.30884

In the process, learning to instruct instructors as teachers is the creator of learning conditions in which the instructor is responsible for the education of the learners. Therefore, the instructor should have a good level of competence in carrying out his duties as a teacher either pedagogical competence, personality competence, professional competence and social competence. With this competence, it is expected that the instructor can motivate the students to learn better, so that the expected learning result is a satisfactory achievement. The purpose of this research is to know the correlation of pedagogic competence, personality competence, professional competence and social competence of instructor in improving the learning result of freshwater fish processing trainees at LKP Sanggar Budaya An-Nahdlah in Pandeglang. The research approach used in this research is quantitative research with research method used in this research is using non experiment method. This research is a correlation research, because it aims to test the influence or correlation between several research variables and to identify predictive relationships using correlation techniques or more sophisticated statistical techniques. The results obtained that, (1) the level of competence of instructors in LKP Sanggar Budaya An-Nahdlah Pandeglang according to the distribution of data obtained in the level enough with a large percentage of pedagogic competence of 87.2%, personal competence of 76.6%, professional competence of 79.3%, and social competence 80.0%. (2) there is a relationship between instructor's competence (pedagogic, personality, professional, and social) in improving learning outcomes.

Kompetensi Tutor Satuan Pendidikan Nonformal dalam Penerapan Model Pembelajaran Reflektif Rosmilawati, Ila; Meilya, Ika Rizqi; Darmawan, Dadan
Journal of Nonformal Education and Community Empowerment Vol 4 No 2 (2020): Journal of Nonformal Education and Community Empowerment
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v4i2.41398

This study aims to explore the ability of non-formal education tutors in implementing a reflective learning model. The quality teaching in non-formal education environment will be largely determined by the competence of tutor, one of which is mastery of reflective learning methods. Reflective action as an alternative teaching method is an important part for tutors to increase their professionalism. A total of twenty-five tutors were involved in the workshop on the application of reflective learning model, and then it was observed to what extent the tutorÃ¢â‚¬â„¢s ability to plan, implement, and evaluate reflective activities in learning. Tutors were also interviewed to measure their understanding of reflective pedagogy. The data was collected from the informan were then analyzed using thematic analysis. The results showed that the tutors from PKBM Insan Madani and PKBM Abdi Pertiwi in Serang City, Banten, practiced reflective action in simple way, but did not understand the basic concepts of the reflective learning model. Tutors also understand the benefits of reflective action in classroom learning, both the benefits for the tutors themselves in order to increase the professionalism, as well as the benefits for students, namely to asses self-satisfaction in the learning process and outcomes.

Participatory Learning and Action untuk Menumbuhkan Quality of Life pada Kelompok Keluarga Harapan Darmawan, Dadan; Alamsyah, Trian Pamungkas; Rosmilawati, Ila
Journal of Nonformal Education and Community Empowerment Vol 4 No 2 (2020): Journal of Nonformal Education and Community Empowerment
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v4i2.41400

Thos Study aims to answer the practices of Participatory Learning and Action (PLA) in the Keluarga Harapan Group in Serang City, Banten Province. Participatory Learning and Action (PLA) or Learning From acting in a participatory manner. Learning and acting together or participatory action -reflection. Participatory learning and action (PLA) is an approach to the learning process and interacting with the community or society. In fact, this approach combines various participatory methods to facilitate collectivity and learning processes in the community. Whereas the participatory Learning and action (PLA) approach is closely related to the community empowerment process where the Program Keluarga Harapan (PKH) is one of the community empowerment programs. This Study used a qualitative approach by exploring data from PKH facilitators and recipients. The results of the research show that this implementation process involves a lot of community participation as a Participatory Learning and Action (PLA) step where it is the main point of implementing needs-based empowerment programs. So that PLA becomes an encouragement fo PKH recipients to behave protively, have a good quality of life and be able to optimize insights in the use of education or health.

Learning through Individuation: How Indonesian Young People Seek a Personal Growth and Self-Development at Alternative Schooling Rosmilawati, Ila
Journal of Nonformal Education Vol 3, No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jne.v3i2.10943

This present study explores students’ voice who are not in formal education, but participate in non-formal education, especially in the Equivalency Education Program context. These learning experiences are investigated to understand how Indonesian young people seek a personal growth and self-development in the Equivalency Education context. Perspective transformation from depth psychology approach is applied as theoretical framework of this study. The depth psychology approach describes student’s transformation/change as a process of individuation. It means that Indonesian young learners who experience learning as transformative through the process of individuation are those who make sense of their learning through their feelings and emotions, through images, and intuition. The findings suggest that different forms of learning outcomes are encountered by students. These categorisations are based on student reflection on their learning as a result of learning through individuation; (i) students’ development of personal commitment; (ii) students’ positive attitude toward schooling, and (iii) students’ feeling of ‘becoming different’. These three forms of learning outcomes are resulted from the ability of students to acknowledge the individuation process of learning in alternative school context.

Transforming the Character of Indonesian Adolescent: a Positive Impacts of The Institutional Culture of High School Equivalency Programs Rosmilawati, Ila; Sasmita, Karta
Journal of Nonformal Education Vol 6, No 2 (2020): August 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jne.v6i2.25209

Every adolescent in Equivalency Programs is unique, affected by interrelated factors of exclusion, such as school exclusion, family situation, poverty, social status and gender bias, and geographical location. Hence, Indonesia Equivalency Programs can target these particular groups to create responsible future citizens and develop human capabilities. This paper aims to explore the features of institutional culture of High School Equivalency Programs that impact on studentâ€™s character and learning performance. Ethnography study has been conducted in five nonformal schools in Banten Province that involved twenty five students in individual interviews. The results show that institutional culture of High School Equivalency Programs provides an opportunity for adolescent who engage in learning to transform their personal character to become more resilient, autonomous, sensing a positive identity and moral integrity. Conducive school culture build a positive image and sense of belonging of students in Equivalency Programs. In long term, this character will diminish destructive behaviour of young people and create active citizents. The positive impacts of institutional culture of High School Equivalency Programs on adolescent could potentially lead to higher social productivity and thus create greater economic growth.

Hubungan Kompetensi Instruktur dengan Hasil Belajar Peserta Pelatihan Pengolahan Ikan Air Tawar Dzisye, Humaira; Rosmilawati, Ila
Journal of Nonformal Education and Community Empowerment Volume 3, No 1 (2019): Juni 2019
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v3i1.30884

In the process, learning to instruct instructors as teachers is the creator of learning conditions in which the instructor is responsible for the education of the learners. Therefore, the instructor should have a good level of competence in carrying out his duties as a teacher either pedagogical competence, personality competence, professional competence and social competence. With this competence, it is expected that the instructor can motivate the students to learn better, so that the expected learning result is a satisfactory achievement. The purpose of this research is to know the correlation of pedagogic competence, personality competence, professional competence and social competence of instructor in improving the learning result of freshwater fish processing trainees at LKP Sanggar Budaya An-Nahdlah in Pandeglang. The research approach used in this research is quantitative research with research method used in this research is using non experiment method. This research is a correlation research, because it aims to test the influence or correlation between several research variables and to identify predictive relationships using correlation techniques or more sophisticated statistical techniques. The results obtained that, (1) the level of competence of instructors in LKP Sanggar Budaya An-Nahdlah Pandeglang according to the distribution of data obtained in the level enough with a large percentage of pedagogic competence of 87.2%, personal competence of 76.6%, professional competence of 79.3%, and social competence 80.0%. (2) there is a relationship between instructor's competence (pedagogic, personality, professional, and social) in improving learning outcomes.

Kompetensi Tutor Satuan Pendidikan Nonformal dalam Penerapan Model Pembelajaran Reflektif Rosmilawati, Ila; Meilya, Ika Rizqi; Darmawan, Dadan
Journal of Nonformal Education and Community Empowerment Volume 4, No 2 (2020): Desember 2020
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v4i2.41398

This study aims to explore the ability of non-formal education tutors in implementing a reflective learning model. The quality teaching in non-formal education environment will be largely determined by the competence of tutor, one of which is mastery of reflective learning methods. Reflective action as an alternative teaching method is an important part for tutors to increase their professionalism. A total of twenty-five tutors were involved in the workshop on the application of reflective learning model, and then it was observed to what extent the tutorâ€™s ability to plan, implement, and evaluate reflective activities in learning. Tutors were also interviewed to measure their understanding of reflective pedagogy. The data was collected from the informan were then analyzed using thematic analysis. The results showed that the tutors from PKBM Insan Madani and PKBM Abdi Pertiwi in Serang City, Banten, practiced reflective action in simple way, but did not understand the basic concepts of the reflective learning model. Tutors also understand the benefits of reflective action in classroom learning, both the benefits for the tutors themselves in order to increase the professionalism, as well as the benefits for students, namely to asses self-satisfaction in the learning process and outcomes.

Participatory Learning and Action untuk Menumbuhkan Quality of Life pada Kelompok Keluarga Harapan Darmawan, Dadan; Alamsyah, Trian Pamungkas; Rosmilawati, Ila
Journal of Nonformal Education and Community Empowerment Volume 4, No 2 (2020): Desember 2020
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pls.v4i2.41400

Thos Study aims to answer the practices of Participatory Learning and Action (PLA) in the Keluarga Harapan Group in Serang City, Banten Province. Participatory Learning and Action (PLA) or Learning From acting in a participatory manner. Learning and acting together or participatory action -reflection. Participatory learning and action (PLA) is an approach to the learning process and interacting with the community or society. In fact, this approach combines various participatory methods to facilitate collectivity and learning processes in the community. Whereas the participatory Learning and action (PLA) approach is closely related to the community empowerment process where the Program Keluarga Harapan (PKH) is one of the community empowerment programs. This Study used a qualitative approach by exploring data from PKH facilitators and recipients. The results of the research show that this implementation process involves a lot of community participation as a Participatory Learning and Action (PLA) step where it is the main point of implementing needs-based empowerment programs. So that PLA becomes an encouragement fo PKH recipients to behave protively, have a good quality of life and be able to optimize insights in the use of education or health.

Family Literacy of Baduy Tribe: an Ethnographic Study Ila Rosmilawati; Dadan Darmawan
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 8, No 2 (2020): KOLOKIUM: Publishing October 2020
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium-pls.v8i2.434

The purpose of this ethnographic study was to reveal the family literacy practices of Baduy tribe at Lebak Regency, Banten Province. Family literacy in this paper refers to an intergenerational learning in in Baduy tribe families, which include how family learns, uses reading and writing activities to do daily task, and other literacy activities to maintain family relationship. Family literacy in Baduy is called intergenerational learning in which the learning method that is practiced in families and communities leads to the creation of a process of cultural and educational transformation in a society. This study utilizes ethnographic approach by conducting interviews with sixteen families (father and mother) and eighteen children and youth. Data analysis includes the four stages of ethnographic data analysis, namely domain, taxonomy, component and theme analysis. The results showed that family literacy in the Baduy tribe last a lifetime, starting from children aged 7 days to 10 years. The literacy activities of the Baduy family cannot be separated from the their culture and beliefs. This culture is passed down from generation to generation with an intergenerational learning approach, it is the process of delivering literacy that is practiced directly within the family.

JALAN PANJANG MENUJU SEKOLAH ALTERNATIF: REFLEKSI PENGALAMAN REMAJA KURANG BERUNTUNG DALAM MERAIH PENDIDIKAN Ila Rosmilawati
Jurnal Eksistensi Pendidikan Luar Sekolah (E-Plus) Vol 2, No 1 (2017)
Publisher : FKIP Untirta

JALAN PANJANG MENUJU SEKOLAH ALTERNATIF: REFLEKSI PENGALAMAN REMAJA KURANG BERUNTUNG DALAM MERAIH PENDIDIKAN Ila RosmilawatiJurusan Pendidikan Luar Sekolah,Fakultas Keguruan dan Ilmu Pendidikan,Universitas Sultan Ageng Tirtayasairosmilawati@gmail.com AbstrakStudi ini mengungkapkan bagaimana remaja kurang beruntung (disadvantaged youth) bisa kembali bersekolah melalui jalur pendidikan alternatif. Konsep perspektif transformatif (Mezirow, 2009) digunakan untuk menganalisa cerita pengalaman siswa mengenai faktor-faktor yang mempengaruhi keputusan mereka kembali ke sekolah melalui pendidikan alternatif. Refleksi pengalaman siswa-siswa pendidikan kesetaraan didokumentasikan dengan menggunakan pendekatan studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam dan diskusi kelompok terbatas yang melibatkan 48 siswa dari tiga sekolah alternatif yang menyelenggarakan pendidikan kesetaraan. Data kualitatif diolah dengan melakukan lima tahapan; (i) mengorganisasi data, (ii) membaca data dan memberikan catatatan/memo, (iii) mengklasifikasi data kedalam bentuk coding dan tema, (iv) menginterpretasi data dan (v) menyajikan data hasil penelitian (Cresswell 2013). Berdasarkan analisis silang studi kasus tiga sekolah alternatif, hasil penelitian mengungkapkan adanya empat kelompok remaja kurang beruntung yang kembali bersekolah melalui ‘jalan’ atau cara yang berbeda. Keempat kelompok tersebut adalah; (1) Siswa ‘putus-sambung’; (2) Siswa ‘cuti’; (3) Siswa ‘lulus-masuk’; (4) Siswa ‘aktif-pindah’. Temuan penelitian menunjukkan adanya peran perspektif transformasi dalam mempengaruhi jalan siswa kurang beruntung untuk kembali mengenyam pendidikan melalui sekolah alternatif.Kata Kunci: putus sekolah, pendidikan alternatif, pendidikan non formal

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