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All Journal Journal of Nonformal Education Journal of Nonformal Education
Puji Hadiyanti
Universitas Negeri Jakarta, Indonesia
Education

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Development of an Interactive Multimedia Module on Andragogy For Community Education Tutors Daddy Darmawan; Puji Hadiyanti; Durotul Yatimah; Karta Sasmita; Lei Wanpeng
Journal of Nonformal Education Vol 9, No 2 (2023): August: (Adult Education and Community Empowerment)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jne.v9i2.46594

Abstract

This study explores the concept of community education, emphasizing the role of tutors in facilitating effective learning experiences for adults. Community education empowers individuals by enhancing their knowledge, skills, and awareness of societal issues. Tutors play a crucial role in this process, employing various teaching strategies to engage learners and cater to their needs. However, challenges exist, including tutor qualifications, teaching consistency, and adult learning management. The study introduces the concept of Andragogy, which focuses on empowering adults in their learning journey, considering their real-life circumstances and learning preferences. Andragogy highlights the importance of interactive teaching methods, enjoyable programs, and personalized approaches. The research develops an interactive multimedia Andragogy (MIA) module using the Multimedia Development Life Cycle (MDLC) model. This module aims to enhance community education tutors' teaching capabilities for adult learners. Survey data analysis reveals that the MIA Module significantly improves participants' media literacy comprehension and information access skills. The module's learner-centered approach and interactive design align with educational theories like experiential learning and constructivism, promoting active engagement and critical thinking. Moreover, the module's adaptability and flexible learning strategies resonate with Universal Design for Learning (UDL) principles, ensuring inclusivity. The study highlights the positive impact of the MIA Module on enhancing media literacy and information access skills within the context of community education. The module's design, adaptability, and interactive elements make it relevant and effective in contemporary education.
Evaluating Technical Guidance in the Functional Role of Learning Facilitators: A Multidimensional Approach to Enhancing Educational Outcomes Ratna Dumasari; Anan Sutisna; Puji Hadiyanti; Muhammad Mawardi
Journal of Nonformal Education Vol. 10 No. 1 (2024): Community education and community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i1.255

Abstract

The dynamic and multifaceted roles of educators in community education, this study emphasizes the essentiality of establishing a continuous and comprehensive evaluation mechanism. This study evaluates the role of technical guidance in supporting the functional responsibilities of these positions, employing a multidimensional approach to improve educational outcomes. Through a comprehensive evaluation system that incorporates continuous feedback, this research investigates the impacts of technical guidance on teaching practices and learning quality. Utilizing a descriptive quantitative methodological framework, this inquiry engaged 107 participants and 22 instructors from a technical guidance initiative, with a focus on systematically analyzing the initiative's efficacy within the educational milieu. The evaluative methodology employed herein encompasses an assessment of the cognitive, affective, and psychomotor dimensions of learning, utilizing descriptive statistical techniques to elucidate trends, patterns, and interrelations within the dataset. The findings of this scholarly investigation reveal that the technical guidance initiative has registered notable success in several domains, particularly in enhancing competencies and updating facilitators' insights regarding regulations and educational technologies. Nonetheless, it concurrently identifies domains necessitating enhancement, such as participant engagement and evaluative methods. The implications emanating from these findings bear significant ramifications for educational policy formulation and pedagogical practice. Recommendations proffered include the enhancement of material delivery clarity and engagement, diversification of implementation methodologies, refinement of assessment protocols, and an emphasis on the educators' well-being. This research furnishes a foundational basis for forthcoming endeavors aimed at optimizing technical guidance strategies, thereby augmenting the overall educational outcomes.
Co-Authors Anan Sutisna Daddy Darmawan Durotul Yatimah Karta Sasmita Lei Wanpeng Muhammad Mawardi Ratna Dumasari