Lifelong Education Journal

Strategi Pemberdayaan Anak Nelayan dalam Penguatan Praliterasi melalui Kelompok Bermain di Tambak Rejo Kota Semarang

2025-06-03T01:12:29+00:00

Rendahnya budaya literasi di Indonesia, terutama pada komunitas nelayan, menjadi tantangan kritis dalam pembangunan pendidikan. Minimnya program pendidikan nonformal berbasis komunitas di daerah pesisir dan kurangnya integrasi kearifan lokal dalam metode pembelajaran praliterasi mendorong perlunya inovasi strategi pemberdayaan yang kontekstual. Tujuan dari penelitian ini adalah menganalisis efektivitas Kelompok Bermain sebagai strategi pemberdayaan anak nelayan melalui penguatan praliterasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara mendalam, dan studi dokumen. Partisipan meliputi relawan, orang tua, dan tokoh masyarakat di Tambak Rejo. Hasil penelitian menunjukkan bahwa selama enam bulan, Kelompok Bermain Sekolah Nusantara (NS) berhasil meningkatkan keterampilan pra-literasi anak melalui pendekatan bermain tematik yaitu bermain peran, bernyanyi, bercerita, dan kreasi seni yang sesuai gaya belajar anak. Anak-anak menunjukkan fokus lebih baik, keberanian berkomunikasi, dan peningkatan pengenalan huruf, angka, dan warna. Kelompok Bermain SN merupakan model pemberdayaan efektif yang mengintegrasikan penguatan praliterasi dan pengembangan karakter anak usia dini di komunitas marginal. Konsep pemberdayaan masyarakat ke ranah praliterasi usia dini melalui kelompok bermain dapat diterapkan di wilayah serupa dan menjadi kontribusi nyata bagi perbaikan budaya literasi bagi keluarga nelayan.

The Effectiveness of Heutagogy Approach on Student Learning Achievement

2025-06-03T12:51:31+00:00

This study examines the effectiveness of the heutagogy approach in learning digital entrepreneurship for learners of intermediate-level equivalency programs at Community Learning Centres (CLCs) or Pusat Kegiatan Belajar Masyarakat (PKBM). This research used a parallel group experimental design involving 40 learners that naturally divided into control and experimental groups. Both groups received the same material in an equal amount of time but with different learning approaches: the control group used conventional direct learning methods, while the experimental group followed heutagogy-based learning. Learning outcomes were evaluated through knowledge measurement using the same instrument, and differences between groups were analyzed using the ANCOVA parametric statistical test, taking into account covariates to increase the validity of the analysis. The results showed that the group that followed the heutagogy approach experienced a significant increase in learning outcomes compared to the control group. The questionnaire results reinforced findings, which revealed that heutagogy-based learning increased learners' awareness of learning needs, independence, and self-reflection. This research confirms that the heutagogy approach is efficacious in improving the cognitive aspects of learning and encourages the development of character and independent learning competencies that are very important in non-formal education.

Development and Validation of Instruments for Lifelong Learning Evaluation in the Context of Community Learning Centers

2025-09-15T01:21:24+00:00

This research aims to develop and validate authentic evaluation instruments for lifelong learning in the context of Community Learning Center (CLC). Quantitative methods with a survey approach were used on 120 CLC tutors as respondents. The analysis stages include exploratory factor analysis to explore factor structure and confirmatory factor analysis to test the validity of constructs. The test results confirmed the existence of four main dimensions: learning motivation, critical thinking, information literacy, and adaptability and independent learning, which consisted of 19 items measured with high-factor load items. The instrument showed strong internal reliability with adequate Cronbach's alpha values and construct reliability, as well as convergent validity through average variance extracted. Respondents' profiles reflect a representative demographic diversity. This instrument is relevant for use in the evaluation of CLC programs and the development of non-formal education curricula, supporting the strengthening of a culture of lifelong learning. This research makes a theoretical and practical contribution in measuring and developing the capacity of lifelong learners in non-formal institutions. The next research suggestion is to expand validation with a more diverse population to improve the generalization of results.