Articles
<![CDATA[Analysis of The Resilience Conditions of Individual, Family, and Community during The Covid-19 Pandemic ]]>
<![CDATA[Hasanah, Viena Rusmiati]]>;
<![CDATA[Boriboon, Gumpanat]]>;
<![CDATA[Jubaedah, Yoyoh]]>;
<![CDATA[Wulandari, Hodijah]]>
<![CDATA[ Journal of Nonformal Education Vol 7, No 1 (2021): February: Community Empowerment, Adult Education ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jne.v7i1.27853
<![CDATA[The COVID-19 pandemic outbreak, a disaster that shocked the whole world, has affected various aspects of people's lives, including the resilience of society, especially the poor. This study aims to see the condition of the resilience of the poor in Bandung in facing the COVID-19 pandemic. The survey method was chosen to obtain the latest data flexibly with a total of 200 respondents, through the distribution of a questionnaire of 40 items consisting of aspects of individual, family, and community resilience. The results show that individual resilience is very dominant during the COVID-19 pandemic disaster, this mutually affects family resilience and community resilience. The most dominant factor in the resilience of individuals and families is the factor of spirituality and optimism in facing this epidemic, the factors that affect community resilience are individual interactions in community activities in the security, social and religious fields]]>
<![CDATA[MODEL PELATIHAN BERBASIS NILAI KEAGAMAAN DALAM MEMBENTUK KARAKTER GENERASI MUDA ]]>
<![CDATA[Ardiwinata, Jajat S.]]>;
<![CDATA[Hasanah, Viena Rusmiati]]>;
<![CDATA[Sudiapermana, Elih]]>
<![CDATA[ Journal of Nonformal Education Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jne.v2i1.5312
<![CDATA[Tujuan penelitian menemukan model pelatihan berbasis nilai keagamaan dalam membentuk karakter generasi muda. Hasil penelitian ini diharapkan dapat menjadi sebuah model pelatihan yang dapat dijadikan acuan untuk diterapkan dalam berbagai instansi pelaksana pelatihan untuk generasi muda, khususnya dalam membangun kompetensi dasar dalam membangun karakter generasi muda. Penelitian ini menerapkan metode penelitian dan pengembangan (Research and Development). Rentang waktu pelaksanaan dirancang tiga tahun, tahun pertama studi eksploratif pada beberapa lembaga pelatihan yang melaksanakan berbagai pelatihan bagi pemuda, dengan orientasi produknya merekomendasikan sebuah model konseptual pelatihan berbasis nilai keagamaan dalam membentuk karakter generasi muda. Pada tahun kedua, penelitian memfokuskan pada pengembangan perangkat model serta uji coba model konseptual yang telah tersusun di tahun pertama. Adapun pada tahun ketiga, penelitian akan difokuskan pada desiminasi serta validasi model yang tersusun, sehingga dapat dilakukan pembakuan modelling. Produk penelitian ini merupakan model pelatihan berbasis nilai keagamaan dalam membentuk karakter generasi muda, yang selanjutnya dapat disebarluaskan dan menjadi bagi kelembagaan diklat, serta sebagai salah satu temuan teknologi (social engenering) bidang pelatihan yang secara makro dapat menjadi instrumen dalam kerangka pemberdayaan masyarakat.]]>
<![CDATA[Commitment to Organization and Competency (Study on Caregivers in Daycare) ]]>
<![CDATA[Hasanah, Viena Rusmiati]]>;
<![CDATA[Heryanto, Nunu]]>;
<![CDATA[Zanella, Selly]]>;
<![CDATA[Saepudin, Asep]]>;
<![CDATA[Jubaedah, Yoyoh]]>
<![CDATA[ Journal of Nonformal Education Vol 5, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jne.v5i2.20207
<![CDATA[Daycare or Childcare is a very necessary place for women who work to provide parenting and education services to their children while they work. Caregiver Competence in providing services, parenting, is very important to learn. Based on the results of the study, the achievement of competency of an employee has a relationship with a commitment to an organization. This research aims to learn more about the commitment to the Organization with caregiver competence, especially in the competency that supports the development of early childhood. The assessments conducted in this study are quantitative by a descriptive method. This research was conducted at DayCare in Bandung. Respondents of this study supported 33 caregivers. The results of this study show that there are only three commitments for organizations that are partially related to the competency supporting child development, namely emotional problems and thinking skills, experience and biographic characteristics, and understanding and The values correspond to the category of caregivers with a fairly strong relationship category. The other two sub-variables are work motivation and organizational culture, not directly having a relationship with competency supporting child development. Furthermore, commitment to the organization, simultaneous support with competencies supporting child development belongs to the category is quite strong. This research proves how to care for early childhood must have adequate intelligence and thought with good values and adequate experience to demonstrate competence in supporting child development, in DayCare or ChildCare.]]>
<![CDATA[Community Empowerment through Social Compass Strategy: Case Study of Empowerment in Processing Waste and Water Hyacinth ]]>
<![CDATA[Ramadani, Rika Fitri]]>;
<![CDATA[Heryanto, Nunu]]>;
<![CDATA[Komar, Oong]]>;
<![CDATA[Hasanah, Viena Rusmiati]]>
<![CDATA[ Journal of Nonformal Education Vol 6, No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jne.v6i2.24035
<![CDATA[This research was motivated by the various empowerment strategies implemented in each community empowerment institution. Heterogeneous environmental conditions became a consideration in implementing empowerment strategies to the community. The empowerment strategy became the main capital to attract the attention of the community to take the empowerment program seriously. The purpose of this research was to describe the implementation of the empowerment strategies used at this institution. This research was conducted to analyze the social compass was applied. The research method used is qualitative using a case study approach. Data were collected through observation and interview technique. The informants consisted of three training program managers and three training participants. Data obtained then analyzed by procedures of data collecting, data reducing, data display, and conclusion. Result of this research indicated that applied social compass were resources, technology, knowledge, values, goals and felt needs, norms, positions and roles, power leadership and influence, sanctions, and space relations. The impact of this social compass strategy was changing in the social-economic structure of the community. The conclusion obtained from this study is that the applied social compass could create an independent community in looking for family livelihood and prosperity.]]>
<![CDATA[Management of Equality Education Program in Daarut Tauhiid Community Learning Center (CLC) ]]>
<![CDATA[Hasanah, Viena Rusmiati]]>;
<![CDATA[Ardiwinata, Jajat Sudrajat]]>;
<![CDATA[Hatimah, Ihat]]>;
<![CDATA[Wulandari, Hodijah]]>
<![CDATA[ Edukasi Vol 15, No 1 (2021): May 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/edukasi.v15i1.27986
<![CDATA[Education services for certain groups who have learning needs for 12 years of compulsory education other than through formal education can be served through non-formal and informal channels, which are called equality education. This study aims to describe the equality education management program at the Daarut Tauhiid Community Learning Center (CLC) as seen from the management function, namely planning, implementation and evaluation. The research was conducted through a qualitative approach with a participatory exploratory method, using participatory observation techniques, in-depth interviews, and FGDs. The results showed that the equality education program at Daarut Tauhiid CLC consisted of planning that included the needs of the students, determining goals, recruiting teachers and students, preparing learning tools and providing facilities and infrastructure. Meanwhile, the implementation of the program is carried out with a learning pattern in the form of face-to-face, tutorial and independent learning based on the 2013 curriculum. For evaluation, PKBM DT conducts program evaluations internally and externally and evaluates the students.]]>
<![CDATA[Pengaruh pelaksanaan pelatihan developmentally appropriate practice terhadap peningkatan kompetensi pedagogik pendidik PAUD ]]>
<![CDATA[Fitri Pertiwi]]>;
<![CDATA[Ishak Abdulhak]]>;
<![CDATA[Viena Rusmiati Hasanah]]>
<![CDATA[ JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol 5, No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jppm.v5i2.20124
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) terhadap peningkatan kompetensi pedagogik pendidik PAUD. Penelitian ini menggunakan metode ex post-facto dengan pendekatan kuantitatif. Data dalam penelitian ini dikumpulkan melalui angket dan studi dokumentasi. Pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) diidentifikasi melalui perbandingan rata-rata antara data pre-test dan data post-test. Angket juga dikumpulkan lalu dianalisis untuk mengetahui gambaran pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) dan gambaran kompetensi pedagogik pendidik PAUD setelah mengikuti pelatihan Developmentally Appropriate Practice (DAP). Hasil penelitian menunjukkan bahwa setelah mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), rata-rata kompetensi pedagogik pendidik PAUD menjadi lebih baik dibandingkan dengan sebelum mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), atau dengan kata lain pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) berpengaruh secara signifikan terhadap peningkatan kompetensi pedagogik pendidik PAUD. The influence of developmentally appropriate practice training program on improving early childhood education teachers’ pedagogical competence AbstractThis study aims to investigate the influence of the Developmentally Appropriate Practice (DAP) training program on improving preschool teachers’ pedagogical competence. The study used quantitative approach with ex post-facto as its method. The data are collected by using questionnaires and documentation study. The influence of the Developmentally Appropriate Practice (DAP) training program is identified through a comparison of the average mean score between pre-test and post-test. Questionnaires was also collected and analyzed to find out the process of Developmentally Appropriate Practice (DAP) training program and also to know the preschool teachers’ pedagogical competence after joining the Developmentally Appropriate Practice (DAP) training program. The findings revealed that after joining the Developmentally Appropriate Practice (DAP) training program, the average level of the teachers’ pedagogical competence improves. In other words, the Developmentally Appropriate Practice (DAP) training program has a significant influence on improving the preschool teachers’ pedagogical competence.]]>
<![CDATA[MOTEKAR (Motivator Ketahanan Keluarga) dan Pemberdayaan Keluarga Rentan ]]>
<![CDATA[Viena Rusmiati Hasanah]]>;
<![CDATA[Dede Nurul Komariah]]>
<![CDATA[ PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 02 (2019): PAUD Lectura: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/paud-lectura.v2i02.2519
<![CDATA[Permasalahan kerentanan keluarga telah lama menjadi isu nasional yang penanganannya memerlukan kerja sama yang serius antara keluarga, masyarakat dan pemerintah. Berbagai upaya penanganan permasalahan kerentanan keluarga telah banyak dilakukan, namun penanganannya hanya dilakukan pada ranting permasalahan belum pada akar permasalahan. MOTEKAR adalah agen yang dibentuk oleh pemerintah daerah Jawa barat melalui DP3AKB (Dinas Pemberdayaan Perempuan Perlindungan Anak dan Keluarga Berencana) untuk melakukan program pendampingan dan pemberdayaan keluarga. Penelitian ini bertujuan untuk mendeskripsikan peran dan fungsi MOTEKAR yang dilaksanakan di masyarakat pada keluarga rentan perkotaan serta kendala yang dihadapi, khususnya di wilayah Kecamatan Babakan Sari Kota Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Pengumpulan data menggunakan teknik observasi partisipatif, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa dalam mendukung ketahanan keluarga, MOTEKAR melaksanakan fungsi motivator, fasilitator, inovator, dan dinamisator serta melakukan tugas mulai dari mengidentifikasi masalah, memberikan motivasi, memediasi, mendidik, merencanakan solusi, serta mengadvokasi keluarga rentan. Dukungan dan komitmen berbagai pihak terkait dalam penyelesaian masalah dan pengembangan program pembangunan ketahanan keluarga sangat dibutuhkan MOTEKAR dalam menyelesaikan tugasnya di lapangan.]]>
<![CDATA[KOMPONEN PEMBELAJARAN PROGRAM LITERASI BUDAYA DI ECO BAMBU CIPAKU ]]>
<![CDATA[Ari Putra]]>;
<![CDATA[Jajat S Ardiwinata]]>;
<![CDATA[Viena Rusmiati Hasanah]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 2 (2018) ]]>
Publisher : <![CDATA[Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek ]]>
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DOI: 10.24832/jpnk.v3i2.921
<![CDATA[This study aims to analyze the learning components developed by the Cipaku ECO Bamboo institution, from learning devices, teaching materials and learning methods. Qualitative method used in this study and data collected by interviews, document analysis, and observation. Then, it processed by using triangulation techniques. It’s results revealed that the Cipaku ECO Bamboo institution makes the learning component in accordance with the learning needs of the community. The component is made in the form of a facilitator’s guide for traditional game learning devices containing the value of character education and functioning as learning direction in accordance with learning signs. The use of expository learning methods in the form of lectures and question and answer is a model used by facilitators to transfer knowledge of cultural literacy based on traditional games. Thus, the innovation in cultural literacy learning developed at ECO Bambu Cipaku is in the form of a learning device serving as guidance to the learning process of traditional games even though cultural literacy programs through traditional game learning do not yet have special competency standards in the implementation process AbstrakPenelitian ini bertujuan untuk menganalisis komponen pembelajaran yang dikembangkan oleh lembaga ECO Bambu Cipaku, mulai dari perangkat pembelajaran, materi ajar dan metode pembelajaran. Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Pengumpulan data menggunakan wawancara, analisis dokumen, dan observasi. Pengolahan data menggunakan teknik triangulasi. Hasil dari penelitian menunjukkan bahwa lembaga ECO Bambu Cipaku membuat komponen pembelajaran sesuai dengan kebutuhan belajar masyarakat. Komponen yang dibuat berupa panduan fasilitator untuk perangkat pembelajaran permainan tradisional yang bermuatan nilai pendidikan karakter dan memiliki fungsi mengarahkan pembelajaran sesuai dengan rambu-rambu pembelajaran. Penggunaan Metode belajar ekspositori berupa ceramah dan tanya jawab merupakan model yang digunakan oleh fasilitator dalam melakukan proses transfer ilmu pengetahuan pembelajaran literasi budaya berbasis permainan tradisional. Dengan demikian, inovasi pada pembelajaran literasi budaya yang dikembangkan di ECO Bambu Cipaku adalah berupa perangkat pembelajaran yang berfungsi sebagai pemandu proses pembelajaran permainan tradisional walaupun program literasi budaya melalui pembelajaran permainan tradisional belum memiliki standar kompetensi khusus dalam proses pengimplementasiannya.]]>
<![CDATA[Peningkatan Kompetensi Asesor Assessment Center Dinas Pendidikan Kota Bandung Untuk Mendukung Percepatan Peningkatan Rata-Rata Lama Sekolah (RLS) ]]>
<![CDATA[Asep Saepudin]]>;
<![CDATA[Viena Rusmiati Hasanah]]>;
<![CDATA[Ani Rindiani]]>
<![CDATA[ E-Coops-Day Vol. 3 No. 1 (2022): E-Coops-Day : Jurnal Ilmiah Abdimas ]]>
Publisher : <![CDATA[LPPM Universitas Koperasi Indonesia ]]>
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DOI: 10.32670/ecoopsday.v3i1.1418 for articles
<![CDATA[Hasil belajar pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk oleh pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. Untuk itu, unit pelaksana penilaian pendidikan atau Assessment Center pendidikan sebagai metode sekaligus wadah yang bertugas melakukan pengukuran atas kemampuan dan atau hasil belajar seseorang posisinya menjadi sangat strategis. Asesor sebagai bagian integral dari Assessment Center pendidikan perlu memiliki kompetensi yang memadai sebagai pihak yang bertugas melakukan proses penilaian. Berdasarkan alur pemikiran tersebut, maka diperlukan kegiatan rekruitmen dan pelatihan peningkatan kompetensi Asesor Assessment Center untuk mendukung percepatan peningkatan Rata-rata Lama Sekolah (RLS) khususnya bagi masyarakat di Kota Bandung. Kegiatan pelatihan dilakukan melalui tahapan perencanaan, pengorganisasian, pelaksanaan, evaluasi, dan pelaporan. Hasil akhir dari kegiatan pelatihan adalah adanya peningkatan kompetensi Asesor Assessment Center pada tiga ranah yakni pertama, ranah cognitive (pengetahuan) berupa pemahaman peserta pelatihan kaitannya dengan konsep dan prosedur penilaian Assessment Center menggunakan instrumen placement test, instrumen portofolio dan instrumen pindah jalur. Kedua, peningkatan afektif (sikap) peserta pelatihan dalam kapasitasnya sebagai Asesor Assessment Center Dinas Pendidikan Kota Bandung yang selayaknya memiliki kode etik dan etos kerja sebagai Asesor. Ketiga, peningkatan psikomotor (skill/keterampilan) peserta pelatihan assessment center Dinas Pendidikan Kota Bandung berupa kemampuan keterampilan mengidentifikasi, menilai, menganalisis data dan melaporkan hasil penilaian secara terukur, terstruktur dan teratur sesuai pedoman penyelenggaraan Assessment Center.]]>
<![CDATA[ANALISIS KEBUTUHAN KOMPETENSI DAN PENYUSUNAN MODEL AWAL PELATIHAN IN-SERVICE BERBASIS KOMPETENSI DALAM MENINGKATKAN PROFESIONALISME BABY SITTER ]]>
<![CDATA[Viena Rusmiati Hasanah]]>
<![CDATA[ Jurnal Ilmiah Visi Vol 7 No 1 (2012): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal ]]>
Publisher : <![CDATA[Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JIV.0701.6
<![CDATA[Baby sitters, at the present, though they are distributed through workers distribution services and have completed the training, all parties have not yet acknowledged their standards of competency. This research aims at analyzing the needs of competency and investigating competency-based in-service training model in order to improve baby sitters’ professionalism. This research utilizes qualitative research method with observation, interview and FGD (Forum Group Discuss) as the technique. The research was conducted at three of training institute for baby sitter in Bandung, West Java from January 2011 until August 2011. The results show that: 1) the analysis of competency’s needs shows that baby sitters at present need a training that can help them improve their ability and knowledge as well as competency based on the field’s needs and standards referring to standard imposed. 2) The conceptual model of competency-based in-service training comprises the development on mix standard competencies that are built, the determination of training management strategy, the strategy and learning method in the training, and various apparatus of training needed. The research concludes that baby sitters at present need improvement in their competencies in order to be professional in future.]]>
