scholarly journals Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 71-86
Author(s):  
Andi Ahmad Gunadi ◽  
Zulfitria Zulfitria ◽  
Aswir Aswir
Keyword(s):  
Learning Environments ◽  
Feasibility Study ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Material ◽  
Learning Situation ◽  
Or Education ◽  
Learning Resource ◽  
Education Environment

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 facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals UPAYAH UNTUK MENGEMBANGKAN KETERAMPILAN KERAJINAN TANGAN

2020 ◽  
Vol 3 (1) ◽  
pp. 35-44
Author(s):  
Erik Suganda ◽  
Wahiruddin Wadin ◽  
Parlan Parlan
Keyword(s):  
Key Words ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Employment Opportunity ◽  
Study Program ◽  
Formal Study ◽  
Education Study ◽  
New Students

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 method carried out with the main goal to make an idea of situation objectively , the respondents of this research were new students of non formal education study program at Bengkulu University. The result and discussion of this research that understanding of new students of non formal study program at Bengkulu University about scope of informal education was high enough with percentage 69.4% , understanding about the graduate competence  of S1 non formal education  was sufficient with  percentage 51% and understanding about employment opportunity of S1  non formal education was highwith percentage 67.5% Key words : understanding , eldery work

scholarly journals EVALUATION OF (SELF-)DEVELOPMENT OF INTERCULTURALITY EXPERIENCES IN INFORMAL LEARNING ENVIRONMENTS

2021 ◽  
Vol 6 ◽  
pp. 28-44
Author(s):  
Ieva Bilbokaitė-Skiauterienė ◽  
Renata Bilbokaitė
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Informal Education ◽  
Quantitative Research ◽  
Formal Education ◽  
Educational Content ◽  
Cultural Changes ◽  
Informal Learning Environments ◽  
Self Development ◽  
Political Economic

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian’s and person’s modern nationality, the educational content should relate to “pupils’ experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil’s (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil’s perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils’ opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented. 

scholarly journals ECO CAMP EDUCATIONAL TOURISM PHENOMENON IN INDONESIA

2017 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Susanti Agustina
Keyword(s):  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Behavior ◽  
Research Topics ◽  
The People ◽  
Educational Tourism ◽  
Children And Parents ◽  
Insight Into

The topic of this Phenomenology Research Topics is the Extensification of environment education with respect to ESD over nonformal education systems. The title of this paper Eco Camp Educational Tourism Phenomenon in Indonesia. This research will reveal the reality of the expansion of non-formal education system in the form of a visit to an environmentally friendly area in northern Bandung, West Java, Indonesia. The research will answer questions about the phenomenon of eco camp educational tourism in Indonesia, the people who are specifically linked to eco camp educational tourism, how eco camp educational tourism affect the learning behavior of children and parents involved, changes that the parents and the children feel after participating in eco camp educational tourism, how eco camp educational tourism affect others around them, their feelings when participating in eco camp educational tourism, their opinion about eco camp educational tourism, and changes and circumstances that children remember when participating eco camp educational tourism. The key informants in this research are representative of 3 communities which are 4 children aged 5-9 years old and parents aged 29-38 years old. This research describes experience of present reality related to the phenomenon of non-formal education system in order to provide insight into the environment for the younger generation. The findings of this research have implications for educational technology. In the future, the concept eco camp educational tourism will be oriented towards education that can be adapted by formal and also informal education.

scholarly journals Pemahaman Pendidikan Nonformal

2020 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Devina Wliyana ◽  
Sofino Sofino ◽  
Ririn Gusti
Keyword(s):  
Key Words ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Employment Opportunity ◽  
Study Program ◽  
Education Study ◽  
New Students

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 method carried out with the main goal to make an idea of situation objectively, the respondents of this research were new students of nonformal education study program at Bengkulu University. The result and discussion of this research that understanding of new students of nonformal study program at Bengkulu University about scope of informal education was high enough with percentage 69.4%, understanding about the graduate competence of S1 non formal education was sufficient with percentage 51% and understanding about employment opportunity of S1  non formal education was highwith percentage 67.5% Key words : understanding, students, nonformal education

scholarly journals The Research on Environment Protection Knowledge and Competencies in Non-Formal Education

2015 ◽  
Vol 1 ◽  
pp. 235
Author(s):  
Nijole Jurksaitiene ◽  
Laima Markeviciene ◽  
Donatas Misiunas
Keyword(s):  
Informal Education ◽  
Information Technologies ◽  
Formal Education ◽  
Negative Impact ◽  
Developed Countries ◽  
Practical Experience ◽  
University Education ◽  
Environment Protection ◽  
Local Conditions ◽  
Education Environment

In Lithuania, as well as all over the world in developed countries, the society is starting to become a new kind of the information society. Under modern conditions it is increased the role of educated personality, personality capable of not only absorb the previously accumulated knowledge, but also to summarize, analyze, develop new and innovative ideas, information technologies, services and products. Implementing the EU common agricultural and rural development policy and adapting it to the local conditions, special attention must be paid to the qualitative aspects of human capital and education. Environment protection problems are deeply rooted in. The extensive agricultural policy of EU is in active formation process as a serious counterweight and feasible alternative to intensive, almost industrial farming [1]. According to this policy, farmers are supported for reducing negative impact on the environment and fostering an attractive landscape; therefore it is important to develop professional qualification. It is possible to distinguish three forms of education in formation of farmers' human resources: formal, non-formal and informal learning [2]. Formal education takes place in accordance with the statutory procedure, approved and registered training programs witch lead to the acquisition of a primary, secondary, or higher non-university education and qualifications. Non-formal education is learning through a range of educational needs, training, and acquisition of additional skills. It typically involves workshops, community or interest based courses, conference style seminars. Informal education is continuous self-learning, based on the person gaining knowledge from various sources and practical experience. Non-formal and informal education is relevant to farmers who already have some formal education and seek to continually enhance and update their knowledge. Professional development is important to the farmer during all the farming period. The paper deals with environment protection competencies and qualification development gained during non-formal education course of farming basics. The study found out environment protection motivation and tendencies of knowledge use in practical activities.

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