Migrant Care’s Role in Advocating the Educational Needs of Migrant Workers’ Children

Education is a fundamental human need and a right of every citizen. Indonesia is one of the origin countries for many migrant workers. There is a complex problem with migrant workers, one of which is the education of migrant workers' children. Numerous civil society organizations, including Migrant Care, advocate for the rights of migrant workers. The purpose of this study is to examine Migrant Care's role in advocating for the educational needs of children of migrant workers and to analyze the factors that support and obstruct Migrant Care's ability to perform its function. The research method is qualitative-descriptive, with data being gathered via interviews and literature review. Data analysis begins with collecting data from various sources, which is then described and validated. This study makes use of role theory, interest groups, and systems theory. The findings of this research are Migrant Care's efforts to obtain official documents for migrant workers and to lobby the government for Community Learning Centers (CLC).

The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

12-Years Compulsory Education Policy and Education Participation Completeness:Evidence from Indonesia

Indonesia is facing a problem with education outcomes, both in access and quality. To increase education access and participation, the President of Indonesia committed to implementing a 12-years compulsory education policy. As a result, upper secondary education’s completion rate has increased significantly in districts that implement 12-years compulsory education rather than in districts that did not implement it. Strategies attached to the policy also considerably affect the completion rate, except for providing community learning centers. However, in every model, the implementation of 12-years compulsory education always significantly affects upper secondary education’s completion rate. The district government that implemented 12-years compulsory education has achieved this condition because of the innovative effort to reach this target.

Policy Recommendation for Educational Management to Promote Occupations in the Community Learning Centers for Non-Formal and Informal Education

This study was planned to investigate the current and desirable conditions of educational management to promote occupations in the community learning centers for non-formal and informal education using needs assessments. A sum of 423 respondents encompassed 184 school administrators and 239 teachers participated in the survey using a stratified random sampling method. A questionnaire consisted of 47 items was used as the research instrument. Data were analyzed using mean scores, standard deviation, and priority needs index modified. The study results showed that the overall current state was at a high level (mean score=3.53) while the desirable condition was at the highest level (mean score=4.41), respectively, for educational management to promote occupations in the community learning centers for non-formal and informal education. Finally, the needs assessment results indicated that the highest priority was the change management factor (PNImodified=0.403), followed by curriculum development and learning activities in promoting occupations factor (PNImodified=0.254), promotion of educational partners’ networking factor (PNImodified=0.247), and being a lifelong learner factor (PNImodified=0.206). The lowest priority index of needs was digital literacy for occupations (PNImodified=0.161). The results contribute significantly to knowledge with regard to needs assessments which will be the reference for educational managers and teachers to understand how to promote occupational education.

Community Learning Center Efforts to Improve Information Literacy in the Community for Cyber Crime Prevention during a Pandemic

This study explores the community learning centers' effort in improving the community's information literacy to prevent cybercrime during the pandemic era through an empirical examination of the phenomenon of pandemic COVID 19 social impacts in the specific context of Indonesia. The study used a simple research design approach with the case study method. The subject of this study consisted of five Community Learning Center’s managers from Cimahi District (CLC Nurul Islam Al Husna), Garut District (CLC Ngejah), East Jakarta District (CLC Faradika), and Karawang District (CLC Ash Sholahiyah and CLC Sanggar Juang), and two community education experts from Indonesia. Data were analyzed using triangulation, including extensive interviews from five community learning center's managers, interviews with community education experts, as well as secondary data. The study found that community learning center's efforts consist of conducting virtual socialization and also mentoring the community on information literacy, revitalizing parenting education on guiding children during their screen time, activating community reading center to create a lively discussion, and fostering community's critical thinking and information assessment. The contribution of this study to the literature on community education consists of presenting empirical evidence on the real contribution of Community Learning Center in improving the community's information literacy level while preventing the wide spreading of cyber-crime during the pandemic COVID 19 era.

PENERAPAN FUNGSI MANAJEMEN DALAM MEMENUHI STANDAR PENGELOLAAN SATUAN PENDIDIKAN NONFORMAL

Penjaminan penyelenggaraan pendidikan yang berkualitas telah ditetapkan Standar Nasional Pendidikan, salah satunya melalui standar pengelolaan. Untuk memenuhi standar pengelolaan, dibutuhkan manajemen yang baik di satuan pendidikan. Pendidikan nonformal merupakan jalur pendidikan yang dapat dilaksanakan secara terstruktur dan berjenjang, yang diselenggarakan di satuan pendidikan nonformal, seperti Sanggar Kegiatan Belajar dan Pusat Kegiatan Belajar Masyarakat. Penelitian ini bertujuan untuk mengetahui efektivitas penerapan fungsi-fungsi manajemen melalui pelatihan dalam memenuhi standar pengelolaan SPNF dan mendeskripsikan hasil penerapan fungsi-fungsi manajemen dalam memenuhi standar pengelolaan. Penelitian ini termasuk jenis penelitian kuantitatif yang dilaksanakan terhadap 30 orang pengelola pada 30 satuan pendidikan nonformal di Kabupaten Deli Serdang Provinsi Sumatera Utara. Penentuan partisipan penelitian dengan menggunakan sampel bertujuan, sesuai dengan kriteria yang ditentukan. Metode penelitian yang digunakan adalah metode eksperimen semu (quasi experiment design) dengan tes awal dan tes akhir. Perlakuan dilaksanakan selama selama dua bulan dengan 15 kali pertemuan atau 60 jam pelatihan, Instrumen penelitian menggunakan tes dan dokumen evaluasi diri berupa tes sebanyak 20 butir soal pilihan ganda. Signifikansi program diuji dengan t-test berkorelasi. Hasil penelitian menunjukkan bahwa nilai thitung > ttabel, artinya terdapat perbedaan yang signifikan nilai yang diperoleh SPNF sebelum dengan sesudah mengikuti pembelajaran pada taraf signifikansi 5%. Terdapat kenaikan nilai rata-rata tes awal dan tes akhir sebesar 59,6% dengan daya serap klasikal 75% atau baik. Sedangkan analisis dokumen menunjukkan hasil pemenuhan dokumen rata-rata 69,5 termasuk dalam kategori sangat baik.National education standards have been established to ensure quality education, one of which is through management standards. To meet management standards, good management is needed in the education unit. Non formal education is an educational path that can be implemented a structured and tiered manner, which is held in non-formal education units, including the Learning Centers and Community Learning Centers. This study aims to determine the effectiveness and describe the results of implementing management functions through training in meeting SPNF management standards. This research is a quantitative study conducted on non-formal education in Deli Serdang Regency, North Sumatra Province in 2018. Participants of this research were recruited based on the principle of purposive sampling. There were 30 participants that met the inclusion criteria which came from 30 non-formal education units. The participants were trained about management standards for 15 times or 60 hours within two months. Before and after the training participants were given a 20-item questionnaire about the training materials as well as self-evaluation. The significance of the program was tested with a correlated t-test. The results showed that the value of countedt > tablet, meaning that there were significant differences before and after participating the training in meeting the SPNF management standards at significance level of 5%. There was an increase in the mean score of the pre and post test by 59.6% with 75% classical absorption or good. Meanwhile, the document analysis result shows that the average document fulfilment is 69.5 which categorized as very good.

MODEL PEMBELAJARAN SEUMUR HIDUP BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) UNTUK PEMBERDAYAAN PEREMPUAN PEDESAAN PADA PKBM

Lifelong learning (life long education) has a large role in improving the quality of the human development index. The quality of education in rural communities is far behind and powerless, especially women. Development of the quality of women's education in rural areas needs to be done comprehensively by combining formal, non-formal and informal education. The learning approach used combines andragodi and heutagogi so that lifelong education can be successful. To accelerate the goal of educational development for rural women can be done by forming learning communities through Community Learning Centers (PKBM).Learning for rural women in PKBM needs to be integrated using information and communication technology (ICT) because the community lives in far-off places while learning needs to be done in stages and continuously (life long learning). The use of ICTs in learning for rural women will facilitate the process and interaction in learning. Providing skills and economic empowerment become the main material in learning for rural women. Through education and ICT the empowerment of rural women will be more effective and can improve the quality of life of women socially and economically.

Pemberdayaan dan Pendampingan Anak Terlantar di Panji Berbakat Anak di Kelurahan Baru Ulu Balikpapan

Abstrak Di beberapa sudut kota, sering ditemukan anak-anak terlantar yang berkeliaran di sekitar jam sekolah dan terlibat dalam kegiatan yang kurang produktif yang mengganggu ketenangan masyarakat. yang membuat mereka jatuh ke pengguna narkoba. Ini harus menjadi perhatian masyarakat mulai dari rumah tangga hingga pemerintah kota. di Balikpapan, khususnya daerah "Keluaran Baru Ulu" yang merupakan kota tua dan padat penduduk dengan kompleks perumahan sangat padat, daerah ini juga disebut zona rawan narkoba. Melalui program pengabdian masyarakat ini dapat memberikan solusi untuk perawatan anak-anak terlantar melalui dukungan yang tepat dan sistem pembelajaran untuk anak-anak terlantar di "Rumah Penampungan" dan PKBM (Pusat Kegiatan Belajar Masyarakat), dengan menggunakan sistem pendidikan non formal sesuai dengan standar yang ditetapkan yang disebut “ Rumah Singgah Peduli Anak Penerus Bangsa”.Kegiatan ini telah dilakukan dan akan terus dilakukan dan menjadi referensi dalam kegiatan tata kelolah rumah singgah tersebut. Kata Kunci: Rumah singgah, anak terlantar. Abstract In some corners of the city, it is often found abandoned children who roam around school hours and engage in less productive activities that disturb the peace of the community. which makes them fall into drugs. This should be a concern of the community starting from the household to the city government. In Balikpapan, specifically the "Kelurahan Baru Ulu" area which is an old and densely populated city with a very dense housing complex, this area is also called the drug-prone zone. Through this community service program can provide solutions for the care of neglected children through appropriate support and learning systems for abandoned children in "Shelter Houses" and PKBM (Community Learning Centers), using non-formal education systems in accordance with established standards called " Rumah Singgah Peduli Anak Penerus Bangsa ". This activity has been carried out and will continue to be carried out and become a reference in the shelter management activities. Keywords: Community Learning Centers, Shelter Houses