The involvement of non-formal education in students' learning needs during the covid-19 epidemic

Paisal Manurung, K Karimaliana, Rahma Yunita Ansi, Dian Anggraini Harahap, Datulina Ginting, Heni Subagiharti

Abstract


All Formal education is oriented towards the continuity of one's education to carry out formal learning activities from the pre-school level to the university level. This article asks about the involvement of non-formal education to fulfil the learning needs of students during the Covid-19 epidemic as a form of companion, complement, support and requirement. This article uses a qualitative descriptive design that takes the ideas, sources and theories based on reference books, related journals and experiences as well as from sources those who are experienced in their fields. So this article, the author states that the involvement of non-formal education is divided into two points, namely: 1) Direct involvements: a) extracurricular involvement, b) technology system involvement of subjects matters, c) involvement of school activity companions, d) involvement of supporting of vision and mission of the school. 2) Indirect involvements: a) involvement of companion learning resource’s needed, b) involvement of flexibility learning activities, c) involvement of potential trainers of students, d) involvement of pre-requisites for admission to favourite study and e) involvement the lifelong education's changement.


Keywords


Non-formal education; Epidemic; Covid-19; Education;

Full Text:

PDF

References


Blagg, K., Blom, E., Gallagher, M., & Rainer, M. (2020). Mapping Student Needs during COVID-19 An Assessment of Remote Learning Environments. Education Data and Policy Center, 27.

DeArmond, M., Chu, L., & Gundapaneni, P. (2021). How Are School Districts Addressing Student Social-Emotional Needs during the Pandemic? Center on Reinventing Public Education, (February 2021).

Dugarova, D. T., Starostina, S. E., Namsarayev, S. D., Dagbaeva, N. Z., & Malanov, I. A. (2016). Non-formal education as a factor in civilizational development of educational space subject in the cross-border region. International Journal of Environmental and Science Education, 11(18), 11097–11117.

Education, U. (2021). Education And Covid-19 Education And Covid-19 Ensure Safe Return To Learning, Despite widespread school closures , USAID programs a variety of in-person and distance approaches . play key roles in COVID-19 response efforts across sectors ., (January), 1–6.

Erol, K., & Danyal, T. (2020). Analysis of distance education activities conducted during COVID-19 pandemic. Educational Research and Reviews, 15(9), 536–543. https://doi.org/10.5897/err2020.4033

Fragouli, E. (2020). A critical discussion on issues of higher education: Curriculum internationalization, challenges, and opportunities. International Journal of Education and Learning, 2(2), 67–75. https://doi.org/10.31763/ijele.v2i2.110

Haerullah, H. (2020). Dimensi Perkembangan Pendidikan Formal Dan Non Formal. Jurnal Edukasi Nonformal, 190–207.

Harris, J., & Wihak, C. (2018). The recognition of non-formal education in higher education: Where are we now, and are we learning from experience? Journal of Distance Education, 33(1), 1–20.

Hermanto, Rai, N. G. M., & Fahmi, A. (2021). Students’ opinions about studying from home during the COVID-19 pandemic in Indonesia. Cypriot Journal of Educational Sciences, 16(2), 499–510. https://doi.org/10.18844/CJES.V16I2.5627

Ivanova, I. V. (2016). Non-formal Education: Investing in Human Capital. Russian Education and Society, 58(11), 718–731. https://doi.org/10.1080/10609393.2017.1342195

Karasel Ayda, N., Bastas, M., Altinay, F., Altinay, Z., & Dagli, G. (2020). Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.587

Kegiatan, P., Masyarakat, B., Rizka, M. A., & Hardiansyah, R. (2017). Analisis Strategi Fund Raising dalam Penyelenggaraan Program Pendidikan Nonformal pada Pusat Kegiatan Belajar Masyarakat Ceria. Journal of Nonformal Education, 3(2), 158–163. https://doi.org/10.24914/jne.v3i2.10951

Küçüksüleymanoğlu, R. (2018). Integration of Syrian Refugees and Turkish Students by Non Formal Education Activities. International Journal of Evaluation and Research in Education (IJERE), 7(3), 244. https://doi.org/10.11591/ijere.v7i3.14118

Kuntoro, S. A. (2006). Pendidikan Nonformal (Pnf) Bagi Pengembangan Sosial. Jurnal Ilmiah VISI PTK-PNF, 1(2), 14–18. Diambil dari https://core.ac.uk/download/pdf/295555318.pdf

Lemberger, M. A., & McCormick, W. C. (1976). Continuing education as a life-long process. American journal of pharmaceutical education vol.40.

Ngozwana, N. (2017). Rehabilitating Ex-Offenders Through Non-Formal Education in Lesotho. IAFOR Journal of Education, 5(1), 111–121. https://doi.org/10.22492/ije.5.1.06

Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online Teaching Practices During the COVID-19 Pandemic. Educational Process: International Journal, 9(3), 169–184. https://doi.org/10.22521/edupij.2020.93.4

O’Connor, U. (2012). Schools together: Enhancing the citizenship curriculum through a non-formal education programme. Journal of Peace Education, 9(1), 31–48. https://doi.org/10.1080/17400201.2012.657357

Rogers, A. (2005). Non-Formal Education - Flexible Schooling or Participatory Education? | Springer. Diambil dari http://www.springer.com/gp/book/9780387246369

Sarfo, F. K., Amankwah, F., Baafi-Frimpong, S., & Asomani, J. (2020). Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana. Contemporary Educational Technology, 8(2), 103–118. https://doi.org/10.30935/cedtech/6190

Seifu, K. (2020). Determinants of information and communication technology integration in teaching-learning process at Aksum University. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1824577

Silberman-Keller, D. (2003). Toward the Characterization of Non-Formal Pedagogy. American Educational Research Association.

Skager, R., Dave, R. H., Cropley, A. J., Skager, R., Education, L., Cropley, A. J., … Education, L. (n.d.). Curriculum Evaluation for Lifelong Education Preparing Teachers for Lifelong Education Areas Of Learning Basic To (Vol. 1).

Storey, N., & Slavin, R. E. (2020). The US Educational Response to the COVID-19 Pandemic. Best Evidence of Chinese Education, 5(2), 617–633. https://doi.org/10.15354/bece.20.or027

Sudaryana, B. (2018). The Development of Smart House Model in Garut; The Advancement of Non-Formal Education Program. Asian Journal of Contemporary Education, 2(2), 84–89. https://doi.org/10.18488/journal.137.2018.22.84.89

Sulfasyah, S., & Arifin, J. (2017). Implikasi Pendidikan Nonformal Pada Remaja. Equilibrium: Jurnal Pendidikan, 4(2), 1–8. https://doi.org/10.26618/equilibrium.v4i2.506

Sulfemi, W. B. (2019). Modul Manajemen Pendidikan Non Formal. https://doi.org/10.31227/osf.io/p9bez

Sumalee, S. (2018). Building the capability of non-formal education teachers to develop a learning society for promoting lifelong education in Thailand. International Journal of Educational Administration and Policy Studies, 10(2), 10–16. https://doi.org/10.5897/ijeaps2017.0536

Susanti, S. (2014). Meningkatkan Efektivitas Pendidikan Nonformal Dalam Pengembangan Kualitas Sumber Daya Manusia. jurnal Handayani, 1(2), 9–19.

Suswandari, M., Siswandari, Sunardi, & Gunarhadi. (2020). Social skills for primary school students: Needs analysis to implement the scientific approach based curriculum. Journal of Social Studies Education Research, 11(1), 153–162.

Syaparuddin, S. (2020). Peranan Pendidikan Nonformal Dan Sarana Pendidikan Moral. Jurnal Edukasi Nonformal, 1(1), 173–186. https://ummaspul.e-journal.id/JENFOL/article/view/317

Tajik, Farnaz Vahedi, M. (2021). Quarantine and education: an assessment of Iranian formal education during the COVID-19 outbreak and school closures Farnaz Tajik Ministry of Education, Iran. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 17(February), 159–175.

Terrazas-Marín, R. A. (2018). Developing non-formal education competences as a complement of formal education for STEM lecturers. Journal of Education for Teaching, 44(1), 118–123. https://doi.org/10.1080/02607476.2018.1422613

Ugwu, C. U. (n.d.). Evolution and Revolutions of Adult Learning : Capacity Building in Adult and Non-Formal Education in Nigeria, 203–211.

Vovk, M. P., Sotska, H. I., Trynus, O. V., & Muzyka, O. J. (2019). Assessment of instructors’ technology competency to be used in the settings of formal and non-formal education. International Journal of Higher Education, 8(5), 29–44. https://doi.org/10.5430/ijhe.v8n5p29

Werquin, P. (n.d.). Recognising Non-Formal and Informal Learning.

Willis, R. L., Lynch, D., Fradale, P., & Yeigh, T. (2019). Influences on purposeful implementation of ICT into the classroom: An exploratory study of K-12 teachers. Education and Information Technologies, 24(1), 63–77. https://doi.org/10.1007/s10639-018-9760-0

Yanuarti, E. (2018). Pemikiran Pendidikan Ki. Hajar Dewantara Dan Relevansinya Dengan Kurikulum 13. Jurnal Penelitian, 11(2), 237–266. https://doi.org/10.21043/jupe.v11i2.3489

Yazcayir, G., & Gurgur, H. (2021). Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, 6(1), em0088. https://doi.org/10.29333/pr/9356

Young, J., & Donovan, W. (2020). Challenges for students, families, and teachers, (June).

Younus, F., & Akbar, R. A. (2017). Comparison of evaluation methods of teaching practice of formal and non-formal teacher education institutions of Punjab. Bulletin of Education and Research, 39(1), 159–173. http://pu.edu.pk/images/journal/ier/PDF-FILES/12_39_1_17.pdf.




DOI: https://doi.org/10.29103/ijevs.v3i4.5901

Article Metrics

 Abstract Views : 594 times
 PDF Downloaded : 191 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Paisal Manurung, K Karimaliana, Rahma Yunita Ansi, Dian Anggraini Harahap, Datulina Ginting, Heni Subagiharti