Background: The significance of employing innovative methods in teaching history to slow learners is crucial, particularly within inclusive education settings. The Talent Optimizing Program (TOP) serves as a supportive initiative for these students while also highlighting gaps in teachers' preparedness to effectively address students' diverse needs, especially in subjects like history that require advanced cognitive skills. Research Objective: This study aims to analyze and describe the strategies and implementation of history instruction for slow learners in inclusive schools, identify challenges stemming from mismatched educational backgrounds of history teachers, and assess the learning achievements of slow learners through the TOP program. Research Methodology: The research adopted a descriptive qualitative approach, involving participants such as history teachers, TOP coordinators, principals, and grade X slow learners at SMK Budi Mulia Dua Yogyakarta. Data collection techniques included observation, interviews, and document analysis. To ensure data validity, both source and technique triangulation were employed. Data analysis followed the Miles and Huberman model, encompassing data collection, reduction, presentation, and conclusion drawing. Research Result: Findings indicated that history instruction for slow learners at SMK Budi Mulia Dua Yogyakarta is conducted through an individualized approach utilizing the TOP, with the development of personalized Learning Plans (RPI) tailored to each student's needs. This approach enhanced students’ comprehension, social interactions, and independence, despite challenges related to teachers’ educational backgrounds and limited learning resources. Research Conclusion: The successful history learning for slow learners at SMK Budi Mulia Dua Yogyakarta underscores the importance of inclusive, personalized learning strategies and highlights the necessity for ongoing support for teachers to improve teaching quality and effectiveness in the future. Research Novelty/ Constribution: Applying the Talent Optimizing Program (TOP) specifically to history instruction for slow learners in an inclusive vocational-school setting. While TOP has been used in other subjects, this is among the first investigations of its impact on a cognitively demanding topic like history.
Background The digital divide persists in rural Indonesia, where many women entrepreneurs remain largely excluded from digital economic activities. This gap is particularly urgent because it restricts women-led MSMEs from competing effectively in an increasingly digital marketplace. Research Urgency Addressing this gap is urgently needed as low digital economic literacy among housewives in rural areas continues to hinder effective digital marketing practices. Therefore, targeted interventions are necessary to strengthen digital capabilities within rural women's communities. Research Objectives This study analyzes the influence of digital economic literacy on digital marketing competency among women in the Local Hero Community in Lampegan Village, Ibun District, Bandung Regency, Indonesia. Research Method A quantitative approach with a survey method was employed. Questionnaires using a Likert scale (1–5) were distributed to all 25 members (census study) of the Local Hero Women's Community. Data were processed using simple linear regression analysis. Research Findings Digital economic literacy positively and significantly influences digital marketing competency (R² = 0.715; p < 0.001; t-calculated = 7.953 > t-table = 1.714). Digital economic literacy explains 71.5% of variance in digital marketing competency, with the regression equation Y = 10.354 + 0.867X. Research Conclusion Strengthening digital economic literacy significantly improves rural women's digital marketing competencies. The WanojaMart local marketplace serves not merely as a transactional platform but as a digital economic school, supporting sustainable women's empowerment aligned with SDG 5 (Gender Equality) and SDG 8 (Decent Work and Economic Growth). Research Novelty This study uniquely connects digital economic literacy with a locally embedded digital ecosystem (WanojaMart marketplace), demonstrating that effective women's empowerment requires a context-specific supportive network, not merely access to technology.
Background – Village waste banks can connect household waste separation with circular value creation, but participation, green competence, and continuity of community action often remain uneven. Research Urgency – Existing waste-bank activities frequently emphasize awareness or sorting practice without integrating local ecological diagnosis, adult learning, supervised application, and community agency in one coherent nonformal training sequence. Research Objectives – This study developed a socio-ecological L-E-A-D training model and examined preliminary short-term changes in green knowledge, green attitudes, green skills, and circular economy agency among adult community participants. Research Method – The study used three development phases: qualitative needs assessment, prototype development with expert review, and a pre-experimental one-group pretest-posttest field study involving 30 purposively recruited participants at the Mugarsari Waste Bank, Tasikmalaya. A 20-item measure covered four outcome domains. Validation indices must be completed from the original validation records before submission. Research Findings – The overall mean increased from 58.60 to 86.23. The recalculated normalized gain was 0.667. Based on the reported summary, the mean paired difference was 27.63 (SDdiff = 2.41), 95% CI [26.73, 28.53], t(29) = 62.70, p < .001, Cohen’s dz = 11.45. The unusually large statistic and effect size require verification against raw data or software output. Research Conclusion – The results indicate preliminary short-term within-group improvement after training, but they do not establish causal effectiveness because the study lacked a control group, long-term follow-up, and fully reported validation evidence. Research Novelty/Contribution – The study operationalizes socio-ecological andragogy as L-E-A-D: Local Ecology, Education, Action, and Development, connecting place-based problem mapping, participatory adult learning, supervised waste-management practice, and development of community agency.
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Background - Adolescent reproductive health education is essential for strengthening health literacy, responsible decision-making, and healthy behavior. However, adolescents’ educational needs vary according to their social conditions, parenting patterns, perceptions of reproductive health, peer relationships, and information and media environments. Research Urgency - Reproductive health education should be based on adolescents’ actual needs to ensure that learning content and strategies are relevant to their characteristics and lived experiences. Knowledge-centered approaches alone are insufficient to address social influences, peer pressure, and exposure to digital information. Therefore, needs assessment is essential for developing contextual and participatory reproductive health education within Community Education. Research Objectives - This study aims to analyze adolescents’ reproductive health education needs based on social conditions, parenting patterns, perceptions of reproductive health, and social and media environments as a foundation for developing participatory learning within Community Education. Research Method - A descriptive quantitative approach with a needs assessment survey design was employed. The study was conducted in Babakan Sari Urban Village, Bandung City, involving 45 adolescents selected through purposive sampling. Data were collected using a structured questionnaire subjected to expert review and readability testing. Data were analyzed using descriptive statistics, including frequencies, percentages, and cross component synthesis. Research Findings - The findings indicate that adolescents possess positive strengths, including the ability to choose friends, reject negative invitations, and demonstrate normative perceptions of reproductive health. However, they also experience diverse social and family conditions and exposure to sexual information and content through media. Thus, their educational needs extend beyond knowledge acquisition to reproductive health literacy, reflection and situational assessment, communication, decision-making, and managing peer and media influences. The synthesis produced a needs map for adolescent reproductive health education as a basis for contextual, interactive, and participatory learning Research Conclusion - Needs assessment is a fundamental stage in developing adolescent reproductive health education. Integrating individual, family, peer, and social-media dimensions provides an empirical basis for designing participatory learning responsive to adolescents’ characteristics and contexts. Research Novelty/Contribution - This study contributes by positioning needs assessment as the starting point for participatory reproductive health learning within Community Education, providing an empirically grounded needs map for educators, families, schools, program managers, and policymakers.
