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Evaluating Technical Guidance in the Functional Role of Learning Facilitators: A Multidimensional Approach to Enhancing Educational Outcomes

Journal of Nonformal Education · Vol. 10 No. nformal (2024) · hlm. 135–146

DOI
10.15294/jone.v10i1.255
ISSN
2528-4541, 2442-532X
Terbit
2024-02-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The dynamic and multifaceted roles of educators in community education, this study emphasizes the essentiality of establishing a continuous and comprehensive evaluation mechanism. This study evaluates the role of technical guidance in supporting the functional responsibilities of these positions, employing a multidimensional approach to improve educational outcomes. Through a comprehensive evaluation system that incorporates continuous feedback, this research investigates the impacts of technical guidance on teaching practices and learning quality. Utilizing a descriptive quantitative methodological framework, this inquiry engaged 107 participants and 22 instructors from a technical guidance initiative, with a focus on systematically analyzing the initiative's efficacy within the educational milieu. The evaluative methodology employed herein encompasses an assessment of the cognitive, affective, and psychomotor dimensions of learning, utilizing descriptive statistical techniques to elucidate trends, patterns, and interrelations within the dataset. The findings of this scholarly investigation reveal that the technical guidance initiative has registered notable success in several domains, particularly in enhancing competencies and updating facilitators' insights regarding regulations and educational technologies. Nonetheless, it concurrently identifies domains necessitating enhancement, such as participant engagement and evaluative methods. The implications emanating from these findings bear significant ramifications for educational policy formulation and pedagogical practice. Recommendations proffered include the enhancement of material delivery clarity and engagement, diversification of implementation methodologies, refinement of assessment protocols, and an emphasis on the educators' well-being. This research furnishes a foundational basis for forthcoming endeavors aimed at optimizing technical guidance strategies, thereby augmenting the overall educational outcomes.

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16 penulis · 48 tautan kepenulisan bersama · 28 lintas organisasi

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  • State University of Jakarta
  • Universitas Islam Negeri Raden Intan Lampung
  • Central China Normal University
  • Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
  • Sekolah Tinggi Agama Buddha Negeri Sriwijaya Tangerang Banten
  • University of Bengkulu
  • Chinese University of Hong Kong
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Rekan penulisOrganisasiArtikel bersama
Daddy DarmawanState University of Jakarta3
Karta SasmitaState University of Jakarta2
Henny Herawaty Br DalimuntheCentral China Normal University2
Setiawan WibowoState University of Jakarta2
Muhammad AffandiUniversitas Islam Negeri Sultan Aji Muhammad Idris Samarinda1
Adi IrvansyahState University of Jakarta1
Muhammad Mawardi JafarUniversitas Islam Negeri Raden Intan Lampung1
Muhammad Fadhlan AbdillahState University of Jakarta1
Rahmat SyahSekolah Tinggi Agama Buddha Negeri Sriwijaya Tangerang Banten1
Intan Purnama DewiState University of Jakarta1
Bayu PradiktoUniversity of Bengkulu1
Lei WanpengChinese University of Hong Kong1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jone/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Evaluating Technical Guidance in the Functional Role of Learning Facilitators: A Multidimensional Approach to Enhancing Educational Outcomes</dc:title>
	<dc:creator xml:lang="en">Dumasari, Ratna</dc:creator>
	<dc:creator xml:lang="en">Sutisna, Anan</dc:creator>
	<dc:creator xml:lang="en">Hadiyanti, Puji</dc:creator>
	<dc:creator xml:lang="en">Mawardi, Muhammad</dc:creator>
	<dc:subject xml:lang="en">educational outcomes, evaluation technical, community learning facilitator</dc:subject>
	<dc:description xml:lang="en">The dynamic and multifaceted roles of educators in community education, this study emphasizes the essentiality of establishing a continuous and comprehensive evaluation mechanism. This study evaluates the role of technical guidance in supporting the functional responsibilities of these positions, employing a multidimensional approach to improve educational outcomes. Through a comprehensive evaluation system that incorporates continuous feedback, this research investigates the impacts of technical guidance on teaching practices and learning quality. Utilizing a descriptive quantitative methodological framework, this inquiry engaged 107 participants and 22 instructors from a technical guidance initiative, with a focus on systematically analyzing the initiative's efficacy within the educational milieu. The evaluative methodology employed herein encompasses an assessment of the cognitive, affective, and psychomotor dimensions of learning, utilizing descriptive statistical techniques to elucidate trends, patterns, and interrelations within the dataset. The findings of this scholarly investigation reveal that the technical guidance initiative has registered notable success in several domains, particularly in enhancing competencies and updating facilitators' insights regarding regulations and educational technologies. Nonetheless, it concurrently identifies domains necessitating enhancement, such as participant engagement and evaluative methods. The implications emanating from these findings bear significant ramifications for educational policy formulation and pedagogical practice. Recommendations proffered include the enhancement of material delivery clarity and engagement, diversification of implementation methodologies, refinement of assessment protocols, and an emphasis on the educators' well-being. This research furnishes a foundational basis for forthcoming endeavors aimed at optimizing technical guidance strategies, thereby augmenting the overall educational outcomes.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-02-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jone/article/view/255</dc:identifier>
	<dc:identifier>10.15294/jone.v10i1.255</dc:identifier>
	<dc:source xml:lang="en">Journal of Nonformal Education; Vol. 10 No. 1 (2024): Community education and community empowerment; 135-146</dc:source>
	<dc:source>2528-4541</dc:source>
	<dc:source>2442-532X</dc:source>
	<dc:source>10.15294/jone.v10i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jone/article/view/255/157</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Journal of Nonformal Education</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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