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Nonformal Literacy and Bounded Social Transformation: A Historical Study of Kejar Paket A in Indonesia, 1977–1999

Journal of Nonformal Education · Vol. 12 No. nformal (2026) · hlm. 490–505

DOI
10.15294/jone.v12i2.47411
ISSN
2528-4541, 2442-532X
Terbit
2026-08-28
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Background – Introduced in 1977, Kejar Paket A provided nonformal literacy for Indonesians who had never entered or completed primary school. This early function is often conflated with the elementary-equivalency pathway developed later. Research Urgency – Existing accounts emphasize policy milestones and aggregate successes while giving insufficient attention to curricular change, delivery mechanisms, documentary bias, and the evidentiary limits of transformation claims. Research Objectives – This study reconstructs Kejar Paket A between 1977 and 1999 and evaluates how its curriculum, learning arrangements, and management mechanisms contributed to literacy, livelihood capability, participation, agency, and educational access. Research Method – Qualitative historical research examined six purposively selected Gita Setra issues published in 1981, 1983, 1986, 1987, 1993, and 1999. Regulations and a contemporary UNESCO study provided corroboration; recent indexed scholarship supported comparison. External and internal criticism assessed provenance, credibility, institutional framing, consistency, and corroboration. Evidence was coded diachronically and thematically and interpreted through contribution analysis. Research Findings – The program developed through foundational literacy, functional consolidation, policy integration, and equivalency-oriented transition. A1–A100 materials combined literacy and numeracy with practical themes, group learning, tutoring, self-study, and low-cost media. Evidence is strongest for access and literacy capability; broader effects cannot be isolated from concurrent change. Research Conclusion – Kejar Paket A provided a flexible bridge among literacy, community learning, and basic education, but its contribution should be expressed as bounded and context-dependent rather than as a singular cause of macro-social change. Research Novelty – The study distinguishes early literacy from later equivalency and integrates source criticism, multidimensional transformation, and explicit evidentiary confidence in one historical account.

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  • State University of Semarang
  • Indonesia University of Education
  • Sebelas Maret University
  • Universitas Syiah Kuala
  • Universitas Jember
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Suwito Eko PramonoState University of Semarang4
Ridwan ArifinState University of Semarang3
Tsabit Azinar AhmadState University of Semarang3
Andromeda AderobenIndonesia University of Education2
Junaidi Fery LusiantoState University of Semarang2
Wildan Insan FauziIndonesia University of Education2
Ahmad SohabudinIndonesia University of Education2
Budi Argap SitungkirState University of Semarang1
Nurasiah NurasiahUniversitas Syiah Kuala1
Mada Sulistiyo RiniAfiliasi tidak diketahui1
Syaiful Ma'rufState University of Semarang1
Hamdan Tri AtmajaState University of Semarang1
Ilyasin IlyasinState University of Semarang1
Jefri Rieski TriyantoUniversitas Jember1
Basuki WibowoAfiliasi tidak diketahui1
Gunarhadi GunarhadiSebelas Maret University1
Sariyatun SariyatunSebelas Maret University1
Purwanta PurwantaSebelas Maret University1
Deswal WaskitoState University of Semarang1
Nandita Novia AnggrainiState University of Semarang1
Edi SantosaAfiliasi tidak diketahui1
Hany NurpratiwiState University of Semarang1
Atno AtnoState University of Semarang1
Andy SuryadiState University of Semarang1
Dimas AnggoroState University of Semarang1
Eka Yudha WibowoState University of Semarang1
Wasino WasinoState University of Semarang1
Apik Budi SAfiliasi tidak diketahui1
Nanda Julian UtamaState University of Semarang1
Muhammad Irfan HakimState University of Semarang1
Eva LilisState University of Semarang1
Hany NurpratiwiState University of Semarang1
Agus MulyanaIndonesia University of Education1
Dadan WildanIndonesia University of Education1
Annisaa AmbarnisIndonesia University of Education1

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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">Nonformal Literacy and Bounded Social Transformation: A Historical Study of Kejar Paket A in Indonesia, 1977–1999</dc:title>
	<dc:creator xml:lang="en">Tarunasena, Tarunasena</dc:creator>
	<dc:creator xml:lang="en">Pangestu, Dimas Aldi</dc:creator>
	<dc:creator xml:lang="en">Darmawan, Wawan</dc:creator>
	<dc:creator xml:lang="en">Restiawati, Hilda</dc:creator>
	<dc:creator xml:lang="en">Amin, Syaiful </dc:creator>
	<dc:subject xml:lang="en">New Order Era</dc:subject>
	<dc:subject xml:lang="en">Illiteracy</dc:subject>
	<dc:subject xml:lang="en">Literacy</dc:subject>
	<dc:subject xml:lang="en">Kejar Paket A</dc:subject>
	<dc:subject xml:lang="en">Social Impacts</dc:subject>
	<dc:description xml:lang="en">Background – Introduced in 1977, Kejar Paket A provided nonformal literacy for Indonesians who had never entered or completed primary school. This early function is often conflated with the elementary-equivalency pathway developed later.
Research Urgency – Existing accounts emphasize policy milestones and aggregate successes while giving insufficient attention to curricular change, delivery mechanisms, documentary bias, and the evidentiary limits of transformation claims.
Research Objectives – This study reconstructs Kejar Paket A between 1977 and 1999 and evaluates how its curriculum, learning arrangements, and management mechanisms contributed to literacy, livelihood capability, participation, agency, and educational access.
Research Method – Qualitative historical research examined six purposively selected Gita Setra issues published in 1981, 1983, 1986, 1987, 1993, and 1999. Regulations and a contemporary UNESCO study provided corroboration; recent indexed scholarship supported comparison. External and internal criticism assessed provenance, credibility, institutional framing, consistency, and corroboration. Evidence was coded diachronically and thematically and interpreted through contribution analysis.
Research Findings – The program developed through foundational literacy, functional consolidation, policy integration, and equivalency-oriented transition. A1–A100 materials combined literacy and numeracy with practical themes, group learning, tutoring, self-study, and low-cost media. Evidence is strongest for access and literacy capability; broader effects cannot be isolated from concurrent change.
Research Conclusion – Kejar Paket A provided a flexible bridge among literacy, community learning, and basic education, but its contribution should be expressed as bounded and context-dependent rather than as a singular cause of macro-social change.
Research Novelty – The study distinguishes early literacy from later equivalency and integrates source criticism, multidimensional transformation, and explicit evidentiary confidence in one historical account.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-08-28</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/47411</dc:identifier>
	<dc:identifier>10.15294/jone.v12i2.47411</dc:identifier>
	<dc:source xml:lang="en">Journal of Nonformal Education; Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment; 490-505</dc:source>
	<dc:source>2528-4541</dc:source>
	<dc:source>2442-532X</dc:source>
	<dc:source>10.15294/jone.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jone/article/view/47411/11312</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Tarunasena Tarunasena, Dimas Aldi Pangestu, Wawan Darmawan, Hilda Restiawati, Syaiful  Amin (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>