Background - Facilitator capacity is critical for the effectiveness of community-based early warning systems (CBEWS) in disaster risk reduction. Facilitators serve as intermediaries translating complex hazard data into actionable insights that enable communities to respond effectively to disasters. In Indonesia, where disaster risk is high, facilitators play an essential role in protecting lives and livelihoods at the grassroots level. Urgency of Research - Despite their importance, capacity-building approaches for CBEWS facilitators often employ top-down training methods that fail to engage facilitators as active agents in their own learning. Current programs lack participatory approaches that leverage facilitators' contextual knowledge and experience, undermining the sustainability and relevance of capacity-building initiatives. There is an urgent need for innovative, participatory approaches that position facilitators as co-creators of knowledge. Research Objectives - This study aimed to describe the process and outcomes of implementing participatory action research (PAR) to enhance the capacity of CBEWS program facilitators in nonformal education settings, investigating how PAR supports facilitator understanding of CBEWS concepts, develops contextual and adaptive facilitation skills, cultivates reflective capacity, and identifies enabling and inhibiting factors. Research Method - This qualitative descriptive study was conducted between 2021 and 2024 across seven disaster-prone Indonesian provinces: Central Java, East Java, West Java, Banten, South Kalimantan, Gorontalo, and Bali. Forty-five CBEWS facilitators participated in PAR cycles involving planning, action, observation, and reflection stages. Data were collected through 60+ hours of participatory observation, 20 in-depth interviews, 8 focus group discussions, and document analysis. Thematic analysis was employed to identify patterns and themes. Research Findings - Three dimensions of capacity development emerged: enhanced understanding of CBEWS concepts applicable to specific disaster contexts; improved contextual and adaptive facilitation skills enabling tailoring of approaches to community needs and creation of inclusive learning environments; and cultivated reflective capacity for systematic practice improvement. Enabling factors included institutional support, facilitator openness to learning, and collaborative researcher-facilitator relationships. Inhibiting factors included limited time for reflection, dual roles as implementers and learners, and organizational barriers. Research Conclusion & Novelty - Participatory action research effectively develops facilitator capacity when supported by institutional commitment and multi-year engagement. This approach provides a viable model for community-based disaster risk reduction programs, contributing to both adult learning theory in nonformal education settings and practical disaster risk reduction implementation.

Background: The rapid development of 21st-century education requires a paradigm shift from teacher-centered learning toward learner-centered approaches that emphasize deep learning. In the context of non-formal education, Community Learning Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) serve as strategic spaces for lifelong learning. However, many still rely on conventional, one-way instructional practices that limit reflective dialogue and learner engagement. Deep learning, which focuses on critical thinking, collaboration, and knowledge transfer to real-life contexts, has the potential to transform these interactions into more dialogic and meaningful communication processes. Research Objectives: This study aims to analyze the influence of the deep learning model on enhancing dialogic communication during the learning process at community learning center. Additionally, it seeks to examine the extent to which deep learning contributes to the achievement of UNESCO’s four pillars of learning—learning to know, learning to do, learning to be, and learning to live together. Research Method: This research employed a mixed-methods design with an explanatory sequential approach. The quantitative phase used a quasi-experimental method involving 120 learners across six community learning center in Jakarta, divided into experimental and control groups. The experimental group implemented a deep learning model emphasizing reflective questioning and collaborative dialogue, while the control group applied conventional methods. Quantitative data were analyzed using t-tests and multiple linear regression, while qualitative data were gathered through interviews and observations, then analyzed thematically to provide contextual understanding. Research Findings: The results showed that learners in the experimental group experienced a significant improvement in dialogic communication compared to the control group (t = 6.42; p = 0.000). Their mean score increased from 61.2 to 84.3, demonstrating enhanced participation, reflection, and critical dialogue. Multiple regression analysis revealed that deep learning was a dominant predictor of achieving the four pillars of learning (β = 0.68; p = 0.000), explaining 53% of the variance in holistic learning outcomes. Qualitative findings supported these results, illustrating that learners perceived the deep learning environment as challenging yet meaningful, fostering curiosity, collaboration, and a sense of empowerment. Conclusion: The study concludes that deep learning significantly strengthens dialogic communication and holistic learning in non-formal education contexts. By integrating reflection, collaboration, and authentic problem-solving, this approach transforms community learning center classrooms into inclusive and participatory learning spaces. It not only enhances cognitive and social skills but also aligns with the broader mission of community empowerment through lifelong learning. Novelty/Originality/Value: This study provides one of the first empirical investigations linking deep learning with dialogic communication in Indonesian non-formal education settings. It offers a practical model for community learning center tutors to foster transformative learning interactions and contributes to policy discussions on enhancing pedagogical capacity in community-based education.

Background: The acceleration of globalization and the development of information and communication technology (ICT) have brought the world into an era of planetary urbanization, fraught with challenges such as climate change, financial crises, ecological degradation, and pandemics. In response, the United Nations (UN) formulated the 2030 Agenda for Sustainable Development Goals (SDGs). In Indonesia, the SDGs are integrated into village development through the Village Fund policy, as mandated by Law Number 6 of 2014. Urgency of Research: Although Village Funds have been proven to promote sustainable development, the implementation of the Village SDGs still faces various challenges, including low community participation, imbalances between physical development and human empowerment, and weak external stakeholder support. Previous studies have focused primarily on the use of Village Funds for infrastructure development, while their relationship to achieving Village SDG indicators has rarely been comprehensively examined. Research Objectives: This research aims to analyze the extent to which Village SDGs can be achieved through the utilization of Village Funds and to examine how a people-centered development approach through lifelong learning is a key strategy in realizing sustainable village development in Yogyakarta. Research Methods: This study employed a qualitative approach with exploratory methods. Data were obtained through in-depth interviews with village officials and field observations in 5 villages in the Special Region of Yogyakarta Province, selected using purposive sampling based on geographic location and potential. Data analysis was conducted through data reduction, narrative presentation, and conclusion drawing, with validation through source and method triangulation. Research Findings: Research results indicate that lifelong learning plays a strategic role in strengthening the social, economic, and environmental capacity of village communities. Findings in Bangunharjo, Margoluwih, Bosot, Wedomartani, and Sidoluhur demonstrate that community-based skills training, environmental education, and health programs can foster critical awareness, economic independence, and women's involvement. Furthermore, partnerships between actors (village government, PKK, youth organizations, farmer groups, and external stakeholders) create social capital that accelerates SDG implementation. However, obstacles remain, including budget constraints, low community participation, technical constraints, and the misalignment of external programs with village priorities. Conclusion and Novelty: The study concludes that lifelong learning is not only an educational strategy but also a framework for socio-economic transformation that strengthens human capital, expands capabilities, fosters critical awareness, and strengthens village social capital. The novelty of this research lies in the empirical analysis linking the use of Village Funds to the achievement of Village SDGs indicators through the perspective of lifelong learning and people-centered development, a previously unstudied approach in the Indonesian context.

This study explores the role of interpersonal intelligence in mediating the influence of character strength and emotional intelligence on juvenile delinquency. Using a quantitative survey method, data were collected from 250 vocational high school students in Cianjur City through a validated questionnaire and analyzed using the SEM-PLS approach. The results showed that character strength had a negative and significant effect on juvenile delinquency, with a coefficient value of -0.321, indicating that increasing character strength can significantly reduce juvenile delinquency. In addition, emotional intelligence also showed a negative and significant effect on juvenile delinquency. This confirms that increasing emotional intelligence also contributes to reducing juvenile delinquency. Interpersonal intelligence negatively and significantly impacts juvenile delinquency, with a coefficient value of -0.161, indicating that better interpersonal skills can reduce the tendency for delinquent behavior. Furthermore, character strength and emotional intelligence were found to have a positive and significant effect on interpersonal intelligence, with coefficient values ​​of 0.370 and 0.484, respectively. Another important finding is the significant negative indirect effect of character strength and emotional intelligence on juvenile delinquency through interpersonal intelligence. This shows that increasing character strength and emotional intelligence can reduce juvenile delinquency by improving interpersonal intelligence. This study concludes that strengthening students’ character and emotional intelligence and increasing interpersonal intelligence are essential strategies for reducing juvenile delinquency

Religious tourism villages have the potential to significantly boost local economies and foster cultural preservation. However, effective development planning in these villages often requires active community participation and robust governance mechanisms. This study was conducted to determine whether transparency, accountability, communication and leadership can optimize community participation in religious tourism village development planning. The object of the research was determined in Parentas Village, Cigalontang District, Tasikmalaya. Regression analysis using moderating variables was chosen as the method of data analysis for this kind of quantitative research. The findings demonstrated that community involvement significantly and favorably affects village development planning. The influence of community involvement on village development planning can be moderated and strengthened by transparency, accountability, communication, and leadership. The results of this study show that in order to maximize community participation in tourism village development planning, transparency, accountability, communication, and village government leadership are crucial considerations. the importance of this research being carried out, by increase community participation so that planning for the development of parental religious tourism villages will be better with transparency, accountability, communication and leadership is moderating. This study uniquely integrates the moderating effects of transparency, accountability, communication, and leadership on community participation in village development planning. By focusing on these governance mechanisms, the research provides new insights into optimizing community involvement in the context of religious tourism village development.

This article aims to describe the implementation of the development of community participation guidebook in the tourism environmental preservation which includes the testing of validity, practicality, and effectiveness of community participation guidebook in preserving the coastal tourism environment. Quantitative and qualitative research approaches with research and development design. The population of this research were community of coastal tourism, and the samples were food vendors, accessories seller, parking rangers, and tourist which determined purposively. The validity and the practicality tests were obtained from experts in educational, and tourism fields, also from the City Department of Environmental Service, and City Department of Tourism. The data collection technique used are questionnaire for the validity, practicality, and experiment test. Questionnaore were used to gather data on the process of the development of community participation guidebook. The subject of the implementation of the guidebook is the communityin the tourism area, and the experiment is to test the effectiveness of the guidebook. The research findings of the validity test of the content, educational technology, and Indonesian language are very precise, and the practicality result is very good. Test of the effectiveness of the guidebook test is to increase the community participation in preserving the coastal tourism environment. Research findings about the process of preparing guidebook are compiled based on the community beeds, namely behaviors that need to be developed to participate in the preservation of the coastal tourism environment. The contribution of research is to produce the guidebook for community participation in preserving the coastal tourism environment can become a guideline in the development of coastal tourism.

Covid-19 pandemic around the world has rapidly changed learning patterns. Students are more interested in social media than online learning. This is reinforced by recent statistics showing increased social media use worldwide during the Covid-19 pandemic. Social media has become an attractive alternative for teachers in online learning activities because ready to use, and many students use it. The use of social media should encourage active, interactive, communicative, creative, and collaborative learning in students because they are used to using it. This research aims to develop a digital guide to help teachers design online learning using social media. This research uses a qualitative approach through the case study to make the model allow the teacher to develop online learning with social media by Combining two models, the ASSURE Model and the Conley and Sabo Model. This research collaborates with high school teachers to conduct focus group discussions. The results of this study illustrate the teacher's view of the digital guidelines developed. Limited ability to use technology is one of the things to consider. This online learning digital guide motivates teachers to continue to innovate amid the covid-19 pandemic. The digital Guidelines guide teachers in online learning to develop online learning in social media, so students feel comfortable studying.

The existence of the COVID-19 pandemic has succeeded in transforming the implementation of offline learning activities into online. This does not only occur in formal educational institutions, but also in non-formal educational institutions such as the Mahesa Institute Course and Training Institute (LKP) as an English language course institution. The purpose of this study is to examine management as a strategy for LKP Mahesa Institue in maximizing learning methods applied during the COVID-19 pandemic as well as to examine the enthusiasm of learning residents during distance learning. The research method used in this research is qualitative with a descriptive approach. The data analysis technique applied is Miles and Huberman's analysis theory which consists of the stages of reduction, presentation, and drawing conclusions. The results obtained from this study are that in the management process, LKP Mahesa Institute is by improving the skills of educators and learning residents through virtual learning activities so that they can improve the learning outcomes carried out. Novelty from research conducted in the application of the virtual learning model at the LKP Mahesa Institute non-formal education institution is able to increase the learning speed of learning citizens anytime and anywhere, increase collaboration while increasing mastery of learning resources, and being able to create different learning experiences. So, with this research it is hoped that it can become a source of information in developing the management of English courses.

An intelligent nation can be developed through character education by cultivating the main character values. Several schools have implemented it that there has been a change in patterns due to the Covid-19 pandemic. The purpose of this research: the first to find a model of civilizing the main character values through literacy in Muhammadiyah Elementary school/MI. the second, knowing the impact of cultivating the values of the main character through literacy in Muhammadiyah Elementary school/MI students. Phenomenological approach to explore based on the concept point of view of Muhammadiyah Elementary school/MI students in Surabaya as research informants. Using survey methods, field observations, interviews, documentation, and triangulation. Data processing with software of ATLAS.ti. The results showed that the main character values have been applied. It was reflected in the daily behaviour of students in worshiping without being ordered, loving and maintaining the good name of Indonesia. Wearing batik clothes as a form of nationalism, studying well, doing assignments on time independently. Caring for friends by sharing, throwing garbage in its place, Not bullying, not taking the rights of others as anti-corruption behaviour and a form of love for the truth