IC-NEXUS 2025 :The 1st International Conference on Nonformal Education for Experiential and Uplifting Societies 2025

GENDER-RESPONSIVE DESIGN IN DIGITAL LEARNING PLATFORMS: A SYSTEMATIC LITERATURE REVIEW AND NETWORK ANALYSIS OF RESEARCH THEMES AND EVOLUTION

Ari Putra — 2025-11-23

Gender-responsive design in digital learning platforms has gained significant attention, yet the research landscape remains fragmented. Understanding thematic clusters and research evolution patterns is crucial for advancing inclusive educational technology. This study integrates a systematic literature review with network analysis to map research themes, identify knowledge gaps, and provide evidence-based recommendations for the development of gender-responsive digital learning platforms. This method conducted a systematic search of the Scopus database (2010-2025), yielding 497 studies on gender considerations in digital learning platforms. Following PRISMA guidelines, 407 studies underwent a full systematic review. Complementary Systematic Literature Network Analysis (SLNA) was performed using VOSviewer software with keyword co-occurrence analysis (78 keywords, minimum occurrence threshold=6). Network analysis revealed four major research themes: (1) Technology Infrastructure and Platform Development (n=~20 keywords), (2) Gender Demographics and Equity Considerations (n=~18 keywords), (3) Educational Outcomes and Performance Assessment (n=~25 keywords), and (4) Specialized Applications including Entrepreneurship Education (n=~15 keywords). Temporal analysis revealed a clear evolution from foundational digital learning concepts (2010-2018) to sophisticated, gender-responsive design approaches (2022-2025). "Entrepreneurship education" emerged as a central bridging concept with high connectivity across clusters. The research landscape demonstrates mature interdisciplinary integration between gender considerations and technology implementation. Priority research opportunities include gender-responsive entrepreneurship education platforms, advanced inclusive design methodologies, and culturally adaptive digital learning systems. SLNA provides quantitative validation for systematic review findings, while identifying novel research directions that are not apparent through traditional review methods alone

ANALYSIS OF ENVIRONMENTAL LITERACY OF THE COMMUNITY IN WASTE PROCESSING

ijayani — 2025-11-23

Waste management is an increasingly complex global issue due to urbanization, population growth, and changing consumption patterns. This study aims to map the research landscape of environmental literacy in waste management during the period 2016–2025 through bibliometric analysis using the Scopus database, with the assistance of VOSviewer, Excel, and Tableau software. The screening results yielded 33 relevant publications. Trend analysis shows a significant increase in the number of publications since 2018, with the highest spike in 2024. The distribution of publications is dominated by Asian countries, particularly Indonesia and India, which face serious challenges in urban waste management. These findings confirm that environmental literacy in waste management is a multidimensional issue that connects technical, social, health, educational, and global sustainability aspects. This study makes an important contribution by mapping the direction and conceptual structure of research, while also providing a basis for developing educational strategies, public policies, and community-based interventions to support sustainable waste management.

IOT- BASED INNOVATION FOR ADULT EDUCATION AND SKILLS DEVELOPMENT

Mauly Anitiya — 2025-11-23

The development of digital technology, particularly the Internet of Things (IoT), has brought significant impacts across various fields, including education. IoT, as a network of interconnected smart devices, enables real-time data collection and analysis, making it highly potential to support adult education that emphasizes needs, experiences, and problem-solving. This study aims to analyze the utilization of IoT as an innovation in adult education and skills development by employing a qualitative descriptive method through a literature study. Data were collected from international journals, books, reports from international organizations, and case studies in Indonesia, and were analyzed using thematic analysis techniques. The findings indicate that IoT can support personalized learning, expand educational access for marginalized communities, strengthen industry-based skills, and improve the efficiency and sustainability of education. However, challenges include the digital divide, limited infrastructure, low digital literacy, as well as privacy and data security issues. Therefore, cross-sector collaboration is required to build an IoT-based education ecosystem that is inclusive, equitable, and sustainable. This study highlights that IoT has the potential to become a strategic innovation for improving the quality of non-formal education and adult skills development, provided there is sufficient support in terms of policies, infrastructure, and digital literacy.

MARKET-DRIVEN LEISURE EDUCATION: AN EXPLORATION OF MAKEUP VOCATIONAL COURSES IN PROMOTING FINANCIAL SUSTAINABILITY

Retno Dwi Lestari — 2025-11-22

This study aims to analyze the implementation of market-driven leisure education in beauty class activities and to assess the level of financial sustainability of the program. The research employed a qualitative method with a holistic approach, as it enables in-depth understanding through the direct interpretation of participants’ experiences. The study was conducted in the Beauty Class Program organized by LKP Retno on May 6, 2025, June 17, 2025, and July 14, 2025, with a total of 81 participants, all of whom joined independently at their own expense. Data were collected through observation, interviews, questionnaires, and document analysis. Observation was used to evaluate the improvement of participants’ skills and knowledge through an assessment rubric. In-depth interviews were conducted with 33 participants and one organizer to examine the alignment of the training design with the principles of leisure education. Questionnaires were used to measure participants’ experiences, appreciation, and goal achievement, while document analysis was employed to evaluate financial sustainability indicators. The findings reveal that the beauty class program based on leisure education successfully enhanced participants’ skills, knowledge, and enjoyable learning experiences relevant to their needs. However, despite revenues exceeding costs, the calculated debt-to-equity ratio (0.86) indicates that financial conditions are not yet fully sustainable, as the figure is above the recommended threshold (<0.45). These findings highlight the importance of income diversification strategies and equity strengthening to ensure financial sustainability of the program.

Building a Resilient Community through an IoT-Based Educational Innovation Program

Nia Ulfasari — 2025-11-23

Building a Resilient Community through an IoT-Based Educational Innovation Program

ABSTRACT

Nia Ulfasari

Bengkulu University

This research aims to analyze and explain that the integration of IoT technology into non-formal education programs can act as a catalyst in building community resilience. The focus of this research is on increasing technological literacy, creating data-based solutions, and developing the adaptive abilities of community members. The method used in this research is a qualitative approach using literature study methods and analysis of various case studies of IoT-based education programs that have been implemented in various communities, such as in the fields of precision agriculture, disaster management, energy efficiency and public health. The analysis results show that IoT-based education programs are effective in: 1). Improving Practical Skills, namely that citizens learn not only learn theory but are directly involved in creating, implementing and managing IoT solutions for real problems in their community. 2). Encouraging a Data-Driven Approach: Communities learn to make smarter, more proactive decisions based on real-time data collected by IoT sensors (e.g. water quality, pollution levels, soil moisture). 3). Strengthening Collaboration: This program creates a collaborative learning environment that connects generations and expertise, from students to teachers to industry practitioners. It can be concluded that IoT-based educational program innovation is a potential and powerful strategy to accelerate the formation of resilient communities. Communities are not just consumers of technology, but producers of independent and sustainable solutions. For this reason, synergy is needed between the government, educational institutions and the private sector to support access, infrastructure and relevant curriculum development.

Keywords: Community Resilience, Internet of Things (IoT), IoT-Based Education, Educational Innovation.

BUILDING DIGITAL LITERACY CAPACITY TO SUPPORT LIFELONG LEARNING IN MARGINALIZED AREAS

Alifa Jilan Syakira — 2025-11-23

The rapid advancement of information and communication technology (ICT) has transformed various
sectors, including education, by emphasizing the importance of digital literacy as a fundamental skill.
However, despite widespread technology adoption, significant digital divides persist, particularly in
marginalized and rural areas where access to infrastructure, education, and resources remains limited.
This study explores the development of digital literacy capacity as a foundation for lifelong learning in
these underserved communities. Using a qualitative library research method, the study analyzes
existing literature to identify challenges such as infrastructure gaps, socio-cultural barriers, and
resource scarcity, as well as strategies to overcome them. Findings highlight the necessity of
comprehensive, context-sensitive approaches involving infrastructure improvement, tailored training,
stakeholder collaboration, and inclusive community engagement. Enhancing digital literacy capacity not
only fosters independent learning and adaptability but also promotes social inclusion and economic
opportunities, making it a critical pillar for inclusive and sustainable lifelong learning.

DIGITAL LITERACY AND LIFELONG LEARNING IN RURAL AND MARGINALIZED COMMUNITIES

Anggiska Albaina — 2025-11-23

The aim of this research is to examine effective management that can be done to overcome the increase
in plastic waste at the household level. This research method uses a qualitative approach with a case
study method. The subjects in this research are housewives who participate in a plastic waste
management empowerment program that focuses on life skills. Data collection techniques are carried
out by means of observation, interviews and documentation. Data analysis was carried out using the
Miles and Huberman model analysis, namely data collection, data reduction, data presentation and
drawing conclusions. The results of this research are that the planning stages in formulating
empowerment program activities through crafts from plastic waste have been structured in a structured
manner taking into account various important aspects that support the success of the program and the
evaluation method applied is qualitative with an emphasis on direct experience and subjective
responses of housewives as the main data source

LOW-POWER, LOW-CONNECTIVITY IOT FOR NONFORMAL EDUCATION IN MARITIME AND REMOTE COMMUNITIES: A SYSTEMATIC REVIEW

Misran Rahman — 2025-11-23

This systematic review examines low-power, low-connectivity Internet of Things (IoT) applications in nonformal education for maritime and remote communities. Following PRISMA guidelines, a structured search across Google Scholar and SINTA (2021–2024) identified 52 studies addressing IoT or IoT-like technologies, nonformal learning, and geographically isolated or coastal contexts. Three recurring patterns emerged: (1) offline or intermittently connected IoT systems with minimal energy demand, often supported by solar power; (2) culturally aligned educational content that integrates local languages, livelihoods, and community knowledge; and (3) blended facilitation that combines technological tools with in-person, community-led instruction. While technological feasibility is well demonstrated, evidence of long-term educational impact remains limited. The review highlights the need for sustainable and culturally grounded IoT-enhanced education models, particularly for communities such as the Bajo Tribe in Torosiaje, Gorontalo, where energy scarcity, connectivity barriers, and strong cultural traditions require adaptive, community-centered approaches.

STRENGTHENING SOCIAL SKILLS THROUGH DIGITAL-BASED NONFORMAL LEARNING IN K-POP DANCE COMMUNITIES: A CASE STUDY IN BENGKULU

Fillia Azra Putri — 2025-11-22

This study aims to describe and analyze the dynamics of the K-Pop dance community Glintzy in
Bengkulu in shaping the social skills of its members. Using a qualitative case study approach, data were
collected through in-depth interviews, participatory observation, and documentation. The results of the
study indicate that the Glintzy community is an effective non-formal learning space for the development
of social skills such as communication, cooperation, leadership, and self-confidence. Interactions within
the community are open and egalitarian, strengthening a sense of solidarity and togetherness. This
study confirms that interest-based communities such as Glintzy make an important contribution to
character education and the formation of the social personality of the younger generation.

THE ROLE OF LITERACY ACTIVISTS AS CHANGE AGENTS IN FACILITATING COMMUNITY LEARNING THROUGH COMMUNITY READING PARKS: A SYSTEMATIC REVIEW FOR LIFELONG LEARNING AND INCLUSIVE COMMUNITY EMPOWERMENT

Muhammad Fahmi Maulana Akbar — 2025-11-22

This study aims to systematically examine the role of individual literacy activists as change agents in facilitating learning processes within communities through Community Reading Parks (TBM). Employing a Systematic Literature Review (SLR) approach, eight relevant scholarly articles were analyzed based on specific inclusion and exclusion criteria. The findings indicate that literacy activists serve as facilitators of contextual learning, social connectors, creators of inclusive learning spaces, and managers of community-based educational innovations. The facilitated learning processes are participatory, reflective, and adaptive to local needs. These findings emphasize the importance of strengthening the capacities of literacy activists and policy support in building a sustainable community learning ecosystem.

EMPOWERING RURAL PRIMARY LEARNERS THROUGH CURATED DIGITAL COLLECTIONS

Muhammad Yusrizal — 2025-11-22

Access to digital literacy and lifelong learning continues to present significant challenges for learners in rural communities. This study explores the efforts of the Pekik Nyaring Village Library in Bengkulu Tengah Regency, Indonesia, in supporting primary school students through the development of digital collections that are adapted to the local educational context. Guided by the framework provided by the Digital Curation Centre, the research examines how digital learning materials are selected, organized, and delivered to meet the specific needs of young learners in a rural environment. The data were collected through in-depth interviews with a village librarian, a primary school teacher, and a parent. These interviews aimed to provide a comprehensive understanding of how the digital materials are used and to identify the barriers encountered during implementation. Early findings suggest that the presence of relevant and age-appropriate content, along with encouragement from the local school community, helps foster reading interest and strengthen digital literacy among students. However, challenges remain, particularly in relation to limited infrastructure and low levels of digital awareness among parents. The results of this study highlight the important role that village libraries can play in enhancing digital learning and promoting inclusive and sustainable education within rural communities.

STRATEGIES FOR THE DEVELOPMENT OF NONFORMAL EDUCATION FOR MARGINALIZED COMMUNITIES

Tata Octavia — 2025-11-22

This study aims to identify and analyze effective strategies for developing nonformal education for
marginalized communities. Nonformal education plays a crucial role in improving the quality of life and
skills of populations underserved by formal education systems. Using a qualitative method and literature
review, the study finds that effective strategies include participatory approaches, curriculum
development tailored to local needs, and collaboration with stakeholders such as government, NGOs,
and the private sector. These strategies are expected to enhance accessibility, quality, and relevance
of nonformal education, empowering marginalized communities toward better social and economic
welfare

IOT-BASED NON-FORMAL EDUCATION INNOVATION TO PROMOTE GENDER EQUALITY

Reta Meliyani — 2025-11-22

Gender equality remains a crucial topic in education, particularly in non-formal education, which plays
a crucial role in reaching underserved groups, women, and vulnerable communities. Advances in
Internet of Things (IoT) technology offer significant opportunities to create more inclusive, flexible, and
interactive learning experiences through advanced devices and accessible digital systems. This article
utilizes a literature review method, analyzing various scientific journals, books, and reports from
international organizations related to non-formal education, IoT, and gender equality. The research
findings indicate that IoT can expand access to non-formal education, improve digital skills, and
empower women through gender-sensitive learning. However, challenges remain, such as the digital
access gap, inadequate infrastructure, low technological capabilities, and the risk of gender bias in
technology use. Therefore, strategies such as enhancing digital skills, strengthening inclusive policies,
and collaboration between the government, educational institutions, and the community are needed.
Thus, IoT can become not only a technological innovation but also a driver of social change that
strengthens gender equality and supports the achievement of sustainable development goals.

THE INTEGRATION OF LOCAL WISDOM AND GREEN TECHNOLOGY TO INCREASE PRODUCTIVITY OF ENVIRONMENTALLY FRIENDLY AGRICULTURE

Triulya Qodriyati — 2025-11-22

This study aims to analyze how the integration of local wisdom and green technology can increase
sustainable agricultural productivity in Grobogan Regency. The approach used is qualitative descriptive with
literature study and local context reinforcement. The results of the study show that local agricultural practices
such as rotational planting, the use of mini-reservoirs, and the use of organic fertilizers are still maintained
and are important foundations in the ecological adaptation of farmers. On the other hand, green
technological innovations such as drip irrigation, solar pumps, and stealth tractors have been accepted
contextually because they are compatible with the cultural values of farming communities. This integration
encourages resource conservation, production efficiency, and improved farmers' welfare. This research
confirms that sustainability in the agricultural sector depends not only on technological advancements, but
also on the ability to integrate local values in production systems. These results are relevant as a reference
in the formulation of locally-based and sustainable agricultural development policies.

ETHNOPEDAGOGIC LEARNING CONCEPT TO PRESERVE BETAWI CULTURAL VALUES FOR STUDENTS IN SCHOOLS

derazulfaarifah — 2025-11-23

Ethno-Pedagogy Approaches in Community-Based Learning

Dinda Meriani — 2025-11-22

he ethno-pedagogy approach in community-based learning is an educational strategy that
emphasizes the integration of local wisdom, cultural values, and traditional practices into the teaching
and learning process. This approach is based on the view that every community has the potential for
knowledge, value systems, and educational methods that are passed down through generations, which
can be optimized to enhance the relevance of learning to the lives of learners. In practice, ethnopedagogy
facilitates
the
active
involvement
of
the
community
as
a
source
of
learning,
whether
through

oral
traditions,
arts,
customary
rituals,
or
local
economic
activities.
This
not
only
enriches
the
learning

materials

but also strengthens cultural identity, increases social participation, and supports the
preservation of cultural heritage. This approach also contributes to the character formation of learners
through the internalization of local values that are in line with sustainable community development. In
the context of community education, ethno-pedagogy encourages collaboration between educators,
community leaders, and learners in designing contextual, adaptive, and culturally-centered learning
experiences. Thus, this approach becomes one of the relevant education models in facing the
challenges of globalization, as it can harmonize modernization with the preservation of local identity.

IMPLEMENTATION OF THE ECLIPSE (EXPLORING, COMPILING, LINKING, IMAGINING, PRODUCING, SHARING, EVALUATING) LEARNING MODEL BASED ON ETHNOECOLOGICAL ISSUES TO IMPROVE STUDENTS' COLLABORATION AND CRITICAL THINKING SKILLS

Dwi Ismawati — 2025-11-23