The Covid-19 pandemic, which is felt today, has a severe impact on the socio-economy in Indonesia, making education in Indonesia look very sad. The big challenge now is how Indonesia can balance education with the socioeconomic community. The presence of the Merdeka Campus, which was pioneered by the Ministry of Education and Culture of the Republic of Indonesia (Kemendikbud), can be an element of supporting the freedom of the education system for students and lecturers. A quality learning system will be achieved so that it also has a positive impact on the socioeconomic level. However, this is not functioning correctly due to the Covid-19 outbreak. The REP (Raharja Enrichment Program) system is a digital transformation that supports this study's objectives so that the application of higher education can provide significant social and economic benefits. The presence of the concept of gamification on the REP Apps website makes learning at Merdeka Campus much more enjoyable. Analysis of the REP program's quality is calculated to produce an Alpha Cronbach score of 0.81> 0.6, and student motivation produces an Alpha Cronbach score of 0.86> 0.6. The REP System provides an Alpha Cronbach score of 0.90> 0.6, which means the instrument is Reliability. Therefore, Covid-19 is not an obstacle in socioeconomic or education, and this is a bold way to balance between socio-economics and education in the Covid-19 era.

The current situation of the Covid-19 pandemic is currently increasing public concern about the community. The government has especially recommended Stay at Home and the implementation of PSBB in various regions. One of the concerns is when the election of regional leaders to the general chairman. Even though there is already a safeguard regulation, this is not considered safe in the current Covid-19 pandemic. The solution in this research is the use of a blockchain-based E-voting system to help tackle election unrest during Covid-19. Where e-voting with blockchain technology can be carried out anywhere through the device without the need to be present in the voting booth, reducing data fraud, accurate and decentralized voting results that can be accessed by the public in real-time. The use of cryptographic protocols is applied for data transfer between system components as well as valid system security. This research method uses SUS trial analysis in a significant system of the Covid-19 pandemic situation. The implication that the SUS Score analysis shows 90 shows an acceptable E-voting system, meaning that the community can accept it because it brings positive and significant impacts such as effectiveness and efficiency.

Environmental development is one of the pillars of the Sustainable Development Goals (SDGs) which aims to manage natural resources and the environment in a sustainable manner. Currently, both household and industrial waste are one of the causes of environmental damage due to environmental pollution. This study aims to describe the environmental literacy activities organized by Kampoeng Recycle, Jember to foster environmental awareness behaviour. This study used a qualitative approach with descriptive methods, in order to obtain a description of environmental literacy activities in household waste management. The informants of this study were the managers of the Kampoeng Recycle and the Kampoeng Recycle Community. The data analysis technique used the Miles and Huberman model, namely through the stages of data reduction, data presentation, and conclusion drawing. The results showed that literacy activities related to household waste management by Kampoeng Recycle involved all levels of society, both children, adolescents and adults. Environmental literacy activities include waste class activities, recycling camps, recycling gardens and waste recycling skills.

Non-formal education quality will be reached if it is developed by professional and competent nonformal education personnel. Two factors needed by non-formal education personnel in strengthening their professionalism and competencies are the skills and abilities in developing and improving learners' autonomy. This article discusses (1) the definitions of non-formal learners ' autonomy, (2 ) the roles and tasks of non-formal education personel in performing non-formal learners ' autonomy, and (3) a set of competencies and skill of non-formal education personnel in performing non-formal learners' autonomy. In conclusion some suggestions to improve the quality of non-formal education personnel presented.Key words: education personel, competency, professionalism and autonomy. Opini * Dosen Universitas Pendidikan Indonesia PENDAHULUANProfesi pendidik pendidikan nonformal sampai saat ini belum mendapatkan porsi yang layak dalam penyelenggaraan pendidikan di Indonesia. Begitu pula dengan lahirnya Undang-Undang tentang Guru dan Dosen, yang melengkapi dan menguatkan semangat perbaikan mutu pendidikan nasional, dan sebelumnya juga sudah tertuang dalam UU Nomor 20/2003 tentang Sistem Pendidikan Nasional, belum memberikan kecerahan bagi keberadaan tenaga pendidik pendidikan nonformal. Pada saat yang sama, Peraturan Menteri Pendidikan Nasional tentang kompetensi pendidik pendidikan nonformal belum dapat dilahirkan sampai saat ini. Namun demikian, melihat jumlah tenaga pendidik pendidikan nonformal yang begitu banyak, peran dan tugas-tugas yang dibebankan kepadanya begitu berat, serta perkembangan pendidikan nonformal yang semakin maju dan mendapatkan tempat di masyarakat, sudah seharusnya tenaga pendidik pendidikan nonformal mendapatkan posisi yang sejajar dengan tenaga pendidik lainnya dalam membangun kualitas (mutu) pendidikan, khususnya pendidikan nonformal.Untuk itulah tulisan ini akan membahas tentang kompetensi pendidik pendidikan nonformal yang berkaitan dengan kemampuan dan keterampilan dalam menumbuhkan dan mengembangkan kemandirian warga belajar. Menumbuhkan kemandirian warga belajar merupakan sisi paling mendasar (core) dalam pengembangan kurikulum dan pembelajaran pendidikan nonformal. Oleh karena itu kemampuan menumbuhkan dan mengembangkan kemandirian warga belajar merupakan hal yang esensial dibutuhkan tenaga pendidik pendidikan nonformal pembahasan akan dibagi dalam beberapa bagian, yakni: 1) pengertian kemandirian warga belajar, 2) peran dan tugas tenaga pendidik pendidikan nonformal dalam membangun kemandirian warga belajar, 3) kompetensi yang perlu dimiliki tenaga pendidik pendidikan nonformal dalam membangun kemandirian warga belajar, dan 4) kesimpulan. PEMBAHASAN Pengertian Kemandirian Warga BelajarNilai-nilai kemandirian yang dimiliki individu akan menjadi sempurna apabila didukung oleh sifat-sifat kemandirian yang meliputi mandiri psikososial, kultural dan ekonomi, disiplin prakarsa dan wirausaha, kepemimpinan, dan orientasi prestasi dalam persaingan. Kerja, kemandirian muncul seiring dengan b...

Poverty is a social problem that is always present in society, especially in developing countries. The purpose of this research is to know/see the learning effectiveness of family development session program within the participants’ preparation in Kebon Jayanti urban village. The type of research that used is survey research. The research approach is done by survey method, combined with qualitative to explore in-depth information of gained situation in this survey research. The results of this study indicate that companion has a role as an agent that posts positive inputs and directives based on their knowledge and experience. FDS participants are also expected to exchange ideas with existing knowledge and experience under guidance or counseling to raise public awareness, share information, and enhance family development session comprehension. Thus, the conclusion is as follows; the application of learning readiness assumption in improving the learning process of family development session is well, due to the consideration of learning process with basic assumption of an adult, learning method, and interaction between facilitator and learning community in both directions while delivering materials for family development session