Digitalisasi dan Inovasi Pembelajaran Satuan Pendidikan Non-Formal :Studi Systematic Literature Review pada Pusat Kegiatan Belajar Masayarakat

Andi Siti Nur Al-Hidayah; Lutfi Ariefianto; Afiqa Elyna Ezlin; Indra wahyudi; Sucik Hariyanti; Kinasti Josephira Erlangga Sari; Pramuji Wibowo

doi:10.61132/sadewa.v4i3.3094

Authors

Andi Siti Nur Al-Hidayah Universitas Jember
Lutfi Ariefianto Universitas Jember
Afiqa Elyna Ezlin Universitas Jember
Indra wahyudi Universitas Jember
Sucik Hariyanti Universitas Jember
Kinasti Josephira Erlangga Sari Universitas Jember
Pramuji Wibowo Pusat Kegiatan Belajar Masyarakat (PKBM) Tambo

DOI:

https://doi.org/10.61132/sadewa.v4i3.3094

Keywords:

Digital Andragogy, Digitalization of Learning, NFE Innovation, PKBM, Systematic Literature Review

Abstract

Digitalization in Non-Formal Education (NFE) is crucial to ensuring learning accessibility for marginalized communities. This study aims to analyze and systematically synthesize the trends, forms of innovation, and dynamic challenges of digitalizing learning in Community Learning Centers (PKBM). This research employs a qualitative approach using the Systematic Literature Review (SLR) method adapted from the PRISMA 2020 protocol. Data collection was conducted through systematic searches across academic databases (Google Scholar, GARUDA, DOAJ, and ERIC) using structured keywords within the 2021–2026 publication range. From 182 identified articles, 12 selected qualitative studies were extracted and analyzed using thematic analysis techniques. The findings revealed three main themes: (1) the adoption of accessible digital platforms is dominated by quota-friendly asynchronous media such as WhatsApp Groups and audio podcasts; (2) instructional material innovations focus on digital andragogy principles through interactive media, e-comics, and vocational videos; and (3) there is a double barrier consisting of limited infrastructure/internet data for learners and a digital literacy gap among NFE tutors. This study concludes that successful digitalization in PKBM is not determined by technological sophistication, but by the flexibility and usability of platforms that fit the sociocultural context of adult learners. The implications highlight the practical importance of appropriate technology, tutor capacity building, and sustainable infrastructure support policies. Future research is encouraged to explore digital adaptation strategies in remote areas through digital ethnographic studies.

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