Evaluasi Pembelajaran Pendidikan Non-Formal: Pola Komunikasi Satu Arah Atau Dua Arah

Nia Saskia Ramadhani; Shobrun Jamil; M. Ulil Abshar Abdalla; Adinda Aulia Azahra

doi:10.26740/jpus.v10n1.p123-129

Authors

Nia Saskia Ramadhani Universitas Islam Negeri Prof. K.H Saifuddin Zuhri Purwokerto
Shobrun Jamil Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto
M. Ulil Abshar Abdalla Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto
Adinda Aulia Azahra Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

DOI:

https://doi.org/10.26740/jpus.v10n1.p123-129

Keywords:

Nonformal Education, Communication Patterns, One-Way Communication, Two-Way Communication, Learning Evaluation

Abstract

Communication between educators and learners shapes learner understanding, engagement, and the feedback available for evaluating learning. However, existing studies on communication patterns are dominated by formal and early childhood settings, and little is known about how these patterns operate in nonformal education. This study aims to compare one-way and two-way communication patterns in nonformal education and to examine their implications for learning evaluation. Using a qualitative literature review, 17 journal articles published between 2018 and 2026 were identified through Google Scholar and Garuda, selected purposively, and analyzed through content analysis. The findings show that one-way communication is still widely used and is efficient for delivering short, structured information, but it limits feedback and learner participation. Two-way communication encourages active participation, clarifies misunderstandings, and provides feedback that supports the assessment of learners' needs, although it demands more time and stronger facilitation skills. Multi-way communication further strengthens peer learning. Combining these patterns according to learning objectives and learner characteristics is therefore the most appropriate strategy. These findings suggest that dialogic communication can improve the quality of learning evaluation in nonformal education.

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