ADAPTIVE IMPLEMENTATION OF HIGH SCHOOL EQUIVALENCY EDUCATION FOR CHILDREN IN CONFLICT WITH THE LAW: A QUALITATIVE STUDY AT PKBM ANAK CEMERLANG BENGKULU

Ena Anita; Viola Dian Sastra; Mutiara Velisa; Citra Lorenza; Hery Agusta

doi:10.24114/9w58tc67

Authors

Ena Anita Faculty of Education, Universitas Bengkulu, Bengkulu, Indonesia
Viola Dian Sastra Faculty of Education, Universitas Bengkulu, Bengkulu, Indonesia
Mutiara Velisa Faculty of Education, Universitas Bengkulu, Bengkulu, Indonesia
Citra Lorenza Faculty of Education, Universitas Bengkulu, Bengkulu, Indonesia
Hery Agusta Faculty of Education, Universitas Bengkulu, Bengkulu, Indonesia

DOI:

https://doi.org/10.24114/9w58tc67

Keywords:

high school equivalency education, children in conflict with the law, non-formal education, adaptive learning, inclusive education, community learning center

Abstract

This study examines the implementation of a high school equivalency program (locally known as Package C in Indonesia) for Children in Conflict with the Law (CICL) at PKBM Anak Cemerlang in Bengkulu City. As part of non-formal education, the program is designed to provide flexible and inclusive learning opportunities for vulnerable learners. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation involving program managers, tutors, and participants. The findings reveal that learning is implemented through a combination of online instruction via WhatsApp and limited face-to-face mentoring, enabling flexibility in addressing participants’ legal constraints, psychological conditions, and socio-economic challenges. Supporting factors include strong tutor commitment, flexible instructional strategies, and a humanistic learning approach. However, major challenges remain, such as limited digital access, low digital literacy, unstable psychological conditions, and persistent social stigma. This study highlights the importance of adaptive and context-based learning models in non-formal education and contributes to the development of an inclusive educational framework that integrates flexibility, emotional support, and digital learning to ensure equitable access for marginalized youth.

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