Implementation of a Learning Assistance Program for Adolescents Under Care at the UPT PSPA of the Riau Provincial Social Services Office

Abstract

Children living in child-care institutions need learning support that goes beyond the fulfillment of basic needs, particularly during adolescence, when learning motivation, self-regulation, and identity are still developing. This study describes the implementation of a learning assistance program for adolescent foster children at the Technical Implementation Unit of the Child Care Social Institution (UPT PSPA) of the Riau Provincial Social Service. Using a descriptive qualitative approach, data were collected through participant observation, informal interviews with caregivers and social workers, and documentation during field practice, and were analyzed through data reduction, data display, and conclusion drawing. The study aims to describe the stages of program implementation, the forms and approaches of learning assistance, and the supporting and inhibiting factors. The findings show that the program was implemented through four interrelated components: identification of learning needs, routine learning sessions, personal approaches oriented toward motivation, and reflection and monitoring. The program functions as a nonformal educational space that complements formal schooling by building learning habits, strengthening motivation, and encouraging learning independence. Supporting factors include institutional support, the presence of caregivers, and the interpersonal bond between mentors and children, whereas inhibiting factors include gadget distraction, varied school levels, fatigue, and limited time. This study does not measure learning outcomes quantitatively. It contributes to Community Education studies by positioning learning assistance in child-care institutions as a form of community-based nonformal education.