Limited Face-to-Face Learning Time Optimization Strategy on the Package C Program at PKBM Tunas Harapan Kota Batu

Abstract

Package C Equivalency Education needs to be implemented to ensure the quality of competency
achievement equivalent to formal education through SKK standardization. However, PKBM Tunas
Harapan Batu City faces obstacles in the form of limited face-to-face time allocation which is only conducted once a week with a duration of four hours. This study aims to design a strategy to
optimize the limited face-to-face learning time in the Package C program at PKBM Tunas Harapan
Batu City. A qualitative approach with a descriptive case study design was used as a data collection
tool through in-depth interviews, open observations, and documentation studies with managers,
tutors, and adult learners selected by purposive sampling. Data validity was tested using the
member check technique, while data analysis was carried out using Creswell thematic analysis.
Two main findings that can be concluded from the results of this study are as follows: (1) The
organization of the schedule is made based on managerial efficiency by allocating a duration of 90
minutes per subject and dynamic schedule reconstruction with the placement of high-difficulty
subjects in the final semester; (2) Tutors use modular teaching strategies, strict learning contracts
at the beginning of the semester, and structured group presentation techniques to complete three
materials in one hour of learning. (3) The main obstacles identified include limited time for
meetings and low levels of student attention in learning, so that several adaptive solutions were
taken through material acceleration at the beginning of the session, group presentations as a
learning method to condense the material at once, tolerance of repeating material for students who
are late. This study concludes that flexibility in schedule management and tactical adaptation of
tutor instructional strategies are the keys to the success of dealing with limited time without
reducing the quality of adult students' competency achievements.