Kompetensi Sosial Tutor Terhadap Interaksi Edukatif Warga Belajar di Program Kesetaraan Paket C

Anindya Puteri Artanti; Muhammad Irfan Hilmi; Wilsa Dina Aulia; Amanda Pramitha Putri Ariyanti; Viorelly Anandita; Atik Wulandari; Puji Lestari

doi:10.61132/nuansa.v4i2.2928

Authors

Anindya Puteri Artanti Universitas Jember
Muhammad Irfan Hilmi Universitas Jember
Wilsa Dina Aulia Universitas Jember
Amanda Pramitha Putri Ariyanti Universitas Jember
Viorelly Anandita Universitas Jember
Atik Wulandari Universitas Jember
Puji Lestari Pusat Kegiatan Belajar Masyarakat Kartini

DOI:

https://doi.org/10.61132/nuansa.v4i2.2928

Keywords:

Andragogy, Community Learning Center, Educational Interaction, Social Competence, Tutor

Abstract

Tutor social competence is an important element in building effective educational interaction, particularly in non-formal education settings characterized by diverse learner backgrounds and learning needs. This study aims to describe the social competence of tutors and its relationship with educational interaction among learners in the Package C Equivalency Program at PKBM Kartini Jember. A qualitative approach was employed using observation, interviews, and documentation. Informants were selected purposively and consisted of one tutor, three Package C learners, and one PKBM administrator. Data credibility was strengthened through prolonged engagement, persistent observation, and triangulation of sources, techniques, and time. The findings show that tutor social competence is manifested in objective and fair treatment, polite and effective communication, and adaptability to learner characteristics and situations. These practices are closely related to learner participation and two-way communication. From an andragogical perspective, social competence functions as a relational foundation that supports learner-centered, respectful, flexible, and experience-sensitive learning. Thus, effective educational interaction in equivalency education depends not only on instructional delivery, but also on the tutor's capacity to create psychologically safe and participatory learning relationships.

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