Mentor Strategy in Merdeka Classes as an Alternative Education Space to Build the Independence of Marginalized Children at Save Street Child, Surabaya City

Banyak anak kurang mampu yang tidak dapat bersekolah atau mendapatkan pendidikan yang layak. Program pendidikan alternatif di kelas merdeka yang dijalankan oleh Komunitas Save Street Child Surabaya dapat menjadi salah satu cara untuk memastikan mereka memperoleh pendidikan tidak hanya secara akademis, namun juga pelatihan keterampilan yang dapat membantu mereka menjadi pribadi yang mandiri. Penelitian ini bertujuan untuk meneliti strategi mentor di kelas merdeka sebagau pendidikan alternatif untuk membangun sikap kemandirian pada anak marginal. Selain itu untuk mengathui faktor pendorong dan penghambat adanya strategi tersebut.

Penelitian ini menerapkan metode deskriptif kualitatif dengan desain studi kasus. Subjek dalam penelitian ini adalah lima yakni mentor kelas merdeka di Taman Paliatif, Tidar dan basecamp Save Street Child Surabaya. Adapun fokus penelitian ini strategi mentor membentuk sikap mandiri anak marginal seperti : (1) Mandiri berpikir; (2) mandiri belajar; (3) mandiri bersikap di lingkungannya. Teknik pengambilan data menerapkan teknik wawancara mendalam dan observasi partisipatif  menurut Sugiyono. Analisis data yang digunakan adalah Miles Huberman dengan hasil strategi yang dimiliki mentor hampir memiliki kesamaan dan saling berkaitan, sehingga dapat diklasifikasikan kelas menari, komputer, fotografer dan mewarnai tergolong dalam strategi Zona Proximal Development sedangkan untuk kelas karate sesuai dengan strategi Scafollding.

Hasil penelitian disini strategi yang ditunjukkan terdapat perencanaa, pelaksanaan dan evaluasi yang dimana strategi ZPD dan Sacfollding memiliki tiga tahap yang masing – masing memiliki bentuk strategi tersendiri. Sehingga menimbulkan faktor pendorong berupa semangat anak merdeka, kondisi ekonomi, dan karakteristik anak merdeka yang unik serta bermacam – amacam. Selain itu terdapat faktor penghambat di setiap proses pembelajaran di Kelas Merdeka, seperti kurangnya fasilitas, kelas yang tidak stabil, dan kondisi lapangan. Sehingga pembelajaran dapat tercapai sesuai dengan teori kontruktivisme vygotsky.

Kata Kunci : Strategi, Anak Marginal, Pendidikan, Mandiri, Kelas Merdeka

Many underprivileged kids are unable to attend school or receive an education. In accordance with the goals of the program, the alternative education program in the independent class run by Save Street Child Surabaya Community may be one way to ensure that they receive education not only academically but also skill training that will help children become mature and self-sufficient. This research aims to examine mentor strategies in independent classes as an alternative education to build an attitude of independence in marginalized children. Apart from that, to understand the driving and inhibiting factors for this strategy.

This research uses a qualitative descriptive method with a case study design. The subjects in this research were five, namely independent class mentors at Taman Palliatif, Tidar and Save Street Child Surabaya basecamp. The focus of this research is mentor strategies to shape marginalized children's independent attitudes, such as: (1) Independent thinking; (2) independent learning; (3) behave independently in their environment. The data collection technique uses in-depth interview techniques and participatory observation according to Sugiyono. The data analysis used was Miles Huberman with the results of the mentor's strategies being almost the same and interrelated, so that the dance, computer, photography and coloring classes could be classified as belonging to the Proximal Development Zone strategy, while the karate class was in accordance with the Scafollding strategy.

The research results here show that the strategies include planning, implementation and evaluation, where the ZPD and Sacfollding strategies have three stages, each of which has its own form of strategy. This gives rise to driving factors in the form of the spirit of free children, economic conditions, and the unique and varied characteristics of free children. Apart from that, there are inhibiting factors in every learning process in the Merdeka Class, such as lack of facilities, unstable classes and field conditions. So that learning can be achieved in accordance with Vygotsky's constructivism theory.

Keywords: Strategy, Marginalized Children, Education, Independence, Independent Class