Penelitian ini bertujuan menganalisis implementasi pemenuhan hak anak atas pendidikan nonformal di Omah Sinau, Kelurahan Sememi, Kota Surabaya, berdasarkan Pasal 38 ayat (3) Peraturan Daerah Kota Surabaya Nomor 16 Tahun 2012, serta dampaknya terhadap perkembangan anak dan lingkungan sosial keluarga. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi dan wawancara terhadap enam informan yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa Omah Sinau mengimplementasikan pemenuhan hak melalui program Sinau Bareng dan Ngaji Bareng yang mencakup lima indikator regulasi yaitu pengetahuan dan keterampilan dasar, sikap dan kepribadian profesional, serta kemandirian terpenuhi dengan baik, sedangkan kecakapan hidup vokasional dan kelanjutan pendidikan belum optimal karena kendala anggaran dan administrasi kependudukan. Implementasi berdampak positif terhadap kemampuan akademik, karakter, dan motivasi belajar anak, serta meningkatnya kepedulian keluarga terhadap pendidikan. Berdasarkan teori positivisme hak asasi manusia James W. Nickel, pemenuhan hak anak di Omah Sinau telah sesuai dengan norma hukum positif yang berlaku, namun keberhasilan substantifnya memerlukan harmonisasi kebijakan lintas sektor yang melampaui jangkauan satu regulasi tunggal.
Kata kunci: hak anak, pendidikan nonformal, Omah Sinau, teori positivisme, James W. Nickel.
This study aims to analyze the implementation of the fulfillment of children’s rights to non-formal education at Omah Sinau, Sememi Village, Surabaya City, based on Article 38 paragraph (3) of Surabaya City Regional Regulation Number 16 of 2012, as well as its impact on children’s development and the social environment of their families. This study employed a descriptive qualitative approach using observation and interview techniques with six informants selected through purposive sampling. The findings indicate that Omah Sinau implements the fulfillment of children’s rights through the Sinau Bareng and Ngaji Bareng programs, which encompass five regulatory indicators. Among these, the fulfillment of basic knowledge and skills, professional attitudes and character, and self-reliance has been achieved effectively, whereas vocational life skills and educational continuation remain suboptimal due to budgetary constraints and civil administration barriers. The implementation has had a positive impact on children’s academic abilities, character development, and learning motivation, as well as increased family engagement in education. Based on James W. Nickel’s theory of human rights positivism, the fulfillment of children’s rights at Omah Sinau is in accordance with prevailing positive legal norms; however, its substantive success requires cross-sectoral policy harmonization that extends beyond the scope of a single regulation.
Keywords: children’s rights, non-formal education, Omah Sinau, positivism theory, James W. Nickel.