FORMULASI MODEL KONSEPTUAL SISTEM PENDIDIKAN JARAK JAUH BAGI ANAK PEKERJA MIGRAN INDONESIA

Abstract

Transnational labor migration can disrupt the educational continuity of Indonesian Migrant Workers’ (PMI) children, particularly when they move across different educational and social environments. Distance Education (PJJ) provides an alternative for maintaining access to schooling, yet its implementation cannot be separated from the social and institutional conditions surrounding migrant children. This study examines the main components of the PJJ system for PMI children, the relationships among these components, and their implications for developing an adaptive PJJ model. A qualitative exploratory case study was conducted in Malaysia involving PJJ providers, Community Learning Centers (CLC), Indonesian educational units, teachers, and PMI children. Data were gathered through in-depth interviews, observations, and document analysis and were examined using thematic analysis. The findings indicate that the continuity of PJJ is influenced not only by access to digital technology but also by students’ capacity to manage their learning, teachers’ pedagogical support, and the involvement of families, CLCs, and educational institutions. These factors are organized into three interconnected components: Student Agency, Pedagogical-Technological Support, and Social-Institutional Support. Their interaction provides the basis for maintaining Educational Continuity amid the changing circumstances experienced by PMI children. The proposed model extends existing discussions of distance education by connecting technological and pedagogical dimensions with the social and institutional realities of migrant education. The study contributes a migration-responsive perspective to PJJ and offers a conceptual basis for designing more flexible and sustainable educational services for children experiencing transnational mobility.