THE ROLE OF COMMUNITY AS A PLATFORM FOR LEARNING AND CREATIVITY OF MARGINALIZED CHILDREN

Abstract

Marginalized children, often referred to as street children or coming from economically disadvantaged families, face complex challenges in their daily lives. These challenges include not only economic hardship, but also limited access to education, health, and opportunities to develop creativity. In the midst of these limitations, the role of the community becomes crucial in providing comprehensive support for these children. The research method used a literature review of journals. Case studies from various communities show that community-based education approaches are effective in improving marginalized children's interest in learning, motivation and social skills. For example, The Floating School in Pulo Aceh has been successful in providing educational learning while facilitating the development of practical skills for teenagers. Similarly, TBM Lentera Hati in Karangsong Village has not only increased interest in reading but also revived a vacant building for positive community activities. The importance of collaboration between communities, schools, government and parents should also not be overlooked. Support from these various parties is important to ensure the sustainability of community education programs as well as to balance the practical and emotional needs of marginalized children. Overall, these education communities are not only alternative education providers, but also significant agents of social change. By providing a stimulating and relevant learning environment, they not only help children to escape the cycle of poverty but also prepare them to contribute positively to society in the future. Regular evaluation of the program's effectiveness is necessary to ensure that the education and development goals of marginalized children are well achieved, thus promoting a more inclusive and equitable society.

Keywords: Education, Community, Marginal.