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Manajemen Staf Berbasis Mutu pada Pusat Kegiatan Belajar Masyarakat

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DOI 10.70211/sakalima.v3i3.513
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Abstract

Community Learning Centers, known in Indonesia as Pusat Kegiatan Belajar Masyarakat (PKBM), play a strategic role in expanding access to non-formal education, particularly for learners who are underserved by formal schooling. However, the quality of PKBM services is strongly influenced by the capacity of institutional actors, especially managers, tutors, administrative staff, and program facilitators. This study aims to analyze staff management in supporting educational quality in PKBM through a literature review. Using an integrative literature review approach, this study synthesized 10 relevant articles published between 2018 and 2025 with accessible DOIs, identified through Google Scholar, journal/publisher pages for journals indexed in Scopus, ScienceDirect, ERIC, DOAJ, Garuda, and SINTA, and focused on staff management, community learning centers, non-formal education, tutor development, leadership, community participation, and internal quality assurance. The analysis was conducted through thematic synthesis to identify recurring patterns and conceptual relationships across the selected studies. The synthesis identified six recurring dimensions associated with staff management in PKBM: staff needs planning, competency-based recruitment and placement, professional development of tutors, leadership and work discipline, community partnership and participation, and internal quality assurance. Across the reviewed studies, these dimensions were associated with educational quality through service regularity, learning relevance, tutor performance, institutional accountability, and program sustainability. The conceptual contribution of this study lies in positioning staff management as an integrative mechanism for strengthening PKBM quality rather than merely as an administrative function. The implication is that PKBM managers should develop a more systematic, documented, collaborative, and quality-oriented staff management system to strengthen non-formal education services and support continuous institutional improvement. Given the heterogeneity of contexts, the limited corpus of 10 studies, and the absence of a formal methodological appraisal, the identified relationships should be interpreted as conceptual rather than causal, and the DOI-based corpus may have excluded relevant non-DOI studies

Keywords

Community Learning Center Educational Quality Integrative Review Non-Formal Education Staff Management

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Published

2026-09-08

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Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan

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