The Family Based Pedagogy: Building Learner Trust and Motivation through Sibling Like Tutor Relationships at PKBM RUMAN Aceh

Abstract

Many learners in equivalence education programs enter the system carrying heavy academic trauma, insecurity, and a general distrust of formal schooling authorities. This study explores a unique pedagogical approach utilized at PKBM RUMAN Aceh, where tutors intentionally dismantle traditional teacher and student hierarchies to foster a family based ecosystem. Using a descriptive qualitative method, data were gathered through participant observations, comprehensive interviews, and document analysis involving tutors, institutional administrators, and learners who previously dropped out of formal schools. The findings reveal that tutors position themselves as older siblings rather than authoritative figures. This sibling like relationship is established through informal communication styles, empathetic listening, and the removal of rigid academic formalities. Consequently, this egalitarian approach significantly lowers learners affective filters and academic anxiety. The study concludes that family based pedagogy is not merely a communication preference but a crucial psychological intervention. It effectively rebuilds learner trust, heals past academic traumas, and restores intrinsic motivation, proving that humanizing the educational space is the most vital foundation for nonformal education success.