The Role of Computer Training in Enhancing the Digital Independence of Package C Learners at SKB 17 Jakarta

Abstract

The digital transformation in education requires individuals to develop digital autonomy, including learners in non-formal education such as Package C. However, limitations in access, learning experience, and motivation often become obstacles. This study aims to analyze the role of computer training in improving the digital autonomy of Package C learners at SKB 17 Jakarta. This research used a qualitative approach with a case study design. The research subjects consisted of five learners, one computer training tutor, and one program coordinator. Data were collected through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman’s interactive model. The results show that the training positively impacted learners’ digital autonomy, particularly in operational skills, digital confidence, and independent exploration. The success was supported by practical materials, participatory delivery methods, and responsive tutor support. The findings were analyzed through the Technology Acceptance Model (TAM), Knowles’ andragogy, and Bandura’s self-efficacy theory. Data validity was ensured through triangulation of sources and techniques. This study concludes that computer training at SKB 17 Jakarta plays a significant role in fostering learners’ digital autonomy. It recommends expanding similar programs with adaptive, participantcentered approaches