| dc.description.abstract | There are many social problems involving children as victims, especially in cases of child neglect due to poverty. Inequality in development poses a challenge to the development of children who are still vulnerable, some children do not have the same access to education as other children, this has encouraged the formation of various child care communities in several regions of Indonesia, especially in the city of Medan. One of them is the Learning Center which is located on Jl. Kesatriaan Gg. Satria 3 Dusun IV Lamtoro II, is a non-profit alternative form of play and learning space for children from PPKS families (need for social welfare services) with various backgrounds of children who have problems with their welfare. Learning activities at the Learning Center are carried out to increase the self potential of children who come from disadvantaged families. This study uses a type of qualitative description research. There were 8 (eight) informants in this study consisting of key informants, main informants and additional informants. Data collection techniques using field studies, namely observation, interviews, documentation and literature study so that in the end the data obtained was analyzed qualitatively and conclusions were drawn from the research results. The results of the study show that the Pondok Belajar in Dusun Lamtoro plays a role in increasing children's self-potential, namely by providing a series of learning activities consisting of Islamic Religious Guidance, Study Guidance, as well as coaching and direction of character, while the results of these activities are changes in children's self. which gets better. Through these activities the Pondok Belajar can increase the self-potential of children divided into four types, namely thinking potential, emotional potential, social potential while for physical potential there are no special activities given. The role of Pondok Belajar in increasing children's self-potential is going quite well even though it has not run optimally | en_US |
