Abstract
This study explores the adaptive learning management model implemented in remote non-formal education institutions in Central Kalimantan, Indonesia, focusing on CLC Sejahtera Insan Indonesia and CLC Rurang Bulau Jaya. Both institutions operate under challenging geographical and infrastructural conditions but demonstrate effective management and facilitation strategies. Using a qualitative multiple case study design, data were collected through indepth interviews, participant observation, and document analysis involving institutional heads, facilitators, learners, and local education officials. The findings reveal that facilitators play multi-dimensional roles as educators, managers, and social innovators who sustain educational processes through creativity and self-directed learning. CLC Sejahtera Insan Indonesia emphasizes community-based flexibility and contextualized learning, while CLC Rurang Bulau Jaya employs structured participatory management supported by institutional networks. From these cases, an adaptive learning management model was conceptualized, integrating three interrelated components: adaptive leadership, autonomous and collaborative facilitators, and a contextual learning environment. The model operates through four cyclical phases consisting of participatory planning, flexible implementation, reflective evaluation, and continuous innovation, supported by the core values of collaboration, innovation, and contextuality. The study concludes that the success of non-formal education in remote areas is not primarily determined by physical resources but by the adaptive capacity of human actors to integrate reflection, flexibility, and social engagement into management practices. This model provides a conceptual framework for developing resilient and community-responsive learning systems in resource-limited environments.
Keywords: Community Learning Centers, Managing Facilitator, Non-Formal Education, Remote Area.