Adolescents in Indonesia are building powerful learning experiences beyond classrooms through informal social networks formed in community-run education spaces. A 2026 study by Sodikin of Universitas Muhammadiyah Jakarta, together with Khermarinah from Universitas Islam Negeri Fatmawati Soekarno Bengkulu, Antaris Fahrisani of Politeknik Pelayaran Banten, and Aliah Bagus Purwakania Hasan from Universitas Al Azhar Indonesia, shows that learning among teenagers often happens through spontaneous interactions, shared interests, and peer connections rather than formal teaching structures. Published in the Asian Journal of Applied Education, the research highlights why community learning ecosystems matter at a time when formal education systems struggle to meet diverse adolescent needs.
Why Community Learning Spaces Matter Today
Across urban Indonesia, community-based education spaces are emerging as alternatives or complements to formal schooling. These spaces respond to growing concerns about rigid curricula, limited room for creativity, and unequal access to supportive learning environments. For adolescents, especially in cities like South Tangerang, community spaces offer flexibility, emotional safety, and opportunities to collaborate freely with peers.
Global education debates increasingly emphasize social learning, collaboration, and youth agency. In this context, understanding how learning actually happens in community settings is crucial. The new study addresses a gap in research by focusing not on programs or outcomes, but on the hidden learning networks—the informal social relationships that quietly shape how knowledge flows among teenagers.
How the Research Was Conducted
The research team carried out a qualitative case study in a community-managed education space in South Tangerang City, Indonesia. Instead of surveys or tests, the researchers relied on:
· In-depth interviews with six adolescents and two community facilitators
· Participatory observation of daily activities over four weeks
· Analysis of community documents and activity records
This approach allowed the researchers to observe real interactions and understand how learning emerges naturally through social engagement. The focus was on relationships, collaboration patterns, and everyday exchanges rather than formal lessons.
Key Findings: Learning Happens Through People, Not Programs
The study uncovered three main patterns that define how adolescents learn in community spaces.
1. Key actors connect the learning network Certain adolescents naturally become connectors within the community. These individuals do not hold formal leadership roles, but they actively invite others into activities, share knowledge, and link newcomers with established groups. Their social energy keeps the learning network alive.
One participant explained that learning often begins with an invitation from a more active peer who “knows more” and encourages others to join. Facilitators confirmed that teenagers themselves drive most collaborations, while adults mainly support from the sidelines.
2. Shared interests spark collaboration Learning is driven by common interests such as art, design, technology, or social projects. Groups form organically around what teenagers enjoy, not around assigned tasks. This interest-based collaboration makes learning feel voluntary and meaningful.
Teenagers reported that conversations flow easily when interests align, often leading to small projects or creative experiments. Because participation is self-directed, motivation remains high even without formal rewards or grades.
3. Knowledge flows through everyday interaction Much of the learning takes place during casual conversations, shared activities, and informal mentoring. A short chat, a demonstration by a peer, or a shared story can trigger new understanding. This spontaneous exchange allows knowledge to spread quickly and naturally.
As one facilitator noted, adolescents often learn fastest from each other, sharing skills and experiences without being prompted. The absence of hierarchy makes teens more comfortable asking questions and experimenting.
Why These Findings Matter
The study shows that community education spaces function as learning ecosystems, not just venues for activities. These ecosystems strengthen adolescent agency, creativity, and social capital—qualities essential for lifelong learning.
For education policymakers, the findings suggest that non-formal learning environments deserve greater recognition. Community spaces can complement schools by providing what formal systems often lack: flexibility, emotional support, and room for self-expression.
For educators and community organizers, the research highlights the importance of nurturing peer connections rather than imposing rigid structures. Supporting key connectors, encouraging interest-based activities, and maintaining safe, open environments can significantly enhance learning outcomes.
Insights From the Researchers
Reflecting on the findings, the authors emphasize that learning in community spaces is deeply social. As Sodikin of Universitas Muhammadiyah Jakarta explains, adolescents do not need tightly structured programs to learn effectively. Instead, “learning grows from relationships, shared interests, and trust built through everyday interaction.” This perspective reframes education as a collective process shaped by human connection rather than formal instruction alone.
Who Conducted the Study
·Sodikin, M.Pd. – Lecturer in community and non-formal education, Universitas Muhammadiyah Jakarta
·Khermarinah, M.Pd. – Education researcher, Universitas Islam Negeri Fatmawati Soekarno Bengkulu
·Antaris Fahrisani, M.M. – Applied education specialist, Politeknik Pelayaran Banten
·Aliah Bagus Purwakania Hasan, M.Psi. – Psychologist and education researcher, Universitas Al Azhar Indonesia
Their combined expertise spans community education, adolescent development, and social learning.
Source
Journal Article: Unpacking Hidden Learning Networks Among Adolescents in Community-Driven Educational Spaces
Journal: Asian Journal of Applied Education
Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i1.15935
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