Diplomasi Pendidikan Berbasis Komunitas: Strategi Perlindungan Hak Pendidikan Anak Migran Non-Prosedural

Abstract

Pemenuhan hak pendidikan bagi anak-anak migran Indonesia non-prosedural di Malaysia masih menghadapi berbagai hambatan, terutama akibat ketiadaan dokumen resmi dan keterbatasan kebijakan negara tujuan. Kondisi ini membuat ribuan anak tidak dapat mengakses sekolah formal, sehingga berimplikasi pada masa depan mereka sekaligus mencerminkan keterbatasan perlindungan negara terhadap warganya di luar negeri.  Penelitian ini bertujuan untuk menganalisis peran pemerintah Indonesia dalam memenuhi hak pendidikan dasar anak migran non-prosedural melalui studi kasus Sanggar Belajar Subang Mewah. Metode yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui observasi, dokumentasi, dan studi pustaka. Analisis difokuskan pada kebijakan, mekanisme koordinasi, serta bentuk keterlibatan komunitas dalam pengelolaan pendidikan alternatif. Hasil penelitian menunjukkan bahwa Sanggar Belajar tidak hanya memperluas akses pendidikan bagi anak-anak migran, tetapi juga berfungsi sebagai instrumen diplomasi lunak melalui kerja sama lintas sektor dengan LSM, universitas, dan komunitas diaspora. Selain itu, keberadaan sanggar memfasilitasi layanan pencatatan sipil seperti penerbitan Surat Bukti Pencatatan Kelahiran (SBPK) yang penting bagi status hukum anak. Kesimpulannya, pendidikan non-formal berbasis kolaborasi negara–komunitas dapat menjadi strategi efektif untuk melindungi hak dasar warga negara di luar negeri sekaligus membangun citra positif Indonesia di ranah diplomasi publik. Penelitian ini berkontribusi pada literatur pendidikan, diplomasi, dan tata kelola migrasi dengan menawarkan perspektif integratif mengenai peran pendidikan sebagai alat diplomasi publik dan perlindungan hak asasi manusia dalam konteks migrasi transnasional di Asia Tenggara.

The fulfilment of the right to education for Indonesian non-procedural migrant children in Malaysia continues to face significant barriers, primarily due to the absence of official documents and the restrictive policies of the host country. These conditions prevent thousands of children from accessing formal schools, affecting their future opportunities while also reflecting the limited capacity of the Indonesian state to protect its citizens abroad. This study aims to analyse the role of the Indonesian government in safeguarding the right to basic education for non-prosedural migrant children through a case study of Sanggar Belajar Subang Mewah. Employing a qualitative approach, data were collected through observation, documentation, and literature review, with analysis focusing on policy frameworks, coordination mechanisms, and the role of community involvement in managing alternative education initiatives. The findings reveal that Sanggar Belajar not only expands access to education for migrant children but also serves as an instrument of soft diplomacy through cross-sectoral collaboration with NGOs, universities, and Indonesian diaspora communities. Furthermore, the learning center facilitates civil registration services, such as the issuance of the Surat Bukti Pencatatan Kelahiran (Certificate of Birth Registration), which is crucial for children’s legal identity. The study concludes that non-formal, community-based education coordinated with state institutions can serve as an effective strategy for protecting citizens’ fundamental rights abroad while simultaneously strengthening Indonesia’s image in the sphere of public diplomacy. It contributes to the literature on education, diplomacy, and migration governance by offering an integrative perspective on the role of education as both a tool of public diplomacy and a mechanism of human rights protection within the context of transnational migration in Southeast Asia.