Promoting Children’s Educational Rights and Social Welfare in Migrant Communities: A Human Rights-Based Assessment of The Sanggar Bimbingan Malaysia Program

Author Information

Nurul Intan Permanasari, Pertamina Internasional Eksplorasi dan Produksi, Indonesia
Indra Yudhistira, Pertamina Internasional Eksplorasi dan Produksi, Indonesia

Abstract

This study analyzes the fulfillment of the educational rights and social welfare of Indonesian migrant children in Malaysia through the Malaysian Guidance Center Program using a Human Rights-Based Approach (HRBA). Specifically, this study evaluates the impact of the quality of the STEMphoria subprogram implementation, a STEM-based learning enrichment initiative delivered through Sanggar Bimbingan community learning centers, on participant satisfaction as a direct outcome of the program, as well as mapping the achievements, impacts, and challenges of program implementation based on the alignment between targets and realization. The research uses a mixed-method approach with a convergent parallel design. Quantitative analysis was conducted through a Community Satisfaction Index survey of 38 respondents and analyzed using simple linear regression. Meanwhile, qualitative analysis was performed on Pertamina International EP's 2025 CSR Monitoring and Evaluation documents using NVivo software. The dataset comprised information from 46 respondents gathered through in-depth interviews and field observations conducted by the Community Development Officers (CDOs) of PIEP as part of the CSR monitoring and evaluation activities. Quantitative analysis result show that the quality of the STEMphoria program implementation has a positive and significant effect on participant satisfaction, with an explanatory contribution of 63.0%. Qualitative findings show that the program exceeded its targets in both workshop coverage and beneficiary student numbers, while generating tangible impacts including improved learning facilities and support for teaching staff. However, the study also identified structural challenges, such as student educational backwardness and limited supporting facilities. These findings support human rights–based approaches to migrant children's education.

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