<![CDATA[This study examines experiential learning as a humanistic instructional strategy in equivalency education at PKBM Lentera Nusantara, Malang Regency. The research is motivated by low learning motivation and participation among adult learners, which are often influenced by negative prior educational experiences, socio-economic constraints, and formalistic instructional approaches. Using a qualitative descriptive-analytical design, the study involved tutors, program managers, and Package C learners as research participants. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings indicate that experiential learning enables learners to engage in contextual and meaningful learning activities closely related to their daily lives. Learning through direct experience, practice, discussion, and reflection fosters active participation, increases learner confidence, and enhances intrinsic motivation. Tutors play a critical role as facilitators who guide learning processes empathetically and adapt instructional activities to learners’ real-life contexts. Furthermore, experiential learning aligns strongly with the characteristics of nonformal and equivalency education, which emphasize flexibility, relevance, and learner-centeredness. Overall, the study concludes that experiential learning effectively functions as a humanistic instructional strategy that supports learner empowerment, motivation, and active participation within nonformal education settings.]]>
