<![CDATA[This study aims to analyze the implementation of community philosophy values in the learning process in the Equivalency Program at PKBM Amanah, particularly in shaping students' social attitudes. The focus of the study includes the application of the values of mutual cooperation, empathy, dialogue, cooperation, responsibility, and changes in students' social attitudes during non-formal learning. The study used a qualitative approach through learning observations, interviews with tutors, and reflections on the students' experiences. The results showed that students demonstrated positive social development, such as increased ability to work in groups, appreciation of age differences, and respect for tutors and fellow students. Differences in social attitudes were also influenced by age background, previous educational experience, employment, and family circumstances. The students' social environment, including social patterns and household dynamics, played a major role in shaping their initial character before entering PKBM. PKBM Amanah strives to instill community philosophy values through tutors' role models, group work habits, social activities, reflective discussions, and the application of experiential learning. The main challenges are the diversity of students' characters, limited face-to-face time, and differences in learning motivation. This research confirms that non-formal education has a transformative role in developing the social attitudes of learners through the application of the philosophical values of society. Keywords: Non-formal education, Community Learning Activity Center (PKBM), social philosophy, social attitudes, educational values. Abstrak Penelitian ini bertujuan menganalisis implementasi nilai-nilai filsafat pendidikan masyarakat dalam proses pembelajaran pada Program Kesetaraan di PKBM Amanah, khususnya dalam membentuk sikap sosial peserta didik. Fokus kajian meliputi penerapan nilai gotong royong, empati, dialog, kerja sama, tanggung jawab, serta perubahan sikap sosial peserta didik selama mengikuti pembelajaran nonformal. Penelitian menggunakan pendekatan kualitatif melalui observasi pembelajaran, wawancara dengan tutor, serta refleksi pengalaman warga belajar. Hasil penelitian menunjukkan bahwa peserta didik menunjukkan perkembangan sosial yang positif, seperti meningkatnya kemampuan bekerja dalam kelompok, penghargaan terhadap perbedaan usia, serta sikap hormat terhadap tutor dan sesama warga belajar. Perbedaan sikap sosial juga dipengaruhi oleh latar belakang usia, pengalaman pendidikan sebelumnya, pekerjaan, serta kondisi keluarga. Lingkungan sosial warga belajar, termasuk pola pergaulan dan dinamika rumah tangga, berperan besar dalam membentuk karakter awal mereka sebelum masuk PKBM. PKBM Amanah berupaya menanamkan nilai-nilai filsafat masyarakat melalui keteladanan tutor, pembiasaan kerja kelompok, kegiatan sosial, diskusi reflektif, serta penerapan pembelajaran berbasis pengalaman. Tantangan utama adalah keberagaman karakter warga belajar, keterbatasan waktu tatap muka, dan perbedaan motivasi belajar. Penelitian ini menegaskan bahwa pendidikan nonformal memiliki peran transformatif dalam mengembangkan sikap sosial warga belajar melalui penerapan nilai-nilai filsafat masyarakat. Kata kunci: Pendidikan nonformal, PKBM, filsafat masyarakat, sikap sosial, nilai Pendidikan]]>
