<![CDATA[This study aims to describe learners' participation, tutors' efforts to encourage learning participation, and the obstacles faced by tutors in the Package C Equivalency Education Program at Sanggar Kegiatan Belajar (SKB) Porsea. This research employed a qualitative descriptive approach. The informants consisted of three tutors, four learners, and the Head of SKB Porsea selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that learners' participation was reflected not only in classroom attendance but also in independent learning, task completion, communication with tutors, and seriousness during examinations. Tutors encouraged participation by providing continuous motivation, implementing flexible learning strategies, adjusting learning schedules to learners' conditions, maintaining effective communication, and offering guidance when learners experienced learning difficulties. The main obstacles included work commitments, fatigue after work, family responsibilities, learner mobility, and the distance between learners' homes and the learning center. It can be concluded that flexible learning strategies and tutors' active roles are essential in improving learners' participation in the Package C Equivalency Education Program.]]>
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