Relationship Between Package C Learners’ Perceptions of Tutorial Learning Implementation and Academic Achievement at PKBM Lentera Nusa Cendikia

Non-formal equivalency education requires instructional approaches that can accommodate learners with diverse ages, educational experiences, and learning needs. Tutorial learning offers opportunities for more intensive interaction, guidance, feedback, and adjustment of learning support to individual needs. This study aimed to describe learners’ perceptions of tutorial learning implementation and academic achievement and to examine the relationship between these variables among Package C learners at PKBM Lentera Nusa Cendikia. A quantitative correlational design was employed involving all 25 Package C learners as the local study population. Learners’ perceptions of tutorial implementation were measured using a 12-item Likert-scale questionnaire covering learner participation, tutor-learner interaction, guidance and mentoring, material adjustment, feedback, and supportive learning conditions. Academic achievement was represented by learners’ report card scores, while perceived learning achievement was used as supplementary descriptive information. Data were analyzed using descriptive statistics and Pearson Product-Moment correlation. The findings showed that learners generally reported highly positive perceptions of tutorial implementation, with a mean score of 55.60 (SD = 4.77). Report card scores ranged from 79 to 93, with a mean of 87.00 (SD = 4.08). The correlation analysis revealed a positive and statistically significant relationship between tutorial learning implementation and academic achievement, r(23) = 0.808, p < 0.001. The coefficient of determination (r² = 0.653) indicated substantial statistically shared variance between the two variables. These findings suggest that more positive experiences of tutorial learning are associated with higher academic achievement among the Package C learners examined, while causal interpretations remain beyond the scope of the correlational design