This study aims to describe the strategies implemented by Rumah Belajar Merah Putih in addressing the educational needs of children of commercial sex workers who are not enrolled in formal schooling. A qualitative descriptive approach was used, with data collected through observation, interviews, and documentation. The findings indicate that Rumah Belajar Merah Putih faces several challenges, including limited facilities and infrastructure, insufficient funding, low public awareness of the importance of education, a shortage of qualified teaching staff, and difficulties in establishing external partnerships. To overcome these obstacles, the organization has developed strategies encompassing four key aspects: (1) Corporate strategy, which emphasizes the formulation of a vision, mission, and goals in response to the community’s lack of attention to education; (2) Program strategy, designed based on the background of the learners to raise awareness of the importance of education; (3) Resource support strategy, aimed at addressing the limitations in teaching staff, funding, and facilities; and (4) Institutional strategy, focused on strengthening internal communication and expanding external partnerships to tackle collaboration challenges. These four strategies have proven effective in addressing the identified challenges and serve as a crucial foundation for providing inclusive education for children of commercial sex workers, although continuous improvement and reinforcement are still needed.

This research have a purpose to prove the influence of social support on self confidence of students at SMAN 100 Jakarta. This research was motivated by the large number of students who feel inferior or lack self-confidence so that it can interfere with and hinder the improvement of their achievements, skills, or interests both academically and non-academically. Quantitative with a sampling technique, namely simple random sampling, is the foundation of this study. Students of SMA Negeri 100 Jakarta class 10 became the population in the study conducted. With an R Square value of 0.512, it proves that there is an influence of social support on self-confidence which is presented at 51.2%, while 48.8% is the contribution of variables other than social support such as self-concept which the researcher did not include in this study. The findings are reinforced by the t-test analysis value with an acquisition of 15.928> 1.978 which can be concluded that there is an influence of social support on the self-confidence of class X students at SMA Negeri 100 Jakarta.

Self-efficacy is an individual’s confidence about performed accompanied task by the ability to complete the work that has been given. PKM can improve confidence education student to teaching in providing direct learning to learners. The purpose of this study was to determine the factors that can increase self-efficacy of teaching in PKM courses. This research used a descriptive method with the research subjects of UNJ Social Studies Education Students class of 2020 who has attended the PKM course. UNJ Social Studies Education students have a moderate level of self-efficacy, which means that UNJ Social Studies Education students have the confidence to teach and are able to complete the task given during PKM. However, in the preparation process its implementation still has some shortage so that it can affect the self-efficacy of teaching. Influencing factors are (1) interest in becoming a teacher, (2) supporting courses, (3) implementation mechanisms, (4) sources of self-efficacy, Mastery Experience, Vicarious Experience, Social Persuasion, Physiological and Emotional State. Researchers can then use questionnaires so that the results obtained have definite numerical data so that self-efficacy can be measured properly.