Penelitian ini bertujuan untuk memahami dinamika psikologis ketertarikan mahasiswa yang mengalami fatherless dalam pemilihan profil calon pasangan pacar. Fatherless, dalam konteks ini, merujuk pada kondisi tidak adanya figur ayah secara fisik maupun emosional dalam kehidupan individu. Penelitian ini memiliki fokus pada empat permasalahan utama, yaitu : (1) bagaimana gambaran kriteria calon pasangan pacar dilihat dari aspek kepribadian, fisik, usia, ekonomi, Pendidikan dan figur idola; (2) ekspektasi memiliki pasangan yang mirip dengan ayah atau malah sebaliknya; (3) kekhawatiran dalam memulai hubungan asmara; (4) orientasi seksual. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi  yang dipilih secara purposive. Teknik pengumpulan data dilakukan melalui wawancara mendalam dan observasi non-partisipatif, kemudian dianalisis dengan pendekatan tematik. Hasil menunjukkan bahwa individu fatherless cenderung memilih pasangan dengan kepribadian mirip ayah namun berbeda secara fisik, lebih tua secara usia, stabil secara ekonomi, setara dalam pendidikan, dan tidak menjadikan ayah sebagai figur idola. Mereka cenderung menolak pasangan yang menyerupai ayah secara emosional. Pengalaman fatherless tidak memicu kekhawatiran dalam memulai hubungan, tetapi dapat memengaruhi orientasi seksual.

This study aims to provide an overview of children's learning behavior, the factors influencing it, and how the subjects interact with tutors and peers in the teaching and learning process within the non-formal learning community Sahabat Pelangi in Manado. The research specifically compares children who are still attending school with those who have dropped out. A qualitative approach was employed using a phenomenological method. The researcher served as the main instrument to explore the children's subjective learning experiences. The research subjects consisted of two 11 y ear old children with different educational backgrounds. Data collection techniques included observation, in-depth interviews, and documentation. The data were analyzed using Miles and Huberman's model, which involves data reduction, data display, and conclusion drawing. Observations were conducted in social situations within the non-formal learning environment. The results show that children's learning behavior is influenced by motivation, environmental support, and the educational structures available to them. Children who are still in school tend to demonstrate more independent, structured, and active learning behaviors, supported by the roles of family and school. In contrast, children who have dropped out of school show a high but unstable interest in learning and rely heavily on the community as an alternative learning space. This study highlights the importance of learning communities as a form of inclusive education, particularly for children living in vulnerable social and economic conditions