In today’s fast-paced world, where technology and information are rapidly evolving, independent learning has become a vital skill for students to develop. Independent learning refers to the ability of individuals to set their own goals, seek out resources, and manage their own progress. This skill is essential, particularly in technical fields such as electrical engineering, where learners must continuously adapt to new concepts and technologies [2]. Students who are equipped with strong independent learning skills are better prepared to face the complexities of the modern workforce, where adaptability and problem-solving abilities are highly valued [3].

Rumah Belajar Mifasol, a community learning center dedicated to supporting youth education, has developed an electrical teaching program aimed at equipping students with essential technical skills. The program covers various aspects of electrical engineering, from basic circuitry to more advanced electrical systems. However, beyond merely teaching technical skills, the program also emphasizes the development of independent learning abilities. By focusing on self-directed learning, the program encourages students to take ownership of their educational journey, fostering a mindset that is crucial for lifelong learning [1].

Several studies have explored ways to develop independent learning skills. Barker and Jones [11] showed that structured strategies like project-based learning support self-directed learning in schools. Wang and Reddy [8] emphasized collaboration in fostering critical thinking and autonomy in higher education. Purnama and Nurdiana [9] found that community-based programs improve access to education, though less focus was placed on independent learning itself. However, few studies link informal STEM activities in community service settings with national curriculum goals while promoting independent learning among out-of-school children. This paper addresses that gap by presenting the TEMA program as an informal yet structured model aligned with national competencies to support learner autonomy.

Despite the efforts of Rumah Belajar Mifasol, many students still struggle to fully embrace independent learning. This is often due to traditional educational approaches that prioritize passive learning over active problem-solving and critical thinking [4]. Therefore, this paper explores the implementation of independent learning strategies within the electrical teaching program at Rumah Belajar Mifasol. The objective is to identify the current practices, challenges, and opportunities for enhancing independent learning skills among students.

Therefore, the Electrical Engineering Student Association (HMTE) of UPN Veteran Jakarta is organizing the 2024 Electrical Engineering Teaching Program (TEMA) to assist in developing skills and teaching underprivileged children in terms of education. In the educational aspect, learning is conducted using engaging teaching methods to prevent children from becoming bored during lessons. With these engaging methods, it is expected to improve the quality of children’s education by providing them with essential knowledge.

Additionally, the Electrical Engineering Teaching Program (TEMA) is designed to align with the principles of the Indonesian National Curriculum, particularly emphasizing the development of core competencies (Kompetensi Inti and Kompetensi Dasar) such as critical thinking, collaboration, creativity, and communication (4C skills). Although conducted in an informal learning setting, the program adopts competencies outlined in the Kurikulum Merdeka that encourage students to explore, experiment, and reflect, especially in STEM-related fields. This alignment ensures that the learning outcomes support national educational goals while being adapted to the unique needs of out-of-school children.

The name of the event that has been held is the Electrical Engineering Teaching Program (TEMA) 2024 with the theme "Spirit of Learning, Unlimited Dreams: A Small Step Towards Great Knowledge". The purpose of this activity is to serve as a platform for expressing humanitarian spirit and concern by helping underprivileged children to receive their rightful access to education.

The agenda as shown in Table 1 begins with committee preparation and briefing to ensure readiness, followed by the opening of the event with a prayer. A welcome speech sets a positive tone, leading into the distribution of books and stationery for participants. The core educational session, including teaching and a quiz, takes place next, encouraging active engagement. An ice-breaking activity follows to refresh participants, then an experiment session to foster hands-on learning. Mini games provide additional fun, with prizes distributed afterward. A plaque presentation and questionnaire follow, concluding with the event’s closing remarks. Finally, snacks are distributed, and documentation of the event is completed.

The variety of ages among participants in the Electrical Engineering Teaching Program reflects the diverse educational backgrounds and experiences of the students involved. This program is designed for children who are expected to receive a formal education but may come from various age groups due to different circumstances, such as interruptions in their schooling or the need for additional support in understanding complex subjects like electrical engineering. By accommodating a range of ages as shown Figure 2, the program ensures that all participants, regardless of their educational journey, can benefit from tailored teaching methods that cater to their unique learning needs, the total participants is 22 students. This inclusivity not only enhances their understanding of electrical concepts but also fosters a collaborative learning environment where students can share their perspectives and experiences, ultimately enriching the educational experience for everyone involved.

This program offers an inclusive model of informal STEM education that aligns with national education competencies, while fostering independent learning and curiosity among out-of-school children. The study was limited to 22 participants in a specific community and covered a relatively short intervention period, which may affect the generalizability of the findings.

1.The service was conducted in the Mifasol community, which focuses on assisting out-of-school children in the West Depok area.

2.Among 22 respondents, 59.1% of students stated that they were eagerly looking forward to the Electrical Engineering Teaching Program (TEMA).

3.A total of 63.6% of students felt very happy and delighted to participate in TEMA because they experienced enjoyable learning.

4.72.7% of students expressed that the teaching and learning activities were very engaging and capable of capturing their attention.

5.72.7% of students also found the ice cream experiment practice very interesting, as it could stimulate their creativity and critical thinking.

6.Overall, 63.6% of students felt that TEMA was very beneficial for them, indicating the positive impact of this program.

7.As many as 90.9% of students strongly hope that this activity can be held again at Rumah Belajar Mifasol, showing high enthusiasm for the same program in the future.

Future programs should be conducted over a longer period and include a broader participant base to enhance impact and reach.