Penelitian ini bertujuan untuk mendeskripsikan implementasi pengelolaan Sanggar Kegiatan Belajar (SKB) di era otonomi daerah. Deskripsi mengenai pengelolaan program Pen-didikan Nonformal, pengelolaan Sumberdaya Manusia, dan pengelolaan keuangan. Harapan-nya mampu menciptakan (1) fasilitas yang memadahi dan mampu menjembatani daerah dengan pusat, (2) munculnya kreatifitas daerah dalam pembangunan, (3) stabilitas politik pusat dan daerah, (4) adanya jaminan kesinambungan usaha, dan (5) terbukanya komunikasi. Namun pada kenyataanya pengelolaan SKB menghadapi masalah mengenai jumlah pendanaan yang kurang memadahi, SDM kurang professional, dan program tidak berkembang. Penelitian dengan menggunakan pendekatan kualitatif studi kasus dari berbagai masalah di beberapa SKB. Kemudian dianalisis dengan dialogis Milles & Huberman meliputi; pengumpulan daya, reduksi data, display data dan pengambilan kesimpulan. Hasil penelitian menemukan bahwa pengelolaan SKB pada era otonomi daerah beragam, ada yang sudah berjalan dengan baik dan mendapat dukungan dari pemerintah daerah, namun kebanyakan SKB tidak berkembang bah-kan teracam dibubarkan atau merger. Pengelolaan kelembagaan SKB yang tidak berkembang dengan baik disebabkan oleh minimnya Sumberdaya Manusia professional, kurangnya dukungan pendanaan. Kesimpulannya bahwa pengelolaan SKB di era otonomi daerah memili-ki kecenderungan menurun atau semakin tidak professional. Otonomi daerah harus tetap memperhatikan SKB sebagai satuan penyelenggara program PNFI dengan dukungan penuh dari pemerintah baik dana maupun sumberdaya manusia yang professional.Kata Kunci: pengelolaan, Sanggar Kegiatan Belajar(SKB), era otonomi daerah Management of Learning Activities Gallery (LAG) in Outonomy Era AbstractThis study aimed to describe the management implementation of Learning Activities Gallery (LAG) in the autonomy era. Description of Non-formal Education program management, Human Resources management, and financial management. Its purpose is able to create (1) facilities and able to bridge regions to the center, (2) the emergence of creativity in the construc-tion area, (3) political stability and regional centers, (4) the assurance of business continuity, and (5) open communication. But in fact the management of LAG was facing problems regarding the amount of funding that was not sufficient, human resources was not professional, and the prog-ram did not develop. Research used qualitative case studies approach of various problems in some LAG. Then dialogic analyzed by Milles and Huberman included; data collection, data reduc-tion, data display and conclusions. The study found that LAG management in the autonomy era, there was already successful and the support of the local government, but most of the LAG was not growing even threatened dissolved or merged. LAG institutional management were not well developed caused by the lack of professional Human Resources, the lack of funding support. So from some of these problems were concluded that LAG management in the era of regional auto-nomy had a tendency to decrease or even unprofessional. Regional autonomy must consider LAG as a unit organizer non-formal and informal education programs with the full support of the government both funds and human resources professionals.Keywords: management, Learning Activities Gallery (LAG), autonomy era
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