CONCEPT AND METHOD OF LEARNING FOR ADULTS

1. Preliminary
One important aspect of education today which require attention is the concept of education for adults. Not always we talk about education and review of school pupils who are relatively young. Reality on the ground, that not a few adults who should get a good education informal and non-formal education, such as education in the form of skills, courses, upgrading and so forth. The problem that often arises is how to tips, and strategies that in fact membelajarkan adults do not occupy the school. In this case, adults as students in helajar activity can not be treated like regular students children who were sitting in a traditional school. Therefore, it should be understood that, adults who grew up as a person and has a maturity of self-concept moves from dependency as it does on childhood toward independence or self-direction. Adult psychological maturation as a person with self-directed this encourages the emergence of a very deep psychological need is the desire of others viewed and treated as a person who directs himself, not directed, forced and manipulated by others. That way when the adults have a situation that did not allow himself to be himself then he will find himself depressed and feel bad. Because an adult not a child, then adult education can not be equated with the education of school children. Need to understand what the driving Hagi adults learn, what obstacles dialaininya, what he expects, how he can learn best and so on (Lunandi, 1987).
An understanding of adult development psychology course has important meaning for educators or facilitators in mnenghadapi adults as students. Growing understanding of the psychology of such adults to grow in a theory known as andragogi. Andragogi as a science that has broad and deep dimension to the theory of learning and teaching. In brief, this theory provides an essential basic support for adult learning activities. Therefore, education or adult learning effort requires a special approach and should have a strong grasp of the concept theory based on assumptions or understanding of adults as students.
Educational activities in schools or outside schools have local and diverse activities. Adult education, especially non-formal community education most of the students or participants are adults, or at least a youth or teen. Therefore, educational activity requires a separate approach. By using the theory of activity or business andragogi adult learning within the framework of realization of development or achievement of the ideals of lifelong education can be obtained with the support of theoretical concepts or the use of technologies that can be justified.
One of the problems in the sense andragogi is a view which suggests that the education objective is to transmit knowledge. But on the other hand the changes that occur such as innovations in technology, mobilization of the population, changes in economic systems, and the like so quickly happens. In these circumstances, the knowledge obtained by a person when he was 21 years will become obsolete when he was 40 years old. If so, then education as a process of knowledge transmission is not in accordance with the needs of the modem (Arif, 1994).
Therefore, the purpose and the study / paper is to examine the various aspects that may be performed in an attempt membelajarkan adults (andragogi) as one alternative to solving the problem of education, because education is no longer defined merely as an effort to transmit knowledge, but formulated as a process of lifelong education (long life education).

2. Theory Study
2. 1. Understanding Andragogi
Andragogi derived and Andros Greek meaning adults, and agogus means to lead. Other The term is often used as a comparison is drawn and the word pedagogy means the child and paid agogus means to lead. So literally means the art and knowledge of pedagogy to teach children. Therefore, the pedagogy means the art or knowledge to teach children, then when using the term pedagogy for adults is clearly not appropriate, as it contains contradictory meanings. Meanwhile, according to (Kartini Kartono, 1997), that pedagogy (better known as androgogi, the science to guide / educate people; Aner, Andros = man; agogus = lead, educate) is the science of the human form, ie, forming a personality completely, for he is able to self in the midst of their social environment.
In a lot of practice, teaching adults do the same with teaching children. The principles and assumptions applicable to the education of children considered to be applied to adult education activities. Almost everything known about the learning drawn from the research study related to the child. So also about teaching, drawn from the experience of teaching young children for example in conditions must be present and all the theories regarding the transaction, teachers and students is based on a definition of education as a process of cultural displacement. However, adults who have matured as a person has needs in terms of learning areas set around the problem of his life.
If drawn from an understanding of pedagogy, then andragogi literally can be defined as art and knowledge of teaching adults. However, for adults as individuals who can drive yourself, then in andragogi more important is the learning activities of learners rather than teachers' teaching activities. Therefore, in giving a definition andragogi more likely to be interpreted as an art and knowledge membelajarkan adults.

2. 2. Adult Learning Needs.
Adult education can be. defined as an organized whole educational process, on any form of content, what level of status and methods used in this education process, both formal and non-formal education, both within the framework of continuing education at school or in lieu of education in schools, in the course, job training and in college, which makes adults are able to develop abilities, skills, enrich knowledge, improve the qualifications keteknisannya or professionalism in an effort to realize the dual capability in a side that is able to develop personal bangankan intact and able to realize its participation in the socio-cultural development , ekonoini, and technology in a free, balanced and sustainable.
In this case, there appears to duplicate the pressure to the realization that want dikembangankan in activity in the field, the first to realize the achievement of perkemhangan each individual, and second to realize the increased involvement (participation) in social activity and every individual. Similarly, also, that adult education encompasses all aspects of the learning experience required by adults both men and wania, in accordance with areas of expertise and capabilities of each.
Thus it can positively impact the success of adult learning that looks at the change of behavior toward fulfilling the achievement of capabilities / skills are adequate. Here, each individual is faced with another individual will be able to learn hersama with confidence. Changes in behavior in terms of cooperation in various activities, is the result and the change after the introduction of the learning process, namely the process of attitude change was not confident a full peruhahan confidence by increasing knowledge or skills. Penilaku changes due to the change (increase) in knowledge or skill and presence of perubalian mental attitude is very clear, in terms of adult education is not enough just to provide additional knowledge, but must dihekali also with a strong confidence in prihadiriya. Increased knowledge alone without strong self-confidence, surely able to bring about positive change towards a renewal herupa both physically and mentally in a real, comprehensive and berkesinambungam
Changes in behavior for adults take place through the education process associated with the development of themselves as individuals, and in this case, it's possible participation in social life to improve our own wellbeing, and prosperity for others, disehabkan productivity is further improved. For adults meet very basic needs, so that once those needs are met he can move the business towards the fulfillment of other needs that more needed as the perfecting of his life.
Each individual must meet the most basic needs (food and clothing), before he was able to feel kehutuhan higher as perfecting the basic needs before, namely kehutuhan security, respect, self esteem, and actualization itself. When the most basic needs of the physical needs of food, clothing, and the board has not met, then any individual not need or feel what is called as self-esteem. After basic needs were met, then every individual needs to feel safe distance and a sense of fear, anxiety, and concern for her safety, because insecurity will only give birth herkepanjangan anxiety. Then if the security has been met, then each individual need respect for her rights which are recognized by any individual outside of himself. If all of which are met then the individual is felt to have self-esteem.
In this connection, of course, adult education who have self-esteem and her need of recognition, and it will be very influential in the process belajamya. Psychologically, knowing the needs of adults as the participants in the education / training, it can be easily and can be determined to learn the conditions that must be provided, the contents of what material should be provided, strategies, techniques and what is the appropriate method to use. According Lunandi (1987) are important in adult education are: What dipetajari student, not what teachers taught. That is, the end result being assessed is what is obtained by adults and meeting education / training, not what dilalukukan teacher, trainer or speaker in the meeting.

2.3. Principles of Adult Education
Pertumbuan adults start in mid-adolescence (adolescence) to adulthood, in which individuals not only have a tendency to grow towards self drive but actually he wants other people view themselves as independent Prihadi who have self-identity. With so adults do not want people looking at him let alone treat him like a child. He expects the recognition of others will be autonomous themselves, and guaranteed kelentramannya to keep her identity with rejection and disapproval of others will attempt to pressure, force, and manipulation of behavior directed toward him. Unlike children who are several levels are still the object of surveillance, control of another person namely surveillance and control of adults who are standing by, against him.
In education or learning activities, adults no longer be the object of socialization that seems to be formed and influenced to adapt themselves to the desire to hold authority over himself, but the purpose of learning activities alau lehih adult education course leading to the achievement of self-stabilization of identity to be himself, --- a term Rogers in Knowles (1979), aims to deliver learning activities to a private individual or menemuan his true identity. In terms of education is learning atan prosess of becoining a person. Not the process of formation or the process of being shaped to a process of control and manipulation to fit with others, or if you borrow the term Maslow (1966), learning is a process to achieve aktualiasi self (self-uchuslizatiun).
As already noted above hahwa in adults as students who are already growing maturity of the concept itself arose deep psychological need for the lust of the eye and treated other people as a whole person who directs his own. But not only adults but also youth or adolescents also have such kebuluhan. According Peaget theory (1959) regarding the development of psychology and more than 12 years and above individual has to think in the adult form of the term he has reached the development of formal operations thought. In this development stage the individual has to solve all problems logically, scientifically berlikir, can solve the problems of complex verbal or brief cognitive structure has been reached maturity. In this period, individuals begin to develop an understanding of self (self) or identity (identitiy) that can be conceived separately from the outer world around him. Unlike children, teens here (adolescence) is not only to understand the state of nearby objects but also the possibility of a state that objects in thought. In the case of the values ​​of teenagers began to question and compare the expected values ​​are always compared with actual values. In short we can say the life of adolescents is the degree to which such processes occur, and this went on until it reaches maturity.
With so presumably it is clear that the youth (not only adults) have the ability to think of himself, and realizes that there is a contradictory situation between the values ​​adopted and the behavior of others. Therefore, it can be said since mid-adolescence individuals develop what is said "understanding ourselves" (sense of identity).
Furthermore, Knowles (1970) developed the concept andragogi of four different basic assumptions with pedagogy. The four main assumptions are as follows. Assumptions First, a person grow and mature self concept of movement and total dependence towards self-direction. Or simply to say to the children the concept itself is still dependent, while in adults the concept itself is independent. Since independence this is an adult concept itself requires appreciation of others as human beings who can drive themselves. If he faced a situation where he did not allow himself to be self-directing it will be a reaction not happy or reject.
The second assumption, as individuals grow mature will collect a large amount of experience where it caused him to be a rich learning resource, and at the same time giving him a broad base for learning something new. Therefore, in a decline in the use of technology andragogi transmital technique as that used in traditional education and the more developed the technique of experience (experimental-technique). So the use of discussion techniques, laboratory work, simulations, field experiences, and other more widely used.
The third assumption, that education is directly or indirectly, implicitly or explicitly, definitely played a major role in preparing children dain adults to fight for existence in the middle of the community. Therefore, schools and education becomes a powerful means to make the process of integration and social disintegration in the society (Kartini Kartono, 1992). Accordingly, we assume that each individual becomes mature, the readiness to learn less academic dilentukan by coercion and biological development, but lehih determined by the demands of the task to perform the role of social development. In other words, adults learn something because they require levels of development that must confront its role whether as workers, parents, the head of an organization, and others. Readiness to learn they were not solely academic under compulsion, but because of the necessities of life and to carry out tasks sosialnya.Hal role is due to learning for adults as if it is a necessity to face the problem of his life.

2.4. Condition of Adult Learning
Lessons are given to adults can be effective (faster and attached to his memory), when the supervisor (trainer, pcngajar, penatar, instructors, and the like) not too mendoininasi class groups, reduce a lot of talk, but efforts for individual adults were able to find alternative-an alternative to develop their personality. A good coach should strive to many listen and accept one's ideas, then evaluate and answer their questions. Adults in hakekalnya is being creative when someone is able to move / explore the potential that exists within them. In this effort, required skills and special tips that can be used in the learning. In addition, adults can dibelajarkan active when they feel more involved now in a learning activity, especially when they are engaged to contribute thoughts and ideas that make them feel valued and have pride in front of fellow friends. That is, adults will learn better if pribadiriya opinion is respected, and will be more happy if he can brainstorm ideas and put forward the idea of ​​mind, rather than merely cramming supervising theory and his own ideas to them.
Because of the nature of adult learning Hagi is hersifat subjective and unique, then the matter and correct atari wrong, all the opinion of feelings, thoughts, ideas, theories, value systems need to be appreciated. No respect (underestimate and exclude) their self-esteem, will only turn off the passion of adult learning. However, adult learning is also important to gain the trust darts mentor, and in the end they must have confidence in himself. Without such confidence, the atmosphere was conducive to learning would never materialize.
Adults have different value systems, have opinions and convictions that berheda. With the creation of good atmosphere, they will be able to express your heart and fill his mind without fear and anxiety, although they were herbeda opinion. Adults should have the feeling that the atmosphere / hagaimanapun learning situations, they may differ in opinion and may make mistakes without being threatened by something sanctions (humiliation, dismissal, ridicule, etc.).
Disclosure of a mentor is very helpful for the progress of adults in developing pribadiriya potential in the classroom, or in training. The nature of openness to express themselves, and open to hearing ideas, will contribute to psychological health, and their pisis. In addition, to avoid any kind of consequences that make adults receive ridicule, insult, or diperma1ukan. The best way is the creation of an atmosphere of openness in everything, so that various alternatives freedom of ideas / ideas to be created.
In other cases, can not be dinafikkan that adults learn sccara distinctive and unique. Factor levels of intelligence, confidence, and feelings of control should be recognized as a typical personal rights so that the decision taken is not necessarily the same as other people's private i. Togetherness in the group not always be the same in Prihadi, because would be very boring if only an atmosphere that seemed to only recognize one truth without any criticism that shows the difference tersehut. Therefore, educational background, cultural background helakang, and past experience of each individual can give a different color on every decision taken.
For adults, the creation of a conducive learning atmosphere is a facility that encourages them willing to try new behaviors, herani different, can apply with a new attitude and willing to try the new knowledge they acquired. Although something new contain the risk of mistakes, but mistakes, and mistakes themselves are part of the fair and learn.
Eventually, adults want to know what it himself in study groups. For adults there is a tendency to know the strengths and weaknesses of themselves. Thus, it is necessary to joint evaluation by all members of the group felt herharga for reflection material, where the reflections that can evaluate him and others who may have different perceptions

2.5. Influence Factors of Physical Impairment in the Adult Learning
Human learning process lasts until the end of life (long life education). However, there is a negative correlation between changes in age with the ability of adult learning. That is, each individual adults, growing old, will be increasingly difficult for him to learn (as all aspects of their physical abilities decline.) For example, memory, physical strength, ability to reason, ability to concentrate, and more all showed decline according to age added as well. According Lunandi (1987), the rapid growth and development means not looking forward to the experience gained by living through it. Balanced progress with the times should be sought through education. According to the Lunandi Vemer and Davidson (1987) there are six factors which can psychologically inhibiting participation in an adult education program:

1. With increasing age, a point near penglilhatan or the nearest point that can be seen clearly from hergerak increasingly distant. At the age of twenty years one can see clearly an object at a distance of 10 cm from his eyes. Around age forty fahun point near vision had been away up to 23 cm.
2. With increasing age, distant point of vision or the farthest point that can be seen clearly began to decrease, which is shorter. Both these factors need to be considered in the procurement and use of materials and educational tools.
3. Growing age, the greater the amount of illumination required in a learning situation. If someone at the age of 20 years requires a 100 Watt cahaya1 then at the age of 40 years required 145 watts, and at age 70 as bright as a new 300 Watt enough to be able to see clearly.
4. Growing age, color contrast perception tends towards red than the spectrum. This is caused by komea or yellowing of the eye lens, so that light entering somewhat alienated. The result is that less can dibedakannya lenmbut colors. For details need to use bright colors that contrast for teaching aids.
5. Hearing or the ability to receive voice abate with age. In general, a person suffered a setback in its ability to distinguish the sharp tones in each decade of his life. Men tend to be more rapid retreat in this regard than women. Only 11 per cent and people aged 20 years who experience hearing loss. Up to 51 percent and 70-year-old man found to be experiencing hearing loss.
6. The difference sounds or the ability to distinguish sounds more reducing with increasing age. Thus, other people talk too fast more difficult to arrest, and hunyi side and sound in the background like the one with the talking person. Also increasingly difficult to distinguish the sound of consonants such as t, g, b, c and d.

There are some things that need to be considered adults in the learning situation has a certain attitude, then purlu note these below:

1. The creation of the learning process is a procedure experience to be established by each individual adult. The process of adult learning is obliged to motivate / encourage to seek higher knowledge.
2. Each individual adults can learn effectively when every individual is able to find personal meaning for him and look good meaning it is related to personal needs.
3. Sometimes the process is less conducive to adult learning, this is because learning is oriented only towards peruhahan behavior, behavior change alone is not enough, if the change was not able to appreciate the sublime Hudaya nation that must be maintained, in addition to traditional methods of thinking are difficult to change.
4. The process of adult learning is a unique and special and individual. Each adult individual has his own tips and strategies and find solutions to study the problems encountered in the learning. With the opportunity to observe the tips and strategies of other individuals in the study, expected it to improve and refine its own way of learning, as an effort to more efeklif correction.
5. Past experience factor is very influential in any actions to be taken, so a good experience needs to be extracted and grown into a more useful direction.
6. One's intellectual development through a process in bertahab experience can be expanded. Maximize the learning outcome can be achieved when every individual can expand the reach of the pattern herpikimya

On the one hand, learning can be defined as a process of evolution. This means that acceptance of science can not be enforced at once granted, but can be done gradually through a sequence of specific processes. In educational activities, general educators determine much about the content knowledge and skills that will be presented. They manage the content (material) into the units, then selects the most efficient tool for menyanipaikan units and materials, such as lectures, reading, laboratory work, film, heard the tapes and others. Next develop a plan to deliver this content units in a sequence hentuk.
In andragogi, educators or facilitators to prepare a long one device procedure to involve students, to further the process involves the following elements: (a) create a climate that supports learning, (b) creating a mechanism for joint planning, (c) diagnosis kehutuhan -learning needs, (d) formulating program objectives that meet the learning needs, (e) plan the pattern helajar experience, (f) perform this helajar experience with the techniques and materials are adequate, and (g) evaluate learning outcomes and diagnose back kebutuhankebutuhan learning.

2.6. Methods of Adult Education
In many adult learning methods applied. For this kind of learning memberhasilkan, any method that is applied should consider the factors of available facilities and infrastructure to achieve the ultimate goal of learning, namely that participants can have a quality learning experience. It is a big mistake if, in this case, the tutor is less reasonable to set the utilization factor method only because its sole discretion, it deems that is using the easiest method, or simply due to his desire admired by the participants in the class or there may be a tendency to only master one particular method .
Determination of the selection methods teachers should consider the objectives, which in this case refers to the outline of the teaching program is divided into two types:

1. The design process to encourage adults able to arrange and complete new experience with past memmedomani ever experienced, for example with training skills, through questioning, interviewing, counseling, sensitivity training, etc., so as to give new insights on their respective individuals to be able to take advantage of what she already knew.
2. The learning process is designed for the purpose of improving the transfer of new knowledge, new experiences, new skills, to encourage each individual's adult can reach as much as possible knowledge he wants, what the needs, skills needed, such as learning to use computer programs needed where he worked.

Accordingly, adults learn more effectively if he can listen and speak. Better yet, if in addition he could see well, and the more effective again if it can also work.
Function talk just a little place on the question and answer period. To talk and listen to the discussion method is balanced. In education by way of demonstration, participants as well as hearing, seeing and speaking. During practical exercises the participants can hear, speak, melihal and do well, so it can expected to be most effective,
2.7. Implications Against Adult Learning
Efforts towards the implementation of andragogi theory in adult education activities, has been employed by some experts, based on four basic assumptions of adults as described above, namely: self-concept, accumulated experience, learning readiness, and learning orientation. The basic assumption is elaborated in the process of planning educational activities with sehagai following steps:

1. Creating a structure for joint planning. Ideally, this kind of structure seharusrwa involve all parties who will be affected educational activities are planned, which include participants learning activities or student, teacher or facilitator, representatives of institutions and society.
2. Creating a learning climate that supports adult learning. It is very important to create a climate that values ​​cooperation between teachers and students. A climate of adult learning can be developed by setting the physical environment that provides comfort and easy interaction, such as chairs or tables set in a circle, not a marching-marching into helakang. The teacher is more helpful rather than judgmental.
3. Diagnosis belajamya own needs. Diagnosis kebutuhari must involve all parties, and the result is kehutuhan together.
4. Formulation of destination. Operationally feasible for the formulation of objectives that should be done together in the description of behavior that will be produced to meet the above requirements.
5. Develop a general model. This is an aspect of art and design courses, which must be arranged in harmony kegiaan learning by making study groups both large groups and small groups.
6. Planning evaluation. Are like the case in the diagnosis of needs, the evaluation should be in line with the principles of adults, namely as a person and can be self-directed. So the evaluation is more hersama own evaluation or evaluation.

Applications that diuaraikan above actually more of the principles or guidelines as a control action membelajarkan adults. Therefore, its success will be more benyak depend on each execution and of course also depends on the conditions faced. However, the implications of technological development or andragogi approach can be attributed to the preparation of the curriculum or how to teach the students. However, because of attachment to the institutions that usually take place, the preparation of program or curriculum by using andragogi be much more developed by using this andragogi approach.

3. Conclusions and Suggestions
3.1. Conclusion
Education or learning is a process to be himself (Process of Becoming) is not formed untik process (proces of Beings Imped) nunurut will of others, then learning should melihatkan individual or client in the process of thinking what they want, look for what can be done to fulfill that desire, determine what action needs to be done, and plan and do what needs to be done to make that decision. Can be said is the task of educators in general is to help people learn how to think about themselves, manage their own affairs and mempertimhangkan life views and interests of others. With a brief to help others to berkemhang and mature. In andragogi, adult involvement in the process lehih helajar far greater, because from the beginning must be made a diagnosis on the needs, formulate goals, and evaluate learning outcomes and implement them jointly

3.2. Suggestion
Andragogi technology development can only be made where it is believed that the mature adult as a person who is able to drive themselves, understand themselves, to make a decision for something that concerns him. Without such confidence would not be growing andragogi approach. In other words andragogi would not be likely to grow if left ideal base as a private adult self-directed. For policy makers in terms of adult learning are expected to provide a holistic consideration to the development of skills and resources pemngkatan qualified adult.


REFERENCES
Ahmuddiputra, Enuh, & Atma, BISAR, Suyatna. (1986). Adult Education. London: Karunika.
Arif, Zainuddin. (1994). Andragogi. Bandung: Angkasa.
Lunandi, A, G. (1987). Adult education. New York: Scholastic.
Kartono, Kartini. (1992). Theoretical Introduction to Science Teaching: Does Education Still Diperlukun?. Bandung: Mandar Maju.di
- - - -, (1997). Political Reviews Mengenni National Pendikan System: Some Criticism And Suggestion. London: Pradriya Paramtra
Knowles, Malcolm S. (1970). "The modetn practiesof aduce adult education, andragogy versus pedagogy", New York: Association Press ..
Piaget, J. (1959) "The growth of logical thinking Jmm ehildood fo adolescence." New York: Basic Books.
Graduated, Tisnowati. (1984) From Pedagogy to Andragogik, Jakarta: Pustaka Dian.
Drost, SJ, (1998), School of Teaching or Educate?, Canisius, Yogyakarta
-------, (2005), From the CBC (Competency-Based Curriculum) Up MBS (School-Based Management), Book Publisher Kompas, Jakarta
Durkheim, Emile, (1990), Moral Education (A Study of Theory and Applications of Sociology of Education), Erland, Jakarta.
Gie, The Liang (2004), Introduction to Philosophy of Science, Liberty, Yogyakarta
Jadman, Darmanto (1986), Some Problems of Culture, Alumni, Bandung

By: Drs. Agus Marsidi, M. Si
Lecturer at the Department of PLS, Makassar State University
Source: Journal Andragogi of Regional V Makassar BPPNFI