Adult Education in Learning Communities

Education in general is as a conscious and planned effort to create an atmosphere of learning so that learners are actively developing the potential for him to have spiritual powers, religious, self-control, personality, intelligence, character and nobility, as well as the necessary skills themselves, society, nation and the state. In essence, education is a conscious process to develop the potential of the individual that has the intelligence of thought, emotional, character and skilled to be ready to live in the midst of society. The basic principle of education is to humanize humans, develop the basic potentials of learners for brave and capable of facing any problem faced by without feeling depressed, able, and pleased to enhance its disposition as a caliph in the earth, thus compelled to maintain themselves as well as its relationship with the Lord

Education or learning is a process to be himself (Process of Becoming) is not a process to be established (process of Beings haped) according to the will of others, then learning activities should involve 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 the affairs of their own lives and consider the views and interests of others. With a brief to help others to grow and mature. In andragogi, adult involvement in the learning process is much greater, because from the beginning must be made a diagnosis on the needs, formulate goals, and evaluate learning outcomes and implement them together. Based on
This understanding of learning can be viewed as an activity in addition to education and training guidance

In helping the provision of education for the people who for any reason are not served in the formal school channels. The concept of non-formal education should be based on community needs, not the government's desire (Aliasar 2005). This means that before the community education program is developed needs to be understood correctly what and how the needs of real people. It is necessary to study the needs analysis (needs assessment) so that the program presented to the people they really need and supported by the surrounding natural resources to support the competencies they possess. Likewise for management should be left to the society, the dominance of government should be reduced.

Community-based education is basically designed by society to membelajarkan itself through interaction with their environment, and thus the concept of community-based education to be "of society, by society, and to society." According to Young, (1980) says that community-based education emphasizes the importance of understanding the needs of society and community solutions by using the potential that exists in the environment. A very important aspect in education among other community-based lifelong education, community involvement, involvement of community organizations, and use of underutilized resources as a social place.

In addition, Brookfield (1987) comparison between community-based education (community-based education) with school-based education (school-based education). Among others, indicated that community-based educational curriculum is integrated with everyday life, the issues raised should be relevant to the needs of the community, the learning sequence depends on citizen learning, flexible learning time, using the concept of functional skills, using the approach andragogi (adult education), and do not put a diploma.

From the above opinion can be concluded that community-based education is education in the community, education that meet the needs of society, managed by the community, utilizing existing facilities in the community, and requires public participation.

Adult learning methods
Concepts and methods of adult learning is to membelajarkan adults through adult education should be carried out with appropriate methods and strategies are called andragogi method. Adults as students in learning activities can not be treated like regular students children who were sitting in a traditional school. It should be understood that the 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.

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.

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. 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 is driving for adults to learn, what barriers they experienced, 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 and non-formal education teachers in dealing with 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.

Activities either through formal education or outside the region and non-formal have diverse activities. Adult education, especially non-formal community education is 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 his view that suggests that the education objective is to transmit knowledge. But on the other with a very rapid change such as innovation and technological development, changes in the system, cultural, economic, and political developments. And the knowledge gained someone as a teenager will become obsolete when he was an adult. It is demanding changes to a sustainable (sustainability) for educators.


The principles of adult learning
The principles of adult learning and the constraints that are often experienced in applying these principles;
1. In many practices, lessons for adults do the same with children's learning. 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 with various cultural backgrounds are as a person who has matured, and have other needs in terms of learning areas set around the problem of his life. They feel ashamed to learn, especially if you are teaching them younger than them.
2. 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 as a substitute for education at school, 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 capable personal mengembangankan intact and able to realize its participation in the development of socio-cultural, economic, and technology freely, balanced, and sustainable.
3. 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 an independent person who has 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 ketentramannya to keep her identity with rejection and disapproval of others would be any 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.
4. Education or learning, 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 or adult education course is more directed to the achievement of stabilization of identity itself to become himself; or, if you borrow the term Rogers in Knowles (1983), aims to deliver learning activities to a private individual or menemuan his true identity. In terms of learning or education is a process of Becoming 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-actualization).

The description above is in accordance with the conception of Rogers in Knowlws (1983) about learning more client centered. In this approach Roger basing on the following alternative hypotheses that are recommended in the implementation process of education that contains education:
1.Bahwa every individual living in an ever-changing world in which experience itself is as central, and everyone reacts like he's experiencing and interpreting experience. This means that he emphasized that the meaning that comes from the meaning that is owned. That way, learning is self learning and who knows how far she has mastered something that I learned was himself. With such a hypothesis is then in the learning activities, active involvement of students has very important position and depth.
2.Seseorang learn with full meaning only if he learned something useful in the development of the structure itself. This emphasizes the importance of learning programs that are relevant to their needs, namely to benefit himself. This means not just acquiring knowledge, but more fundamental is to obtain the skills that can support life at that time.
3.Penciptaan pleasant climate, acceptance, and help each other to instill confidence and responsibility.
4.Perbedaan perception of each individual is given protection. This means that in addition to the need to provide a safe learning environment, also need the development of autonomy to the individual.

In this case, contained in it the realization that wanted to develop the educational activity. First to realize the achievement of the development of each individual, and second to realize the increased involvement (participation) in the social activities of every individual. Moreover, that education includes all aspects of the learning experience necessary,

Thus it can positively impact the success of 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 together with confidence. Changes in behavior in terms of cooperation in various activities, is the result of a change after the introduction of the learning process, namely the process of attitude change was not confident the change in full confidence by increasing knowledge or skills. Changes in behavior due to the change (increase) in knowledge or skills as well as a change in mental attitude is very clear, in terms of education is not enough just to provide additional knowledge, but must be equipped also with a strong confidence in private. Increased knowledge alone without strong self-confidence, surely able to bring about change in a positive direction in the form of both physical and mental renewal in a real, comprehensive and sustainable.

Changes in behavior in the learning occurs 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, because productivity is further improved. For students fulfilling their needs are very basic, so that once those needs are met he can switch to the business needs of other, more still needed as a refinement of his life.

This means that each individual must meet the most basic needs (food and clothing), before he was able to feel the need for a higher improvement of basic needs as before, namely the need keamanaan, 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 away from fear, anxiety, and fears for the safety of himself, because insecurity will only give birth prolonged 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 identity requires recognition, and it will be very influential in the learning process. 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 created, the content of what material should be provided, strategies, techniques and what is the appropriate method to use.

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 or adult education course is more directed to the attainment of self-stabilization of identity to be himself, or, if you borrow the term Rogers in Knowles (1983), aims to deliver learning activities to a private individual or menemuan his true identity. In terms of learning or education is a process of Becoming 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-actualization).

As already mentioned above that 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. However, not only adults but also youth or adolescents also have similar needs. According Peaget theory (1959) on psychological development of approximately 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, to think scientifically, to 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 comparing. 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 everyone (not just adults) have the ability to think of himself, and realizes that there is a conflicting situation between the values ​​adopted and the behavior of others. Therefore, it can be said since pertengaham adolescence individuals develop what is said "understanding ourselves" (sense of identity).

Furthermore, Rogers (1983) developed the concept andragogi on four main assumptions that are different from pedagogy. The four main assumptions are as follows.

Assumptions First, a person grow and mature concept for him to move from 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 and 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 is less determined by the academic and development of biological compulsion, but rather is 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 social roles.

The fourth assumption, that children are conditioned to have a learning orientation, based on the subjects (subject centered orientation) because of learning for children as if it is a necessity imposed from outside. Medium adults tend to have a learning orientation, based on the life problem solving (problem-centered-orientation). This is because learning to adults as if it is a necessity to face the problem of his life.
Discussion

Lessons are given to adults can be effective (faster and attached to his memory), when mentors (tutors, teachers, officials, instructors, and the like) do not dominate the class, reducing a lot of talk, but efforts for individual adults were able to find alternatives to develop their personality. A good coach should strive to many listen and accept one's ideas, then evaluate and answer their questions. Adults are intrinsically creative creatures where a person 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 his personal 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.
Confident

Because of the nature of learning for adults is subjective and unique, then regardless of right or wrong, all the opinions, 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 of his mentor, and in the end they must have confidence in himself. Without confidence, the atmosphere was conducive to learning will never materialize.
System value

Adults have different value systems, have a different opinion and stance. With the creation of good atmosphere, they will be able to express your heart and fill his mind without fear and anxiety, although they disagree with each other. Adults should have the feeling that the atmosphere / learning situations however, they may differ in opinion and may make mistakes without being threatened by something sanctions (humiliation, dismissal, ridicule, etc.). In this context it should be understood and their cultural background and economic conditions.
Openness

Disclosure of a mentor is very helpful for the progress of adults in developing their personal 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 psychic. In addition, to avoid any kind of consequences that make adults receive ridicule, insults, or humiliation. 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, we could not deny that adult learning is 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. Togetherness in the group not always be the same in the person, because it would be very boring if only an atmosphere that seemed to only recognize one truth without any criticism that shows the difference. Therefore, educational background, cultural background, and past experience of each individual can give different colors on every decision taken.

For adults, the creation of a conducive learning atmosphere is a facility that encourages them willing to try new behaviors, dared to be 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 a reasonable part of learning.

In the end, 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 valuable material for reflection, where reflection was to evaluate themselves from others who may have different perceptions.

Cooperation
For it is necessary to develop the concept of Community Learning (learning community). The concept of learning community suggested that the learning outcomes gained from cooperation with others. When a child just learning to play the game on an electronic instrument, he asked his friend "How do I? Please bantuin, me! "Then his friend who was always, shows how to operate the device. So, two people were already forming community learning (learning community). Things like this are important as a basic concept in learning in formal education.

The result of learning gained from 'sharing' between friends, between groups, and between the idea to the uninitiated. In this space, in this class, around here, also there are people out there, all are members of learning communities. In groups whose members should have the child hetorogen skilled / rich ideas that are not able to help, who are good at teaching the weak and so on. This process will provide a change of behavior (entering behaviors).

In interactions like this in the "learning society" needs to be two-way communication. "An educator who taught his students" are not examples of learned societies because communication only occurs in one direction, that information can only come from educators to the students, there is no flow of information to be learned educators who come from the direction of students. In learning communities, two groups (or more) is involved in learning communication learning from each other.

Relationship to the learning society is;
1.For help people deal with things objectively
2.Untuk equip adults with skills to solve problems
3.Untuk assist people in changing their social conditions
4.Untuk help communities obtain the information necessary to complete their lives.

Activity learn from each other (cooperation) can occur when there is no dominant party in the communication, no party who feel free to ask, no party who think most know, all parties must listen to each other. If every person willing to learn from others, then everyone else can even become a source of learning, and this means that everyone will be very rich with knowledge and experience.

This means that in shaping the learning society, the concept of learning pillar of UNESCO (1996:71) should be developed such as: learning to know, learning to do, learning to be, learning to life together, and learning to believe in God, which is the accumulation of various knowledge skills acquired since childhood Humans who have been provided with a pillar Learning to know will have a certain amount of knowledge and thinking skills. The combination of knowledge and thinking skills can be developed for the ability to do, improve the quality of self, ability to cooperate with others, and improved quality of life as being religious. 2) Learning to do, in human life is the urge to be creative, solve problems and make innovations. It departs from the basic knowledge which he uses to his identity and well-being of people on the basis of trust held. 3) Learning to be, made man to live independently without dependence on other parties. Based on this, humans have the freedom to get something or act. On this basis people are free to choose what you want to obtaining knowledge, is free to determine in collaboration with others that are based on norms or teaching religion. 4) Learning to live together, that man has the harmony of life in the midst of society. Together able to get some knowledge, able to act together with due respect for individual differences and the potential of each within the framework of working together. The whole task can dipertangjawabkan to God the Almighty. 5) learning to believe in God, that humans have a universal handle in dealing with the environment and is associated with the creator. In this sense that the knowledge you are looking for someone should be able to give benefit to the contents of nature itself, and how to manage them sustainably for the common good (sustainable), who are religious can account thereof to the Almighty.

All the pillars on top of a basic framework that can be developed in adult learning in order to promote the establishment of the structure and culture of lifelong learning society, so that each person will have quality of life. This is in line with the mandate of the law No. 20 of 2003 on National Education System, Article 3, that; National Education functions to develop skills and form the character and civilization of the nations of dignity in the framework of the intellectual life of the nation, aimed at developing students' potentials to become a man of faith and pious to God the Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.

Bibliography
Aliasar (2005). Discrimination in Education Services in Inclusive Schools. Paper presented at the Analysis Seminar with participants from the Department / Agencies involved in the development of the National pPendidikan., Padang.
Aliasar and Jamaris Jamna (2005). Notes from the Continuing Education course material. Padang: Doctoral Graduate Program-UNP.
Maslow, Abraham H.1966, Motivation And Personality, New York: Harper And Row Publishers.
Piaget, J. (1970). Genetic Epistemology. New York: Columbia University Press
Rogers, Everett M.1983. Diffusion of Innovation, London: MacMillan Pub.
International Commission on Education for the XXI century, 1996, Learning: Treasure in depth, Report To UNESCO, Jakarta, Indonesia's National Commission for UNESCO Komisis

UU.Nomor 20 Year 2003 on National Education Systems, Jakarta, BP. Cipta Jaya

Young, Kimbal. 1980 Social Psychology, Apleton Century
Various Internet sources.

(Drs. Harizal, M. Pd)