Adult Education in the learning community

Education in general is as a conscious and deliberate 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, and the skills needed themselves, society, nation and the state. At the core of education is a conscious process to develop the potential of individuals so that intelligent thought, emotional, character and skilled to be ready to live amongst the people. The basic principle of education is to humanize humans, develop the basic potentials of learners to be brave and able to deal with problems faced without feeling pressured, capable, and happy to improve his nature as a vicegerent on earth, so motivated to maintain themselves as well as its relationship with the Almighty Esa.

Education or learning is a process of becoming oneself (Process of Becoming) is not a process to be formed (process of Beings haped) according to the will of others, then the 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 should be done, and plan and do what needs to be done to make that decision. Can be said in general the task of educators 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. Briefly helping others to grow and mature. In Andragogy, adult involvement in the learning process is much greater, because since the beginning must be made a diagnosis of needs, formulating goals, and evaluate learning outcomes and implement them together. Based
This understanding of learning can be viewed as an educational activity in addition to guidance and training

In helping the provision of education for the people who for some reason are not served in the formal school track. In the concept of non-formal education should be based on community needs, not on the government's desire (Aliasar 2005). This means that before the program was developed community education 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 was presented to the community they really need and supported by the surrounding natural resources that can support the competencies they possess. Likewise for the management should be left to the society, the dominance of government should be reduced.

Community-based education is basically designed by the community to membelajarkan itself through interaction with its 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 communities and community solutions by using the potential that exists in the environment. A very important aspect in community-based education among other life-long education, community involvement, involvement of community organizations, and resource utilization are underutilized as a social place.

In addition, Brookfield (1987) comparison between community-based education (community-based education) in school-based education (school-based education). Among others, indicated that community-based education 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 Andragogy (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 address the needs of the community, 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 done with appropriate methods and strategies are called by the method of Andragogy. Adults as students in learning activities can not be treated like regular students children who were sitting on the bench of traditional schools. 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 occurs in 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 dependence as occurs in childhood toward independence or self-direction.

One important aspect of education today that needs attention is the concept of education for adults. Not always we talk about education and to review the 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, like education in the form of skills, courses, refresher courses and so on.

The problem that often arises is how to tips, and strategies membelajarkan adults who incidentally does not occupy the school. Psychological maturity of adults as a person capable of directing themselves is encouraging the emergence of a very deep psychological needs is the desire of other people viewed and treated as a person who directs himself, not directed, forced and manipulated by others. That way when adults encounter a situation that does not allow himself to be himself then he will feel himself depressed and unhappy. Because an adult not a child, then adult education can not be equated with the education of schoolchildren. It must be understood what an impetus for adults to learn, what barriers they experienced, what he expects, how he can learn best, and so on (Lunandi, 1987).

Understanding of adult developmental psychology course, have significance for educators and educators in the face of non-formal education of adults as students. Growing understanding of psychological conditions such adults to grow in a theory known by the name of Andragogy. Andragogy as a science that has broad and deep dimension to the theory of learning and teaching. In brief, this theory provides the basic support that is essential for adult learning activities. Therefore, education or adult learning effort requires a special approach and should have a firm grasp of the concept of a theory based on assumptions or understanding of adults as students.

Education activities either through formal or nonformal have outside areas and activities that are diverse. Adult education, especially non-formal community education is most of the participants are students or adults, or at least young men or teenagers. Therefore, educational activity requires a separate approach. By using the theory of Andragogy or business activities within the framework of adult learning achievement of the development or realization of the ideals of lifelong education can be obtained with the support of theoretical concepts or technology that can be justified.

One of the problems in the sense of Andragogy was his view that suggests that the purpose of education is to transmit knowledge. But on the other with a very rapid change such as innovation and technological development, system changes, cultural, economic, and political developments. Then the knowledge acquired one as a teenager will become obsolete when he grows up. This requires continuous change (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 a lot of practice, learning for adults to do the same with children's learning. The principles and assumptions that apply to children's education can be applied to adult education activities. Almost everything known about the learning drawn from the research study related to the child. So also the teaching, drawn from the experience of teaching young children for example in conditions must be present and all the theories regarding the transaction of teachers and students is based on a definition of education as a process of cultural displacement. However, adults with different cultural backgrounds are as a person who is mature, and have other needs in terms of setting learning around problem areas of his life. They feel ashamed to learn, especially if they are teaching 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 in lieu of education in schools, on-site courses, job training and in college, which makes the adults were able to develop abilities, skills, enrich knowledge, improve the qualifications keprofesionalannya keteknisannya or in effort to realize the dual capability in a side capable of mengembangankan whole person and can realize its participation in the development socio-cultural, economic, and technology freely, balanced, and sustainable.
3. Pertumbuan adults begin in mid-adolescence (Adolescence) until adulthood, where individuals not only have a tendency to grow toward moving the self but actually he wants others to look at himself as an independent person who has self-identity. With so adults do not want people to look at her let alone treat him like a child. He expects the recognition of the autonomy of others will himself, and guaranteed to keep his identity ketentramannya with rejection and disapproval of others would be any attempt to pressure, force, and manipulation of behavior directed toward him. Unlike children who are still the object of several levels of supervision, control of others is the supervision and control of adults who are around, against him.
4. Education or learning, adults are no longer the object of socialization that seems shaped and influenced by a desire to adjust himself in a position of authority over himself, but the purpose of learning or adult education course is more directed to the achievement of the stabilization of identity itself to be himself, or, if you borrow a phrase from Rogers in Knowles (1983), aims to deliver learning activities to be a private individual or menemuan 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 which is a process control and manipulation to correspond 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 the Knowlws Rogers (1983) about learning more client centered. In this approach, Roger basing on the following alternative hypotheses which are in the process of implementation of educational recommendations that contain education:
1.Bahwa every individual living in an ever-changing world of experience which itself is at the center, and everyone reacted like he was experiencing and interpreting experience. This means that he emphasized that the meaning comes from the meaning they have. Thus, learning is a self-study and who knows how far he has learned to master something that is himself. With the hypothesis of this kind in the learning activities, learners are actively involved has a very important position and depth.
2.Seseorang learn with full meaning only when he learned something useful in the development of the structure itself. This emphasizes the importance of learning programs that are relevant to their needs, that is a benefit for 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 by instilling trust and responsibility.
4.Perbedaan perception of each individual is given protection. This means that in addition to the need to provide a safe learning climate, also need the development of autonomy to each individual.

In this case, contained within the embodiment to be developed in the activity of educational activities. The first to realize the achievement of the development of each individual, and a second to realize increased involvement (participation) in the social activities of every individual. Moreover, that education includes all aspects of the learning experience is required,

Thus it can positively impact the success of learning that looks at changes in behavior toward fulfilling the achievement of capabilities / skills. Here, each individual is dealing with other individuals 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 learning process, namely the process of attitudinal change was not confident the change in confidence in full by increasing knowledge or skills. Changes in behavior occur because of changes (additions) 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 his personality. Accretion of knowledge without a strong self-confidence, surely able to bring positive change to the direction of the renewal of both physical and mental for real, comprehensive and sustainable.

Behavior change in the learning takes place through a process of education relating to his own development as individuals, and in this case, it's possible participation in social life to improving the welfare of yourself, or welfare of others, because productivity is further improved. For learners very basic needs met, so after those needs are met he can switch the direction of the business needs of other, more still needed as the consummation of his life.

This means that every individual shall be fulfilled the most basic needs (food and clothing), before he was able to feel a higher need for improvement of basic needs before, namely the need keamanaan, appreciation, esteem, and self-actualization. When the most basic needs of the physical needs of food, clothing, and shelter have not been met, then any individual not need or feel what is known as self-esteem. Once basic needs are met, then every individual needs to feel safe away from fear, anxiety, and fear of her safety, because of insecurity will only give birth to prolonged anxiety. Then if the security has been met, then each individual takes his appreciation of the rights 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 their learning. Psychologically, knowing the needs of adults as the participants in the education / training, then 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 methods of what is suitable.

In educational activities or learning, adults are no longer the object of socialization that seems shaped and influenced by a desire to adjust himself in a position of authority over himself, but the purpose of learning or adult education course is more directed to the achievement of stabilization of identity itself to be themselves, or, if you borrow a phrase from Rogers in Knowles (1983), aims to deliver learning activities to be a private individual or menemuan 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 which is a process control and manipulation to correspond 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 have grown maturity concept itself arose deep psychological needs of the lust viewed and treated other people as a whole person who directs himself. However, not only adults but also youth or youth also have needs that kind. As per the theory Peaget (1959) regarding the development of psychology from approximately 12 years and above individual has been able to think in the adult form of the term he has reached the development of formal operations thought. In this stage of development the individual is able to solve all problems logically, to think scientifically, can solve problems of complex verbal or brief cognitive structure has been reached maturity. In this period, individuals begin to develop a sense of self (self) or identity (identitiy) which can be conceptualized apart from the world around him. Unlike the children, here adolescents (Adolescence) not only can understand the state of nearby objects but also the possibility of a state the objects in the suspect. In the matter of the values ​​of adolescents begin to question and compare. Values ​​that are expected to be compared with actual values. In short it can be said teens are levels of life where such a process occurred, and this continues 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 espoused values ​​and the behavior of others. Therefore, it can be said since adolescence pertengaham individuals develop what is said to be "self-understanding" (sense of identity).

Furthermore, Rogers (1983) developed the concept of Andragogy of four different basic assumptions with pedagogy. The four main assumptions are as follows.

Assumptions First, a person grow and mature self-concept moves from total dependence towards self-direction. Or can briefly be said to children the concept itself is still dependent, whereas in adults the concept itself is independent. Since the independence of the self-concept is an adult requires appreciation of others as human beings who can be self-directed. When he faced a situation where he did not allow himself to be self-directing will arise reaction was 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 source of learning, and at the same time giving him a broad base for learning something new. Therefore, there is a decrease in technology Andragogy transmital use of techniques such as those used in traditional education and the more developed the technique of experience (experimental-technique). Then 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 tool to make the process of integration and social disintegration in society (Kartini Kartono, 1992). Accordingly, we assume that each individual becomes mature, the readiness to learn is less determined by the coercion of academic and developmental biology, but rather is determined by the demands of the task to perform the role of social development. In other words, adults learn something because it requires a degree of development of those who must confront whether their role as workers, parents, leaders of an organization, and others. Readiness to learn they were not solely due to academic coercion, but because of the necessities of life and to carry out the tasks of social roles.

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

Lessons given to adults can be effectively (faster and more attached to his memory), when mentors (tutors, teachers, officials, instructors, and the like) not dominate the class, reducing a lot of talk, but strive for individual adults were able to find alternatives to develop their personalities. A good coach should strive for a lot of listening and accepting the idea of ​​someone, then assess and answer the questions asked them. The adult is essentially a creative creature when someone is able to move / explore the potential that exists within them. In this effort, required skills and specific tips that can be used in learning. In addition, adults can dibelajarkan more active when they feel they were involved in the learning activity, especially if they are involved 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 would be happier if he could brainstorm ideas and put forward the idea of ​​mind, rather than merely cramming mentors own theories and ideas to them.
Confident

Because of the nature of learning for adults is subjective and unique, regardless of right or wrong, all the opinions, feelings, thoughts, ideas, theories, value systems need to be respected. No respect (and exclude underestimate) their self-esteem, will only turn off adult learning. However, adult learning is also necessary to gain the trust of his mentor, and eventually they must have confidence in himself. Without such confidence, then the atmosphere was conducive to learning will never materialize.
Value systems

Adults have different value systems, have different opinions and convictions. With the creation of good atmosphere, they will be able to put 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 and may do one without the sanction itself is threatened by something (humiliation, dismissal, ridicule, etc.). In this context it should be understood and their cultural backgrounds, and economic conditions.
Openness

Disclosure of a mentor is very helpful for the advancement of adults in developing their personal potential in the classroom, or on-site training. Openness to express themselves, and open to listening to ideas, will contribute to psychological health, and their psychic. In addition, to avoid any kind of result that makes the adult gets jeers, insults, or humiliation. The best way is the creation of an atmosphere of openness in everything, so that the various alternatives put forward the idea of ​​freedom / ideas can be created.

In another case, 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 privacy. Togetherness in the group is not necessarily the same in the person, because it would be very boring if the atmosphere that seemed to recognize only one truth without any criticism that showed such differences. Therefore, educational background, cultural background, and past experience of each individual can give different colors on every decision.

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 new knowledge they gained. Although nothing new is the risk of errors, but errors and mistakes in itself is a normal part of learning.

In the end, adults want to know what she means in a group learning it. For adults there is a tendency to know her strengths and weaknesses. Thus, it is necessary the joint evaluation by all group members feel valuable material for reflection, where reflection can evaluate themselves from others who may have different perceptions.

Cooperation
For that need to be developed the concept of Community Learning (learning community). The concept of community learning suggest that learning outcomes gained from cooperation with others. When a child is just learning to play the game on an electronic instrument, he asked his friend "How? Please bantuin, me! "Then his friend who is accustomed to, shows how to operate the device. Thus, the two men have formed a learning society (learning community). Things like this become important as a basic concept in learning in non-formal education.

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

In interactions like this in the "learning society" needs to be two-way communication. "An educator who teaches his students" not an example of a learning community because communication only occurs in one direction, that information comes only from educators towards students, there is no flow of information to be learned educators coming from the students. In a learning society, the two groups (or more) are involved in communication with each other learning to learn.

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

Activities learn from each other (cooperation) can occur if there is no dominant party in communication, neither party feels free to ask, neither party considers most know, all parties must listen to each other. If everyone is willing to learn from others, then everyone else can even become a learning resource, and this means that everyone will be rich with knowledge and experience.

This means that in shaping a 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 an accumulation of various knowledge skills acquired since childhood-Man has been equipped with the pillars of Learning to know will have some knowledge and thinking skills. Combined 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. This departs from the basic knowledge which he uses to his identity and welfare of the people based on beliefs they have. 3) Learning to be, to cause people to live independently without dependence on others. Based on this, humans have the freedom to get something or act. On the basis of these human beings are free to choose what you want to acquired knowledge, free to determine in collaboration with others based on norms or teaching religion. 4) Learning to live together, that humans have a harmony of life in the midst of society. Taken together able to gain some knowledge, able to act together with due respect for individual differences and potential of each within the framework of working together. The whole job can be 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 its creator. In this sense that the knowledge that a person should be sought benefits for the contents of nature itself, and how to manage them sustainably for the common good (sustainable), which may account for the religious to the Almighty.

The entire pillars above a basic framework that can be developed in adult learning in order to promote the establishment of the structure and community culture of lifelong learning, so that everyone will have a quality of life. This is in line with the mandate of the law No. 20 of 2003 on National Education System Section 3, that; national education serves to develop skills and character forming as well as the civilization of the nation's dignity in the framework of the intellectual life of the nation, aimed at developing the potential of learners in order to become a man of faith and piety to God Almighty, noble, healthy, knowledgeable, capable, 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 offices / agencies involved in the development of the National pPendidikan. Padang.
Aliasar and Jamaris Jamna (2005). Notes from the Continuing Education course materials. 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.
About the International Commission on Education for the XXI century, 1996, Learning: Treasure in depth, Report To UNESCO, Jakarta, Indonesia to UNESCO National 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)