Growth Dilemma early childhood in Indonesia

"The Golden Age" of a man when he was aged 0-6 years by the National Education Law of 2003 or 0-8 years based on the international scene. It is important these days can not be replaced again once they have crossed, because this period is called the period of preparing for all potential physical and mental will that exist in a human being with the best and appreciate each individual's uniqueness of every human per.

INTRODUCTION

In 2005 UNESCO said that Indonesia is a country that participation rates of Early Childhood Education (early childhood) the lowest in ASEAN, only 20%, is still lower than Fhilipina (27%), even the newly independent state of Vietnam (43%), Thailand (86% and Malaysia (89%). And kesemunya is increasingly looking to the Human Development Index (HDI) of Indonesia are also lower among those countries. This proves that early childhood development is directly proportional to the quality of a country that terdiskripsikan in HDI .

While the Ministry of Education in National Education Development book in 2007 illustrates that the Government has succeeded in increasing the number GER (GER) PAUD originally in 2004 was 39.09%, then in 2006 has reached 45.63% with a target achievement in 2007 by 48 , 07%, of course, this is an exciting thing for the development of early childhood education. Then stated that the agendas that will be achieved in 2009 as the achievement of early childhood GER age 2-6 years but to be scrutinized for the achievement of 53.90% to 10.05 million people or about the quality of services provided, rather than to quantity. This becomes very important because it is so basic early childhood for a man in her life to come.

Government in 2001 had established a special Directorate for early childhood is the Directorate of Early Childhood Education under the auspices of the Directorate General of Out of School (now called NFIE DG), the Directorate in charge to serve early childhood in non-formal education and informal channels. This is because prior to the services provided to new early childhood at the age of 4-6 years of kindergarten through formal education, while through non-formal education and informal msih not exist. Formal education in 2000 is only capable of absorbing 12.65% of the total age of those with a kindergarten teacher just as much as 95,000 people to serve 1.6 million early childhood. As for the remaining 0-4 years is still unserved, therefore, the Government took the initiative to establish the ECE Directorate (now called the Directorate. PAUD) a duty to serve children aged early usian 0-4 years.

Remember, every child has unique potential when he was born on this earth, both physically (physical) and non-physical (mind, heart, etc.), and from it are all really the key when the child is aged 0-6 years , as stipulated in Law No. 20/2003 on National Education System in chapter 28. Even in that article also explained there are 4 (four) elements that must be met in early childhood development: first, early childhood development is a development aimed at children from birth until the age of six. Second, early childhood development through educational stimulation. Third, early childhood education aims to help buffer the growth and development of physical and spiritual (holistic). And fourth, development and early childhood education is a preparation for entry into further education.

For the field of human resources in early childhood development is outlined in the PP No. 19/2005 on National Education Standards Article 29 that explains that the minimum standards for early childhood educators is a D-IV, or degree in early childhood education background, educational psychology or any other that has been certified for the teaching profession early childhood. All of which is a form of government attention to the importance of early childhood education for the nation.



DISCUSSION

Key early childhood development Insan

In order to be able to provide the best for the children of the nation during the growth phase of a man at the age of 0-6 years, become very important for every man who is often called the "golden period" or "the golden age", a period that a child must prepared "container" that is able to accommodate any material, knowledge or ideas with well qualified physically, mentally and mind with as much as possible to face every problem in the future in later life.

According to the results of neuroscience research suggests that the intellectual life of the human brain stem. Therefore when we say that the expression and forms of behavior is a reflection of a person's brain during the development of the gold should really be considered.

In one study, Bloom says that a child's intellectual development is very rapid in the early years of a child's life. Approximately 50%, the variability of intelligence of adults have occurred since the child was 4 years old, further improving the quality of 30% occurred during the age of 4-8 years and the remainder in mid or late second or when the age of 8-15 years. Bloom also said that the age of 0-4 years is an important first period against the poor-rich environment that stimulates the development of intelektuak masnusia. Even selbih far he explains that this affects the development of IQ with a ratio that with stimulation-rich environment will add 10 units on the IQ of the poor when aged 0-4 years., Then about 6 units of IQ at age 4-8 years.

One expert Carla Shaz said that the critical period of development of child development include 5 (five) things: first · Development of vision when the first four years old. Second, the development of emotional feelings since the age of 2 (two) months to begin to develop feelings of stress, satisfaction, joy and sadness. While feelings of envy and empathy emerging at the age of 3 (three) years. In this period of compassionate care, nutrition and health care is an absolute requirement for the emotional growth of children. And keep in mind that during this period as well as any event that any unpleasant or traumatic effect on the balance of emotion and then associated with the development of intelligence and empathy. Third, the development of language kemampauan, already begun in the womb, when I was 1 (one) year has been formed "perceptual map" to be able to know the different sounds or phonemes are spoken and this development is determined by how many children to talk or listen. Fourth, the child's motor skills, critical period of development of the movement lasted from birth to age 2 years, while the gross motor developmental period lasts until the age of 4 years. Fifth, the development of musical skills, critical period of development of music at the age of 3 to 10 years, research results show that stimulation of Mozart's music from an early age will foster development in the field of visiospatial, mathematics and logic.

From some research experts are able to know how important early childhood education for every person born on this earth, but still a lot of research of other experts from both sides of nutrition, psychology, and others that have not been socialized. Everything is more visible when it is known that Indonesia's HDI was still below the other countries that have managed to better provide early childhood services.

Dilemma of early childhood development in Indonesia

However, the proliferation of early childhood education through non-formal education resulting in uncontrolled handling of children with good early childhood period, whereas gold is a period of tremendous importance and can not come for the second time in the formation of the brain, physical and soul of a children.

It is becoming increasingly worse because of changes in culture or habits of life when the time of our grandfathers used to are more concerned with togetherness in a community, so the development of the child to be good by itself by a variety of stimuli when they interact with the community to be able to give a sense of affection completely . Today our culture is more likely to be individualistic, as evidenced by many of our children as if they were stimulated only with "sorry" training a maid, as a substitute for mothers who work to help search for her family life. The problem these people or servants do not understand very well about the development of the child they also do not contain even for 9 months as a form of natural learning to a mother, rough not having a strong inner connection that can give love completely.

Due to changes in lifestyle has led to changes in the growth of CAD, which have an impact on decreasing the initial stimuli of desperately needed a son at the gold. Surely this is the most important time is the responsibility of the family rather than non-formal education and formal, and this is essentially a basic human need. However, the reality is necessary a preliminary education provided by government to the current through non-formal education has been done or at least not immediately socialized properly to the public about the importance of early childhood as well as things to be done in order to save future generations of this nation so as to have the power high competitiveness or at least able to deal with later life as well as possible with all the potential that has been developed well.

Currently the development of early childhood in Indonesia has created a dilemma, efforts to provide early childhood services to every child in Indonesia, but many things that can not be met properly. And this can lead to optimal child development that are not in accordance with the desire to go to, instead it would be dangerous if not handled quickly and precisely because this is all related to the preparation of all the potential that exists in order to build a human being in later life wading.

First, in accordance with Law 19 the entire early childhood educators is at least one stratum. The problem is how may be able to make early childhood education S1 all some 359 thousand people (source data from the Directorate General PMPTK) people to be able to serve 28 million early childhood. Even further problem is that almost proved largely graduated from high school, only a fraction S1. Or the next issue is so important a qualification for an early childhood educator? Special Programs Prodi even for just a bit early childhood in Indonesia, can be counted on the fingers, how could be pursued all remember the golden times of the children could not be stopped prematurely. In contrast with the Government planning to give 10 years to reach the PP. It is very dangerous if not immediately resolved the effort for the children we love it.

Second, human resource development competencies from early childhood educators as the spearhead of teachers for our children. It also should not be done half-way because it is they who will be forming our children into what kind of future. When expected to increase their competence through training, education and training, then the question is how well the quality of such training? How many governments are able to do training of early childhood educators? How the Government is able to perform the acceleration in improving their current competence?

Third, the mental aspect of motherhood is an early childhood educator, they are basically they do not understand the psychological aspects of a child's psyche because they do not contain or understand it feels to have a child. While the training they only learned about reading and writing abilities or motor skills are also aspects of a child psychiatric theoretically. As an illustration of a mother who is given custody by the Lord should be for 9 (nine) months pregnant with his child, this time at least would give to a woman learning about the meaning of educating a child, such as patience, understanding of children, child psychology, and others with a instinctive. Can be imagined when he said that early childhood education is an important period in the life of a human good for brain development, developmental motriknya even mental development, we do not even pay attention to human resource of our children who educate our children, if this does not actually harm the growing development of our children? Have in-training training is given a touch on the meaning of a mother for early childhood educators? Really all of this make us worry if no improvements in early childhood education, we handed over to them.

Fourth, little incentive is given to early childhood educators, even in some areas there are paid by exchanging it with rice, vegetables, etc.. Even the government through the DIT. PTK-PNF has been only able to provide an incentive of 600 thousand per year, it was not all early childhood educators, is still very limited. How might they be able to educate our children properly, they themselves are in trouble in his life, not ironic.

Fourth, the spread of early childhood in the handling of various government agencies led to a lack of coordination, so the handling is sometimes unfocused or biased or not sustainable. It's good the Government unified the whole as a form of attention to early childhood by forming a special deal with the Directorate General of this early childhood. So that all forms of program or activity will be well coordinated and able to perform a more mature planning and acceleration-acceleration to build this early childhood.

Fifth, the current government seems more priority to early childhood can serve as much-bannyaknya or based on quantity rather than quality. It is actually very dangerous because education was not a human development as a whole, so in fact both are inseparable. Do not equate education with poverty, the difference is great, God created human beings all have a sense because this is the difference between humans and other creatures. While poverty is a scenario of God for his servant to berkehidupan on this earth, at any time until that poverty will never disappear from this earth because it is part of the reality of human life as social beings. When handling the poor to prefer quantity rather than quality of life, this is fine in terms of minimum standards for the needs of a human life becomes physically able to be measured properly. Is this also what we want to do with our children? But it is obvious that every child has its own uniqueness and talents per individual. If this continues then there is a deprivation of human development of a human being who has been granted rights by the Almighty.

Sixth, the success made by the non-formal education early childhood was impacted by the designation "land fighting each other", as it is called when the jealousy between the handling of early childhood through formal, through kindergarten, with penaganan early childhood through formal pendididikan such as Playgroup, Child Care, etc. . One reason is because the early childhood program implemented by the Directorate. PAUD cost is not expensive compared to early childhood education programs in formal education is often even free. It is inseparable from the outpouring of the budget given to non-formal early childhood such widely dispersed and quite large in number, though not really pay attention to the standards that must be met such as the formal channels. Another factor is that the nature of this non-formal education led to every layer of society who care and sympathy with the early childhood education will be vying to be able to carry it out, even in part because of their attention to their community, for the sake of their future of their children and grandchildren.

This is called with a dilemma, where we really, really know that early childhood is very important and most valuable in the life of a man so real it is very risky if not handled by people who are professional and really know the science of child development. But if this should be met the more underserved early childhood education in Indonesia due to the limited human resources might even infrastructure or budget. It's an issue that really should be dealt with quickly and appropriately with respect to its impact on the successor of the nation which we love in life in the future.

Build Insan Kamil

In order to Vision Ministry, which is "Towards Insan Indonesia The Intelligent and Competitive", then the early childhood is a key development in building a human being, so it can not be considered one eye or half-half because it will affect the overall development itself a human being, be it sense, physical and soul. The most important period in a person's character development has been started in the womb up to age 8 years according to international or 6 years old according to Law No. 20/2003 on National Education System.

So when questioned which is more important in providing services to early childhood, the quantity or quality, then both must be running simultaneously with sincerity, earnestness and synergy between government and society. Because if it is more concerned with quantity than quality, the result is our children who can not compete with other children, but they will always lose a lot with children both in quality in getting early childhood, is certainly not expected.

Another important thing is improving the quality of early childhood educators, the Government should immediately be able to map the capabilities of all early childhood educators from both sides of the competence and qualifications so that they do not work in vain, also deals with matters of money to do it later to improve their quality. Once again the fate of our children are under their hands. Hereinafter every educator should also be able to map the capabilities of each individual child, each has a uniqueness, this also will have an impact in accelerating the development of human resources in Indonesia.

To be able to perform the acceleration of the Government must be able to establish various forms of partnership between the Government and the Government, with the community through NGOs or Orsosmasnya and Government with the family or the smallest unit in society. Currently that is often forgotten by the Government is establishing early childhood on the family level or informally, but this pathway has a really great opportunity to accelerate development in early childhood amid the limitations of government. Besides that was the development of a child aged 0-4 years it was more in the family, so it takes a pendiddikan for families about the importance of early childhood and what must be considered in the development of a child.

However, this also requires the seriousness of it into practice because the goal is so broad, as well as their different social status, education level of those who are different, and so forth. But if the program is successful then it will inevitably cause a significant acceleration.

Socialization is the most important thing to give an explanation to the general public about the importance of early childhood, as well as the minimum that should be known to be carried out by the community for their children. Whether it's through print, electronic and information technology.

It is also an attempt to catch up from early childhood services that are currently so widespread, but regardless of the content of the lesson with the best, even if this early childhood learning needs can be known not only by early childhood educators but the entire community, because of course they are very manyayangi their children. Do not let this PAUD only belong to one orsosmas, or one of the Directorate in the Government, but made her as belonging to this nation.

And lastly, the formation of echelon units to manage early childhood I also felt very important and must immediately be done to facilitate the coordination and sustainability of the program is done for now not only the Education Ministry which has a program for early childhood but also spread to other institutions. Department of Health with the facilitation program a child's nutritional health, Ministry of Social Affairs with the child welfare program, and the Ministry of Religious Affairs provides programs to facilitate early childhood education at institutions of religion, and all of which require a co-ordination to perform the acceleration of early childhood development.

Montessori concept implementation EARLY AGE CHILDREN IN EDUCATION

A. INTRODUCTION

Children are not adults in small sizes. Therefore, children must be treated in accordance with the stages of development. Only, in everyday educational practice, not always the case. Many examples that show how parents and society in umummnya not treat the child according to the level perkembangananya. Within the family parents often impose its will according to his will, in school teachers often put pressure (preasure) does not correspond with the stages of child development, in various print media / electronic pressure is less limited, even liable to extremes.

Observing the child's development and the need for learning in early childhood, it appears that there are two things to note on early childhood education, namely: 1) educational materials, and 2) educational methods used. In short it can be said that the educational material and methodology used in the context of early childhood education should really pay attention to their developmental level. Taking into account the level of development also means considering their developmental tasks, because each period of development is also a particular developmental task.

Law on National Education System in chapter 1 confirmed that, early childhood education is a development effort aimed at children from birth to age six years through provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education.

Responding to early childhood development, the need for an educational program designed in accordance with the child's developmental level. We need to return the classroom to the playground, singing, moving freely, we make the classroom as a forum kreaktif for children and make them feel at home and psychologically comfortable. For more details in this paper Mantessori dikemukan how to design learning programs for early childhood.

B. DISCUSSION

Figures of early childhood education, Montessori, said that when educating children, we should remember that they are unique individuals and will develop in accordance with their own abilities. Our job as adults and educators is to provide a means of encouragement and facilitate learning when they are ready to learn something. The first years of a child's life is a period which is very good for a formasio or formation. This period also the most important period in the development of children, both physically, mentally and spiritually. In the family and democratic education of parents and educators seek to facilitate growth and development needed by the child. Therefore, good and right for every parent and educator who is involved in this formation process, knowing, understanding early childhood development. But our schools do not have a holistic based line data that can provide various information about the development of behavioral and learning difficulties of children of various materials subkompetensi difficult. This information is necessary to perform Treatment in stages of child development from an early age until they are adults (high school).

1. Development of Early Childhood

Many opinions and ideas about early childhood development, Montessori believed that education begins from birth. Bayipun should be introduced to the people around him, voices, objects, take a joke and the conversation so that they develop into a normal and healthy child. Learning methods according to the years of birth to six years of age usually determines the personality of the child as an adult. Certainly also influenced by how well and healthy elderly people behave and act towards children an early age. Because the mental development of an early age is rapid, this is the period which should not be underestimated. In the early years of these children have sensitive periods or sensitivity to study or practice anything. Most children develop at different discouraged and requires an environment that could pave the way their minds.

According to Montessori, there are at least some stages of development as follows:

1. From birth to age 3 years, children have sensory sensitivity and power of thought has begun to be able to "absorb" experiences through sensorinya.
2. Half years of age until about three years, began to have sensitivity and very precise language to develop language (talking, conversing).
3. Age period of 2-4 years, the muscular movements begin to be coordinated properly, to walk or to move a lot of semi-routine and routine, are interested in small objects, and begin to recognize the sequence of time (morning, afternoon, evening, night).
4. Age range three to six years, there was sensitivity to sensory reassurance, increasingly have sensory sensitivity, especially around the age of 4 years has the sensitivity to write and at the age of 4-6 years have a great sensitivity to read.

Mantessori opinion leaders enjoyed the support of education Student Park, Ki Hajar Dewantara, believes strongly that the atmosphere is good and proper education is within a family atmosphere and with the principle of compassion (love), teaser (memahirkan), foster (guiding). Children grow flowers well when getting treatment affection, understanding and caring in a situation of peace and harmony. Ki Hajar Dewantara recommends that in education, child education to educate the (developing) thoughts, education to educate the liver (sensitivity of conscience), and educational skills.

Character education is emphasized that for an early age even for those who are mature, learning activities and educational activities like it's intentional but natural as well as playing in the "park". Like a family that is nurturing and guiding children naturally in accordance with the nature of children in a park. Children who experience a warm family atmosphere, friendly, peaceful, both at home and at school, and get guidance with love, training habits naturally, will develop into a happy and healthy child.



1. Learning In Kindergarten

Children in kindergarten are included in the general group of preschool. At the age of 2-4 years children want to play, exercise groups, conducting exploration, questioning, imitating, and creating something. At this time the child has made remarkable progress in skill help themselves and the skill to play. The entire system is flexible motion, often repeating the actions of interest and perform reasonably without shame. In kindergarten, children are also experiencing rapid progress in language acquisition, especially in vocabulary. The interesting thing, the kids also want to be independent and not much more willing to depend on others.

In connection with the above characteristics of the developmental tasks that carried the children are:

1. Learning physical skills necessary to play.
2. Building a healthy attitude toward oneself
3. Learning to adjust to peers
4. Develop a social role as a male or female
5. Developing notions needed in everyday life
6. Developing conscience, morality and appreciation of good manners
7. Develop basic skills for reading, writing, mathematics and numeracy
8. Develop themselves to achieve self-independence.

With the development tasks carried children, it is necessary to the learning interesting and fun for the kids who are always "wrapped" with the game, the atmosphere is cheerful, light, singing and dancing. Not learning approach that is full of heavy tasks, especially with the level of knowledge, skills and conditioning are not simple anymore like compulsion to read, write, count with all the homework that exceeds the ability of children.

At the age of five years in general children's physical and mental is ready to learn things that are increasingly not simple and is in quite a long time in school. After apada age of 2-3 years experienced rapid development. At age six, in general, children have experienced the development and abilities variety of physical skills. They've been able to perform movements such as jumping, jump, catch, throw, and dodge. In general, they can already ride bikes or trikes. Sometimes for certain children these skills have been mastered at the age of 4-5 years.

Montessori provides an overview the role of teachers and environmental influences on the development of intelligence, as follows:

a. 80% of free activities and 20% teacher directed activities yanag

b. perform various tasks that encourage children to think about relationships with others

c. offers kesempatran to establish social relationships through interaction-free

d. arguments found themselves, not presented by the teacher

e. atauran pronunciation obtained through pattern recognition, not by rote

every aspect of the curriculum involves thinking

Montessori, said that at the age of 3-5 years, children can be taught writing, reading, dictation by learning to type. While learning to type the children learn to spell, write and read. There is an American study concluded that the fact that children can learn to read before the age of 6 years. The results of this study indicate that there are about 2% of children have learned and be able to read at age 3 years, 6% at the age of four years, and about 20% at 5 years of age. Even proved that the learning experience in kindergarten with adequate reading skills will be very supportive learning ability in subsequent years.

Montessori opinion is supported by Moore, a sociologist and educator, believes that the life of the early years were years of the most kreaktif and productive for children. Therefore, as far as possible, according to ability, developmental level and sensitivity of their learning, we can also teach writing, reading and math at an early age. What is important is the strategy of the learning experience and accuracy of the learning package is attractive, charming, full of games and fun, easy without the burden and depriving the world of their childhood.

One of the things that needed to be able to enhance the development of children's intelligence is a family atmosphere and classes are intimate, warm and democratic, while offering an opportunity to establish social relationships through interaction-free. It is characterized, among others, relationships and communication with the warm and familiar. .

At the age of 2-6 years, children are very happy if given the opportunity to determine their own desires, because they were in need of independence and attention. At this time also comes up a great curiosity and demand fulfillment. They are motivated to learn new things and loved to ask in order to know something. Teachers and parents should give a reasonable answer. Until this age, kids still love to imitate everything that made her parents.

Keep in mind also that the child's interest in something that did not last long, so teachers and parents must be good at creating a variety of activities and does not apply rigid discipline with a boring routine. Children at this age will also develop intelligence rapidly when given awards and praise that accompanied affection, while still giving the sense that if they make mistakes or failures. With affection received, children will grow emotionally and intellectually, what matters is giving praise and rewards appropriately.

To memfasilatasi level of physical development of children, in kindergarten need to be made a playground equipped with teaching aids and tools other skills, because at the age of 2-6 years the level of physical development of children is growing very rapidly, and at that age children need to be introduced to the facilities and tools to play, to further spur the development of physical and psychological development of children, especially for intelligence.

Many studies suggest that people who are intelligent and successful in general comes from a democratic family, love test, love to investigate things, like traveling (to explore nature and place), and active, not pernh silent and sit on my hands. Remember the hand skills are a window to knowledge. In the process of learning that provides opportunities for children to conduct a trial (trial and error), mangadakan investigation together, see and touch something object, experience and do something, the kids will be much easier to understand and achieve the learning outcomes by being able to utilize or apply what they have learned.

C. CONCLUSION

In implementing the Montessori concept of education programs for early childhood need to pay attention to the following:

1. Kukrikulum on early childhood education is designed based on the child's developmental level.

2. Educational material and methodology used in the context of early childhood education should really pay attention to their developmental level. Taking into account the level of development also means considering their developmental tasks, because each period of development is also a particular developmental task.

3. Academic competence is a means to an end, and manipulation is seen as a useful material for self poengembangan children, Montessori advocated the need for different areas representing the environment provided, namely:

a. Practical life gives the development of organizational tasks and the order of cognition through self-care, care environment, practicing gratitude and mutual respect, and coordination of physical movement,

b. The sensorial area to make child is able to sort, classify and describe sensory impressions in relation to the length, width, temperature, time, colors, dots, and others.

c. Mathematics utilizing manipulation of materials so that children are able to internalize the concept of numbers, symbols, sequence of operations, and memorization of basic facts

d. Language art that included the development of oral language, writing, reading, the study of grammar, dramatization, and kesusesteraan children. Basic skills in writing and reading are developed through the use of paper letters, the words of the sand paper, and a variety of achievements that allows children to link sounds and letter symbols, and express their thoughts through writing.

e. Cultural activies bringing children to learn the basics of geography, history and science sosail. Music, and other arts are part of an integrated curriculum.

4. Early childhood education environment combining the functions of psycho-social, physical and academic from a child. Important task is to provide an initial basis and the public, which included positive behavior toward school, inner security, the habit of initiative, ability to make decisions, self-discipline and sense of responsibility of members of other classes, schools and communities. This basis will make the children are able to gain knowledge and skills more specific in their school life.

REFERENCES
Atkitson, R.L., et al. Introduction to Psychology. New York: Harcourt Brace Javanovich, Ich., 1983.
Henry N, Siahan., The Role of Mother Father Child Training, Bandung: Angkasa, 1986
Steven Carr Reuben, Ph.D., Children of Character, a parent guide, Santa Monica: Canter and Associates, Inc., 1997.
Theo Riyanto FIC., Et al., In Early Childhood Education., Grasindo, Jakarta, 2004

By: Harizal Kasubdit Harlindung PTK-PNF
source: paudni.kemdiknas.go.id/p2tk/

Build Through humanization Education

Problems facing this nation from day to day more and more without any bright spot settlement. All lines run into problems and trials of life are endless, even worse.

Financial sector, education, transportation, sports, politics, governance, justice, law, legislation, industry, prosecutors, police, banking, and many other sectors have suffered a very basic question: misuse or malfunction and authority. As a result, all policies adopted propublik not, but it is troublesome and a burden and hardship on citizens.

Let us look around us. More and more people become poor or poorer. In the world arena, our country is increasingly not counted among the countries that are competitive. We still counted only because it has a large population and abundant natural resources.

In fact, large population and abundant natural resources have not been able to add value as well as a guarantee for progress and growth in Indonesia. There is a very basic reason why all this happened in Indonesia: the nation's weak character. No staunchly defending the principle of ultimate truth. Lest the intrinsic value of truth even if not owned by this nation. In fact, a developed nation is a nation characterized by strong community character.

Strong character and personality shown through an orderly manner the rules, independent, and put the interests of audiences. Current understanding of the truth was defined by very narrow and dwarf: mostly brought into the realm of the law or the courts to decide whether or not.

In the process of seeking the truth is even happening big problem: the character of the parties involved are weak. Court's decision relied heavily on the quality, morality, and character of the judges. In fact, many decisions are illogical, inconsistent, and far from the ultimate truth.

Characterized by weak

In addition, legislation to be used as a reference also does not reflect the ultimate truth as compiled by people who are too weak character. As a result, legislation we tend not propublik, even difficult people. Already completed the misery of people because not a single line of any public prokepentingan.

Fortunately for Indonesia. People resilient and very patient, and even tended to surrender so that national stability is very good and there was no significant social turmoil, let alone social revolution. Who would not want social revolution because the impact would be very bad for the nation.

However, these circumstances can not be left continuously. The longer the patience of citizens will be increasingly depleted. They are ordinary human beings even though relatively more patient and tawakal. If it lives up to pinch them, they would act no longer rational.

They are sandwiched position of his life had no other choice but to act brutally against the law. If you stay silent patient, eventually they too will die by the condition of being pinched. If it against the law, they will also be arrested and jailed. That is the fruit of the population is very poor simalakama a huge amount in this country.

Something to be desired and needed by this nation is a social reform when the life of the society, state, and nation should be restructured or reformed by bringing forward the total intrinsic truth. This coupled with the courage to act firmly against the principle of ultimate truth.

Must be formed

This means that the character of citizens should be set up that way so that ultimately formed the character of a strong nation. Formation of character should be done through education, both formal and informal. However, education must be addressed before we would be able to build the nation's character.

Currently we are still facing problems with our education that is not humanist: the human beings, not touching, not touching the students, teachers and other education personnel.

For example, a national exam that clearly distanced from the human actors of education-education participants. As if there are two opposite camps, the government-diknas-National Education Standards Agency with a school-teacher-student. In fact, should the two sides were united in education. That's why until now we have not been able to reach the education level of high quality.

Too much of education policy with the concept of actor-education participants. As a result, each party runs its own in accordance with their respective beliefs, which turned out to deviate from the meaning and essence of education. With a humanist education, character development can be initiated in a sustainable nation.

It is still necessary for the success of one other important element: character and leadership that upholds the essential truth. Our society is paternalistic. Actually not difficult to guide them. That is, if guided in the wrong direction, they will also be wrong.

by: Satryo Soemantri Brodjonegoro Professor of ITB and Academic Advisory Binus University, Jakarta

Homeschooling Role in Nation Character Building

Why Homeschooling?

The Indonesian nation has enjoyed independence for more than half a century, but until today there are many people who experience oppression and occupation of the victim's own brother resulting in powerlessness both intellectually and economically, poverty and ignorance become a normal phenomenon in this country, corruption and collusion a culture of nepotism that has been entrenched and institutionalized in society. Institutionalization of these fraudulent practices have led to this eternal activity in the community, making it very difficult to eradicate, including fraud that is now rife in educational institutions during the implementation of the National Final Examination. Really disappointing considering it should serve as an educational institution as an institution disseminating the values ​​of excellence for their students. Law enforcement is not in favor of a weak society adds to bleak future of justice in this country. The low social and environmental sensitivity, marked the rise of party activities and rah-rah youth and exploitation of natural resources excessively without considering the negative effects, the phenomenon is a symptom and what lies before us are of course not in accordance with the ideals of the fighters and founders this nation.

Very real in our eyes, that education does not seem to give a positive effect on improving the behavior of this nation, west oriented on education make this nation has lost its identity as a nation that is rich repertoire and the lofty values ​​of humanity. Religious education, Pancasila education, appreciation and practice of education even Pancasila which in the new order is seen as a powerful weapon capable of making this nation better virtuous character and bring this nation toward a better, especially in the formation of character.

Some of the above phenomena can be answered by the reconstruction of education starting from pre-school education to higher formal education and strengthening the capacity of non-formal and informal education in the community. From the literature mentioned that a lot of people's behavior is largely determined by the level of education, but behind the phenomenon of events that allegedly is the design of an actor's political elite backed by sufficient funds, community behavioral theory of linkages with the education level is not completely valid. Which can be used as instruments to explain the role of education in building the nation's character.

Nowadays many people start to look especially alternative schools for their children in education, one of which is Homeschooling. As already explained above that the current education does not seem able to provide a positive effect on improving the nation's behavior, but in fact the problem does not stop there, there are many other issues regarding the implementation of formal education that makes parents feel the need to provide educational facilities to their children through homeschooling path.

Today many kids are forced to sit on the bench formal schooling in a particular time only because of the demands, besides saturation also experienced by many children when the school because of the demands of school hours are relatively abundant. UNESCO requires 800-900 hours of lessons per year for elementary school, in Indonesia does not impose a 1400-hour lessons per year, these conditions of course make the school is no longer fun and just be a just punishment.

The presence of homeschooling in the developed countries have started to grow old, even in 2003, in America there are approximately 1.1 million children who learn at home, and in 1999 about 850 thousand children who attend school at home (data from NHES (National Houshold Education Surveys Program) quoted from the National Center for Education Statistics). NHES itself conducted a survey to parents who claimed 31% of them worried about the school environment, 30% said the main reason is to provide religious and moral lessons, while another 16% expressed dissatisfaction with the academic system at the school.

Not unlike the case with Indonesia, the reasons why parents prefer homeschooling is that parents are not satisfied with the education in schools. The curriculum is always changing, resulting in textbooks that are always changing and subject burden is quite heavy, and the other is social in the school who gave a bad effect on the children's behavior that makes the parents more nervous. Besides, because of distrust of institutions of formal education, more parents see homeschooling has several advantages over formal education, among others: It provides independence and individual creativity rather than in the classical style of learning, provide opportunities for achieving individual competence as much as possible so it does not necessarily confined to compare with the highest ability, average or even low, Protected from the "brawl", delinquency, drug, social deviant, consumerism, and snack foods that are malnourished, more hanging out with adults as role models, more prepared for real life, the more encouraged to do religious activities, recreation / sports family, Helping children grow, to understand himself and his role in the real world with the freedom of speech, reject or agree on certain of values ​​without having to fear to get reproach from friend or less value, membelajarkan children with various situation, social and environmental conditions, still provides an opportunity to interact with peers outside the hours of study.

Character Development

Self-discipline is essential in any effort to build and shape the character of a person, an organization, and a nation's society. For in relation to one-character implies (1) a positive quality that one has, so make it interesting and attractive, (2) a person's reputation, and (3) a person who has a personality of unusual or eccentric.

The root of the word "character" can be traced from the Latin word "kharakter", "kharassein", and "kharax", which means "tools for marking," "to Engrave", and "pointed stake". This word began to widely used (again) in French "caractere" in the 14th century and later entered in English into "character", before eventually becoming Indonesian "character". In Poerwadarminta Dictionary, character is defined as a disposition; character; psychological traits, morals or manners that distinguish one person than another.

By understanding the above can be said that building a character (character building) is the process of carving or chiseling the soul in such a way that "shaped" unique, interesting, and different or distinguishable with others. Like a letter in the alphabet that was never the same from each other, so the people of character can be distinguished from one another (including those who did not / have not been characterized or "character" reprehensible).

About the process of formation of this character may be mentioned a big name: Helen Keller (1880-1968). This remarkable woman, she became blind and deaf at the age of 19 months, but thanks to the help of his family and guidance Annie Sullivan (who is also blind, and after passing a series of operations can finally see a limited basis) and then became the first deaf-blind man who graduated cum laude from Radcliffe College in 1904 - once said, "Character can not be develop in ease and quite. Only through experience of trial and Suffering can the soul be strengthened, vision Cleared, Ambition inspired, and success achieved. "

The sentence may summarize the history of his life is very inspirational. Through a long struggle and perseverance are hard to beat, he then became one of the great heroes in American history who received numerous awards both nationally and internationally for his accomplishments and dedication (see homepage www.hki.org). Helen Keller is a model of human character (commendable). And his history demonstrates how the process of building a character that requires great discipline because it is never easy and immediate or instant. In-depth reflection is needed to make a series of moral choice (moral judgments) and followed up with concrete action so that it becomes praxis, reflection, and practice. Required amount of time to make those custom (habit) and formed character or a person's character (Andrias, 2006).

Can Character Nations Formed Through Homeschooling?

One reason parents prefer home schooling parents are able to provide religious and moral lessons more intensive than in formal schools. Conditions such as providing opportunities bekembangnya learning model in the character development of the nation. As is known along with the current religious education in formal schools only 2 hours of lessons a week, as well as character education or Pancasila education that today's increasingly retarded by other subjects and even demanded to be removed from the curriculum. What a sight in contrast to the national educational goal in itself. Formal schooling and non-formal school even when faced with questions about their capacity to equip students with religious and moral education has a similar answer: "the religious and moral education is a parental responsibility", really a painful answer we as who deals in the field of education.

Reverse phenomenon is also often found in Indonesia, when developed countries like the Amerikan States today many develop models of character development, in Indonesia the contrary, the actual characters contained in Pancasila many even demanded to be removed in the curriculum from primary to university high, even now many colleges that do not incorporate education in kurkulumnya Pancasila. The question is what's going on with Pancasila so many parties do not want it, is purely because of Pancasila has no moral significance in Indonesia? Or is there some external and internal parties who do not want younger generations to know Pancasila Indonesia which is the essence of the noble nation-nialai Indonesia? Questions to be answered by us as citizens of Indonesia especially its students with critical views.

If seen, what's the difference between characters that are developed abroad with Pancasila which already exist in Indonesia? The answer does not make any difference, because the substance of the same character in the character development with the values ​​contained in Pancasila. If it is Pancasila is not able to contribute positively to the changes in Indonesia is actually a moral fault does not lie on the Pancasila itself, but lies in the way and its implementation in the field. Character building in the developed countries are applied with a fun and applicable methods, while in Indonesia the implementation of Pancasila learning more on knowledge than the implementation, students are always faced with questions and memorizing the outer skin of the Pancasila, while the substance disappeared along with the accumulation of knowledge cognitive subjects at school.

Homeschooling opportunities for learning more applicable in the Pancasila as the nation's character-building efforts can be more open and more intensive as well as religious learning which also underlies a person's character education in addition to behaving itself. But this can not be separated from parents who facilitate their children's education through homeschooling, because there are actually two motifs from the implementation of homeschooling itself are: idealism and capitalism. Idealism is more to the distrust of parents towards formal education institutions, while capitalism is more to the lack of preparation time for someone to take a formal education because of financial interests that have to go through the process of education through homeschooling, his time was spent looking for money and would not let go of financial resources so that expense of school time. Two background of this course has a different orientation toward homeschooling itself, especially for business formation of character, moral and religious education.

Flexibility contained in the homeschooling allows the subjects of religion and morality can have a balanced manner with other subjects, even religion and thematic learning uncharged budipekerti very possible to be applied, can be implemented with a method that is more enjoyable when compared with formal learning in schools always haunted by the values ​​and exams. In conclusion, character building is allowed to be developed through homeschooling because of the characteristics and methods used in the process of learning more communicative, as well as the responsibility of the person carrying out homeschooling itself, especially if the parents directly involved in teaching their children.

source: http://blog.uny.ac.id/iisprasetyo/

Entrepreneurial Build Character Through Values-Based Education in Non-Formal Education Program

This paper is against the background by the condition of education, especially non-formal educational programs that occur in society as an attempt to address the problem of unemployment. Current educational programs do not pay attention to the transformation of values ​​in its implementation. Abandonment of the existence of this value causes the program to be ineffective, the program does not provide any impact on the residents to learn. The essence of education is actually as a means to internalize the values ​​are less well-facilitated, even the longer values ​​education increasingly marginalized by a variety of reasons. Furthermore, the practice of education only saw man as a physical instrument to maintain the current ideology embraced by the western world is capitalism.

Associated with entrepreneurial character, the values ​​that need to be transformed into non-formal education, especially education, among others: honesty, discipline, values ​​are transformed in order to maintain, develop, and even if I have to change the culture of community-owned. To implement it, values-based education should pay attention to the elements or standard educational program, started a component input, process and output that consists of 10 elements.

Keyword: non-formal education, values ​​education, entrepreneurship,

Preliminary

Currently unemployment is a serious enough problem that occurred in Indonesia, the condition is exacerbated by the termination of several large industries, influenced by the global crisis that hit some time ago, so the number of unemployed is increasing. Unemployment is a complex issue, as well as a result of unemployment is also a cause of other problems such as crime, poverty, deterioration of health levels, low levels of education and so forth, so that attempts to address this problem should also be multi-disciplinary and multi-approach.

Government efforts to tackle unemployment can be said enough, various attempts have been made almost every department has a special program to tackle unemployment, one of which is through the Ministry of National Education through the Directorate General of Non Formal and Informal Education (NFIE). Currently the Directorate of Non Formal and Informal aggressively implement the basic equality of educational programs and advanced integrated with life skills education, the program will involve an Independent Business Entrepreneurship program for functional literacy, entrepreneurship program for the Village and Urban Entrepreneurship Pursue packages B and C, etc. . The aim is that people learn in addition to getting a diploma of education equivalent to formal education for elementary, junior and senior high school, but also get support skills that are expected to be a provision for learners in the community after they complete the education program.

These programs involve government agencies in addition to also involve the foundations engaged in public education as a program executor. But in reality these programs are implemented only in the projects alone, so there is no continuity after the project stopped. Of the few successful cases encountered in the field related to the implementation of non-formal and informal education programs, not least the organizers of the institution implementing the program of life skills or entrepreneurial education without going through the briefing in advance and tend to be practically oriented, which then impact on the stagnation in sustainability programs.

In another case also found that foundations are responsible enough to provide entrepreneurship education and briefing materials related to the field of life skills that will be implemented prior to practice in the field. The results were quite different, in the first case the program did not have any impact on society, but in the second case, the public can benefit, especially in the skills being taught even though there are still problems with the product marketing terkiat.

Programs in education, especially for communities that are currently implemented only on strengthening the material-oriented cognitive knowledge, while the values ​​associated with lack of entrepreneurial spirit to get a touch, although there but still very limited. Whether in conscious or not, education today often ignore the values, especially religious values, and even tends to be forgotten and even gradually increasingly marginalized by a variety of reasons. Whereas the values ​​of spirituality is the highest peak of consciousness of human life. Furthermore, the practice of education only saw man as a physical instrument to maintain the current ideology embraced by the western world is capitalism.

The above is certainly contrary to the essence of education proposed by Jonh Dewey which states that: "Students are not only prepared to be ready to work, but also can actually live their lives until death. Their students think and thought it must be able to function in everyday life. Truth is an idea that should be a real function in practical experience. "John Dewey (1859 - 1952) in (Syohih, 2008).

Another disadvantage that is still felt in some life-skills education programs that happened today is a less good environmental management. The essence of education is actually as a means to internalize the values ​​are less well-facilitated, especially in non-formal education programs. Enviornmental instrumental input or the input of education in non-formal and informal education programs received less attention as an important part of the learning climate. Rarely encountered media can reinforce the internalization of values, such as the example none of the slogan that is placed in a chamber containing the reinforcement value of learning such as: "honesty is the key to success" or the other. Besides, the organizers also did not provide role models as a hidden curriculum that is able to mempekuat internalization of these values, among others, organized the program is not in accordance with the guidelines, data manipulation activities, and other distortions that cause the goals of the program itself can not be done due to negligence, program managers .

No less important is the role of facilitators and tutors as people who deal directly with students, where tutors and facilitators are not prepared to educate and membelajarkan learners with religious values ​​and the values ​​of other education which is precisely the main capital of the life skills education program . Consideration of a tutor over the person's ability to understand and master a particular matter, without consideration of how to deliver material in addition to the tutor should also be able to insert values ​​based on religious entrepreneurship so that learners can animate what they do as part of worship and devotion to God .

Education and Values

Historically, education in its broadest sense has been implemented since the human being on this earth. George F. Kneller stated that education can be viewed in a broad sense and in a technical sense, or in terms of results and in terms of process. In the broader meaning of education refers to an action or experience that has the effect associated with growth or development of the soul (mind), nature (character), or physical abilities (physical ability) individuals. Education in this sense goes on (for life). We actually learn from the experience of all our lives (Kneller, in Siswoyo 1967:63, 2007:18). In a technical sense, education is the process by which society, through non-lembangan education (schools), by intentionally transforming their cultural heritage, namely knowledge, values ​​and skills from generation to generation (Siswoyo, 2007:19).

According to Ki Hajar Dewantara, the meaning of education in life that is guiding the growth of children. The point of education is, demanding all the powers of nature that exist in children, and that they as human beings and as members of the community it can be reached safety and happiness of the highest (Siswoyo, 2007:20). Meanwhile, according Driyarkara, essence or eidos and education is a human pemanusiaan-young. Appointment of a young man to the human level, that is manifest in all actions to educate, the number and kinds of countless (Siswoyo, 2007:20).

Furthermore, according to Law no. 20 of 2003 on National Education System, education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and the skills needed him , community, nation and state (Law no. 20 of 2003).

From the description of the sense of education as stipulated in Law No.. 20 of 2003 on National Education System is implicitly embodied the values ​​of education for individuals, communities and nations. The values ​​are:

1. Personal form of faith and devoted to God Almighty, have the confidence, discipline and responsibility, able to express themselves through media, capable of human relationships, and become good citizens.
2. Establish a development expert personnel and skilled and can improve productivity, quality and work efficiency.
3. Preserving the values ​​upheld by society, nation and state.
4. Develop new values ​​are considered harmonious society in facing the challenges of science, technology and the modern world.
5. Is a bridge the past present and future.

Broadly speaking, the value is divided into two groups: the values ​​of conscience (values ​​of being) and the values ​​given (values ​​of giving). The values ​​of conscience is a value that is within man later developed into the behavior and the way we treat others. Included in the values ​​of conscience are honesty, courage, peace-loving, self-reliability, potential, discipline, know the limits, purity, and suitability. The values ​​given are the values ​​that need to be practiced or provided which would then be accepted as a given. Belonging to the group values ​​of giving is loyal, trustworthy, respectful, love, compassion, sensitive, unselfish, kind, friendly, fair and generous (Linda, 1995 in Kneller, 1971 in Elmubarok, 2008:7) .

Value is everywhere in education; exist in every aspect of schooling practices; value is the basis of the whole matter of choice and decision making. Using the values, teachers evaluate students and students evaluate teachers. Evaluate community subjects, school programs, and teaching competence, and society itself was evaluated by educators.

Education contains a broad sense, involving all aspects of human personality, including conscience, values, feelings, knowledge and skills. So the man trying to improve education, develop, and improve the values ​​in life.

Education includes activities to educate, teach, and train. In the event occurred the attempt to transform the values ​​in human life. Such values ​​include the values ​​of religion, culture, science and technology, art, and skill. Those values ​​can maintain, develop and even change the culture dimilikki community. Education here will take place in human life.

Own mean value properties (things) that are important or useful to humanity (purwadarminta, 1999:677). That is indeed evoke the response quality award (Titus, 1993:112). The value is practical and effective in the soul and the human actions objectively and institutionalized in society (Muhaimin and Mujib, 1993: 110).

Philosophy of Values ​​in Education

1. According to Value Education Philosophy Idealism

In the view of idealism, it's absolute value. What is said is good, true, false, beautiful or not beautiful, is fundamentally unchanged from generation to generation. In essence, the value was fixed. Value is not created human beings, but rather is part of the universe.

Plato argued that the good life is only possible in a good and ideal society ruled by "the Philopher Kings", the intellectuals, scientists or scholars (Kneller, 1971:33). He also argues that if people knew what he was saying as a good life, they would not do things that are contrary to morals. Crime happens because people do not know that the act was evil. If someone finds something that is true, then that person will do wrong. But the trouble is how it can be done if humans have very different views in his mind about the good life (Sadulloh, 2007:99).
2. According to Value of Realism Philosophy of Education

Adherents of realism that the idealist adherents agree with the fundamental values ​​that are essentially permanent, but they differ among themselves and their reasons. Classical realist agrees with Aristotle that there are universal moral laws, are available for various reasons and binding on all rational human beings.

Realism agreed that teachers should be part of formulating specific values. And basic moral standards of beauty that is taught to students who have no impact on current issues. Children should be very clear about the nature of truth and wrong, give attention to the good and beautiful destination based on changes in moral and aesthetic fashion.

3. According to Value Education Philosophy Pragmatism

According to Pragmatic flow, the value is relative. Ethics and morals are not permanent but always changing as well as cultural and societal change. This is not to claim that moral values ​​should fluctuate from time to time.

4. According to Value Education Philosophy Existentialism

Understanding existentialism of values, emphasizing freedom of action. Freedom is not the purpose or a goal in itself, but a potential for an action. Humans have the freedom to choose, but choices among the best choices is the most difficult. Doing will produce a result, where one must accept the consequences of such a choice. Freedom is never selelsai, because any result will give birth to the need for the next choice. Moral action may be done to the moral itself, and perhaps also for a purpose. Someone must be enabled to create his own ends. If someone takes the destination group or society, then he should make these goals as his own, as his own purpose, which he must accomplish in every situation. Thus, the objective is obtained in the situation.

Entrepreneurship

1. Understanding entrepreneurship

Entrepreneurship is essentially the nature, characteristics and nature of a person who has the will to realize innovative ideas into real world creatively (Suryana, 2000). The term comes from the translation of entrepreneurship "Entrepreneurship", can be interpreted as "the backbone of economy", which is the nerve center controlling the economy or the economy of a nation (Suharto Wirakusumo, 1997:1). In epistimologi, entrepreneurship is a value that is needed to start a business or a process of doing something new and different. According to Thomas W. Zimmerer, creativity and entrepreneurship is the application of keinovasian to solve the problem and attempt to take advantage of opportunities faced daily. Entrepreneurship is a combination of creativity, and courage to face risks keinovasian conducted by way of hard work to establish and maintain new business.

From some of the above understanding, it can be concluded that entrepreneurship is an ability in creative thinking and innovative behavior that basis, the resources, the driving force, the purpose of strategy, tips and processes in dealing with life's challenges.

2. Development of Entrepreneurship

There used to be the opinion that entrepreneurship is an innate talent, that entrepreneurship are born not made, so that entrepreneurship is seen is not important to be learned and taught. But in its development, it is evident that entrepreneurial talent was not only innate, or is it the practice field. Entrepreneurship is a discipline that needs to be studied. One's ability in entrepreneurship, can be matured through the educational process. Someone who become entrepreneurs are those who know her potential and learn to develop their potential to seize opportunities and to organize its efforts in realizing its goals.

And according Suryana, in line with the demands of rapid change in the paradigm of equitable growth and change in the direction of globalization that demands excellence, equity, and competition, then the current educational paradigm changes. Entrepreneurship education has been taught as a separate independent scientific discipline, which according to Prawirokusumo Suharto is due to:

1. Entrepreneurship contains a "body of knowledge" which is intact and real (distinctive), that there are theories, concepts, and scientific methods are complete.
2. b. Entrepreneurship has two concepts, namely the position of "start-up venture" and "venture growth". This is clearly not included in the "general frame work management courses" that separates between "management" with "business ownership".
3. Entrepreneurship is a discipline that has its own object, namely the ability to create something new and different
4. Entrepreneurship is a tool to try and create equitable distribution of income or welfare of the people a just and prosperous.

Like the science of management that was originally developed in the industrial field, then developed and applied in various other fields, the discipline of entrepreneurship in development experienced a rapid evolution, which is grown not only in the business world, but also in various fields, such as industry, trade, education, health and other institutions.

By having the spirit / style of entrepreneurship, the bureaucracy and institutions will have the motivation, optimism and racing to create new ways for more efficient, effective, innovative, flexible, and adaptive.

Value-Based Education

Human life can not be separated from values ​​and the values ​​were subsequently instituted. Institutional best value is through educational efforts. But Freeman's view in his book Cultural History Of Western Education cited Muhaimin and Abdul Mujib declared that the essence of education is a process of transformation and internalization. The process of habituation to the value, the value of the reconstruction process and the process of adjustment to the value (Muhaimin & Mujib, 1993).

The values ​​will be transformed in education include religious values, cultural values, the values ​​of science and technology, artistic values, skills and values. Associated with entrepreneurial character, the values ​​that need to be transformed into non-formal education, especially education, among others: honesty, discipline, values ​​are transformed in order to maintain, develop, and even if I have to change the culture of community-owned. So, this is where education will take place in life.

In order for the transformation process runs smoothly, there are several requirements that must be met in implementing the education process, among others, as suggested by Sadulloh (2007):

1. The existence of good educational relationship between educator and educated. Educative relationships can be interpreted as a relationship filled with affection, resulting in a relationship based on authority. The relationship between educators and learners is the relationship between subject and subject.
2. The existence of appropriate educational methods. In accordance with the ability of educators, the materials, conditions of learners, the objectives to be achieved, and the environmental conditions under which education takes place.
3. The existence of facilities and equipment in accordance with the need for enhanced education. Such facilities should be based on dedication to students, must comply with stiap transformed values.

The existence of an adequate atmosphere, so that the process of transformation of these values ​​run fair, and in a pleasant atmosphere (Sadulloh, 2007:58).

As for some entrepreneurial values ​​that need attention in non-formal education programs, among others: honesty, courage, peace-loving, self-reliability, potential, discipline, know the limits, purity, suitability, loyal, trustworthy, respectful, love, compassion, sensitive , unselfish, kind, friendly, fair and generous.

Implementation of Value-Based Education in Non-Formal Education Program

Actually there is no significance of value-free education, all educational activities should be charged the transformation of value to the learner as the subject of education itself. But addressing the educational issues which are prevalent today the term values-based education seems worth considering the current educational kedepankan more leads on teaching, serve as institutions for the transformation of knowledge and skills to the exclusion of residents learned about the existence of values ​​that should be the initial basis of education itself.

Without based on values, an educational effort that is shrouded in teaching activities will be a boomerang for the education itself. With the neutrality that carried by the science and technology led to the impact of learning in the community could be anything, whether positive or negative depending on the person who has studied the science. Without a value based on learning outcomes be beneficial to everyone, but only to a handful of people who successfully completed the teaching program that has been designed previously. Hence the emphasis on values, especially in non-formal education programs should be a priority, given the results of education will be directly implemented by citizens studying in the community.

To implement a values-based education in non-formal education programs, need to be considered an element / benchmark that is always present in every non-formal education activities such as disclosed by Sihombing, among others: citizens learn, learning resources, officials learned, learning tool, a place to learn, learning fund , yeast learning, group learning, learning programs, learning outcomes. Each element must be designed so that trasnformasi value can work well, in addition to the material transformation of educational programs. This means that training results not only oriented towards mastery of the material, but also on the mastery and appreciation of the values ​​of entrepreneurship itself.

Residents learn; in non-formal education programs, residents learn to be actively involved in determining the educational activities undertaken. Associated with entrepreneurship, the citizens learned is that adults who are unemployed or school dropouts who need the skills to support life through entrepreneurial activities. Residents must learn dirorong to really want to entrepreneurship, learning outcomes must educate citizens to learn to be independent, not just skilled to work on others.

Learning resources; learning resource is a member of the community who have advantages in certain fields of knowledge and skills. In a values-based education, recruitment sources to consider not only learn the knowledge or skills possessed, but the attitude and behavior in society, whether a figure can be used as models of society or not, so that the transformation of value not only take place when learning activities occur, but when the public figure of the source learning can serve as an example for residents to learn. Besides learning resources must also have the ability in the practice of adult learning, especially learning to run the learning process more democratic.

The Civil learn; are community leaders who are able and willing to nurture, guide, direct and surrounding communities mengorganiser learning programs (Sihombing: 2001). Guardian has learned quite a lot of functions associated with the implementation of programs, especially non-formal education based on values. Officials must be able to ensure that learning learning process full of nuances of the transfer of value, guiding people to learn or learning resources and to convince citizens to learn about the values ​​that are transformed by learning resources. Officials can learn also a religious figure in the community, so that the values ​​that exist in the learning process can also be followed up in a religious activity in society, for example in the regular recitation or when the sermon. This ongoing process will result in the integration of our activities in the place of learning with the community, so that the internalization of values ​​can take place continuously.

Learning tool; is a material or tools that exist in society which can be exploited for the sake of learning, in a values-based education, the tools used in learning activities should be able to support the transfer of value to citizens learn. Learning tool designed and manufactured in such a way as to describe the values ​​that must be owned by citizens learn. Such facilities may include images or slogans form of writing that refers to the value of the destination, or can also be audio-visual media such as video or short film depicting the existence of values ​​in society and its impact on entrepreneurship conducted. Documentary biography of successful entrepreneur is also possible, especially businessmen who uphold the values ​​in the business.

Place learning; where possible place of learning process, can be either house, meeting place, a place of worship, village halls, or buildings that are not used anymore but still allows the use (Sihombing: 2001). Also very supportive place to study the effectiveness of values-based learning process. Learning space in the design so that learning activities take place in an orderly and democratic, thick with the feel of values ​​that will be transformed.

Funds learning; funds is an important factor but not the main, this concept also applies not only for residents to learn, but the program itself, the implementation of educational activities that do not forward funds as the main factor may membelajarkan residents learned that any funds in entrepreneurship is not a major factor , but the determination and willingness factors are more dominant. It would be better if the program is implemented with the funds to a minimum by involving citizens studying in the planning process.

Yeast learning; are stimuli that can evoke the spirit of learning people learn, so that the learning process occurs without paksaaan, snapping but because of the awareness of learning as well as the strengths that exist in yeast learning itself (Sihombing: 2001). Yeast learned quite important in the learning activities, one of which is by strengthening-reinforcement values ​​on the go. This reinforcement can be done by presenting a successful businessman, who runs his business with good ethics and values.

Study groups; are a number of learning which consists of 5-10 people, who gathered in a group, have goals and learning needs and agreed to mutually membelajarkan (Sihombing: 2001). Study group should be formed so that the cooperation forged between people learn and familiarize themselves to cooperate in business activities. Given the entrepreneurial activities can not stand alone menalinkan need for cooperation with other parties, including in this case is a competitor. Case studies and field practice should be done berkelompk, so that residents learn to learn together and share experiences and provide input for the citizens of another study.

Learning programs; is a series of activities that reflect the objectives, content learning, ways of learning, learning time, or often referred to with an outline of learning activities (Sihombing: 2001). Learning curriculum must have a balance between the material charge of entrepreneurship with the values ​​that underlie entrepreneurship. Comparisons between the two is 50:50 so that a proper balance between the charge materials and charge values, as well as with the learning process, the substance of value is not given specifically, but rather thematic and there should be at every meeting of learning in any material. Case studies need to be prepared with cooked as a discussion for residents to learn, in addition to the use of audio visual media also needs to be optimized.

Learning outcomes; is a set of knowledge, skills and attitudes held by citizens to learn after a certain learning process through within a certain time (Sihombing: 2001). Meaningfulness of the learning outcomes for the improvement of quality of life and the lives of people learn to become a benchmark of success. The main study results in a values-based education is an entrepreneur with character and uphold the values ​​of religion and cultural values ​​that support business processes. Measurement instruments which include aspects of cognitive, affective and psychomotor-related material and values ​​need to be formulated in a comprehensive manner in order to obtain a valid measurement tool and reliable so that the measures of success of value-based education can be reflected in the results of the evaluation.

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Currently facing problems of unemployment, entrepreneurship education program through life skills education programs or other programs involving community empowerment should be seriously implemented by the government or any government agency partners such as foundations or NGOs. Such programs must be really oriented towards learning outcomes to create a generation of entrepreneurs. Goal like this would not be done with the program model is the case today that only oriented to strengthening the material and skills, but without any support strengthening of mental and values ​​in people learn. Therefore, values-based education in non-formal education programs have been developed both now and in the future, given these values ​​are now Mulau eroded by the development of technological advancement and acculturation of foreign cultures coming into this country.

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source: http://blog.uny.ac.id/iisprasetyo