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.
Cover
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.
Bibliography
Elmubarok, Z. (2008). Grounding Values Education, Collecting the Scattered, connect the Disconnected and Unify are parted. Editor: Dudung R.H. New York: Alfabeta.
Kneller, G.F. (1971). Introduction to the Philosophy of Education, Second ed. New York: John Wiley & Sons, Inc..
Maryadi. (2005). Potential Community Empowerment Through the Life Skills Education. Diklus: Out of School Education Journal, Issue 6, Th X, September 2005. Out of School Education Department, Faculty of Education, State University of Yogyakarta.
Muhaimin and Mujib, A. (1993). Islamic Educational Thought. New York: Trigenda work.
Fokusmedia Editorial Team. (2003). Law of National Education Systems (No. 20 of 2003). New York: Fokusmedia.
Sadulloh, U. (2007). Introduction to the Philosophy of Education. New York: Alfabeta.
Santoso, S. (2007). The values of Islamic Education in Qashidah "Treatise ilaa Sadiq" Muhyiddin Zayith work. Online abstract. Available at [http://karya-ilmiah.um.ac.id/index.php/sastra-arab/article/view/422].
Siswoyo, D. Et al. (2007). Science Education. Faculty of Education, State University of Yogyakarta. New York: UNY Press.
Sihombing, U. (2001). Out of School Education: issues, challenges and opportunities. New York: Wirakarsa.
Suherman. A. (2008). Development of Quantum Learning Model Competency-Based Physical Education in Primary Schools. Pulpit Education, Journal of Education ISSN 0126-2025, Vol. No. XXXII. 4 of 2008, the Contextual Education: Indonesian Experience. Bandung: Universitas Pendidikan Indonesia (UPI Press).
Syohih, U. (2008). Indonesia Environment and Education. [Online] available at [http://nerri-unindra-bio2a.blogspot.com/2008/07/nilai-nilai-pendidikan-di-indonesia.html,].
source: http://blog.uny.ac.id/iisprasetyo
Tidak ada komentar:
Posting Komentar