Non-Formal Education in gaining

Education as a powerful weapon to advance a nation in the world. this is based on the higher civilization of a nation due to the contribution of education itself, the strength of a nation lies in the quality of education quality and intelligent mermiliki noble character.

In the above persolan we realize that the very difficulty of achieving third-grade tersebur components, intelligent and has a noble character is a subjective three components that can not be separated between the other one. Kecerdasaran not give a hope that can bring kemodaratan if not coupled with the inherent character of religious teachings and this is true sebaliknya.Refine logo Non-Formal Education in gaining v1

Constitution of 1945 (the Constitution) Article 31 Paragraph 1 (a) amendement to the IV (four) menyataklan "Every citizen has the right to get the teaching" of the editorial is clearly bahwasannya every person wherever he is, without exception have the same right to education both formal and non-formal.yang starting from the most basic level of school education kindergarten through private and state universities. Uu in the number 23 of 2003 on the law of the National education system is clearly stated non-formal education is the path of education outside the formal education that can be implemented in a structured and tiered Article 1 "General provisions" in the fifth section, a special set of non-formal education, article 26 paragraph 1, to 7.

Formal education is an educational alternative that skew its existence as an object of Sahaja education, which is why the existence of non-formal schools can not be equated with other formal education. The emergence of Taste "stereotype" is in the midst of the community is a setback that led to the world of education is not education is meaningless

Flashback a few months ago, on a test nasiunal (UN) Based on data from the National Education Standards Agency (BSNP) 1,522,162 students took the national exams are held simultaneously in Indonesia with 89.88 percent graduation with a decline in terms of graduation from the year 2009-2010 , so there are 154 079 students who will follow-up exams



From the figures above the rest as much as 154 079 which will menegikuti supplementary exams with higher levels of trauma than ever And most of them tentunnya will follow graduation exam to earn their equality and the question of how the quality of the institution now ...?

Floating non-formal education is not present in Constance fix the problems of education to restore the function of non-formal education can be compared with other formla education.

Authors hope this paper can help through non-formal education in the future through a few things to make fundamental changes to the non-formal educational institutions through an education plan that emphasizes the quality of education of the places to look for mere sustenance, therefore the actions to be taken to changes to form an institution similar to other formal schools so that future non-formal education is not managed by individuals with a sense of equality of education is the education manager that does not have regeneration, giving rise to lack of transparency in the management of lead management agency pedidikan equality is seen as an exclusive institution.

by Ronggo Tunjung Anggoro
source: http://imadiklus.com

NONFORMAL EDUCATION PROGRAM FOR THE RURAL

INTRODUCTION
Between formal education and nonformal education have complementary. Out put of formal education (schools) of all levels who lack the skills, some can be equipped with the skills to be able to work on public and private agencies, or develop an independent business (entrepreneurship). In addition, they are out of school and had no formal education are given the opportunity to attend non-formal education (life skills education program) so as to improve their living standards.
Along with advances in the field of education, especially non-formal education, there are problems or deficiencies that need to be addressed or addressed in subsequent development. One problem that is quite prominent is the issue of education equity. In this case recognized that rural communities, especially remote and isolated communities are still not affordable education including non-formal education. These communities need attention, so the quality and standard of living can be improved. Of course be aware of their existence can be designed so that non-formal education programs relevant to their learning needs

PROBLEM
Most of the villagers living in remote / isolated. It is a matter to be reached with non-formal education program
Learning needs of diverse rural community, but has not been known clearly that it is difficult to design a non-formal education programs relevant to their learning needs
Potential of rural nature and varied enough, however limited the ability / skill to make the most productive citizens.

Non-formal education PROGRAMS FOR RURAL improve people's lives
Research Program
Rural development has an important and strategic role in regional development and national development. This is because most people live in rural areas with an environment that has the potential for an abundance of natural, rural development besides reaching out to the interests of rural communities. Therefore the government should provide greater and more serious attention to rural development.
Even if progress in rural development has many perceived benefits, but still there are many issues that need to be resolved to further strengthen rural development. Particularly in terms of increase in non-formal education and equity necessary discovered identify the fundamental aspects of rural life as the subject (people learn). For this purpose each institution is responsible for the development of nonformal education in rural communities need to carry out research activities in depth and breadth.
Aware of the lameness, lameness in rural areas, the research program in the context of non-formal education for rural people is a necessity.
One type of research is accurate and quick results can be utilized to improve the living standard of rural people is action research. To catch-up faced by rural communities need to develop this kind of research.
Using non-formal education programs with the Mother Tongue
Rural communities made up of various tribes who have their local language, remember it is still used orally in daily social life.
Nonformal education messages will be easier and faster internalized and understood by the public when delivered in the local language or their mother tongue. In addition, by using the native language in conveying messages of non-formal education, as well as to preserve the mother tongue in order to enrich the national culture.
The results Cummis Jim (2005) explained that children would be able to build strong literacy skills in the language they used in temapat education. . If parents and other caregivers (eg grandparents) can spend time with their children, as well as telling stories or discussing certain issues so as to develop the concept of literacy in their native language, then children can be better prepared to learn the language in place education, and succeed in their education. Their knowledge and skills transferred from the mother tongue they have learned at home into the language used in education. From the point of view of developing concepts and thinking skills of children, the second languages ​​are interdependent on each other. The transfer across languages ​​occur in two directions, if the mother tongue is promoted in schools (eg in a bilingual education program) dining concept language and literacy skills are learned by children in their mother tongue. In short both languages ​​can be mutually maintained if the environment supports children's education to use two languages.
With this approach the mother tongue in the learning process, the opportunity for success is quite high because the study is saying, the words that appear at any time in the good life in the process of social, economic and cultural processes. Understanding of what is learned will be easier to understand because the words have become part of what has been done or done in his life.
Benefits gained from learning to use the mother tongue (language of the jungle) is:

Can be made more quickly familiar with the residents to learn
Can learn and understand the structure of language learning citizen
Residents learn to preserve their customs
Motivate the citizens to learn to pass the reading, writing, and counting to the next generation.
Non-formal Education Program Radio Broadcast
Learning activities and events, especially non-formal education through a variety altrenatif necessary to arrange a varied program of strategic and innovative, so as to provide maximum service to all citizens according to need, ability, speed and accuracy of learning every member of society. It is intended to accelerate the expansion and equitable learning for all levels of society.
One alternative non-formal education learning a strategic and innovative media is the channel. Through media or message can be communicated ecara learning materials effectively to stimulate the mind, so motivated to learn optimally.
Radio as a medium to hear, is quite effective, especially for people in rural areas that are difficult to reach (remote / isolated). It can be understood because it is difficult to reach remote communities directly through print and visual media (television), which can be cultivated and remote communities diimiliki / isolated is the radio.
To communicate messages non-formal education widely to the public, especially those living in remote / isolated, very necessary radio broadcasts non-formal education.
Lab-site Program Non-formal Education
When associated with the learning needs of rural communities, it is necessary to test the models designed learning non-formal education is relevant to the needs of the community. Trial activity is more intensive when implemented on an area / location which is designed specifically as PNF-site lab. Besides training for tutors and teaching staff members of the community will be more successful if held on-site lab PNF. Thus urgently needed a PNF-site lab that will serve as an office or place PNF pilot programs and the training ground for tutor-resident tutor in membelajarkan learning.

CLOSING
Understand the conditions of rural residents in the various dimensions of life is a must for the observers, thinkers and practitioners of non-formal education. Residents of rural communities as part of community residents who require non-formal education services, should receive attention, by providing the appropriate education service learning requirement. It required a real effort for them, including through programs of research, non-formal education program that uses the mother tongue. Radio programs and program PNF PNF-site lab, the program served only a small part of programs that can touch the urgent need for rural residents, so the development of learning models need to be done.

REFERENCES
Robert Chambers, 1987, Rural Development From Rear, New York: LP3ES
Soedomo, HM, 1989, Special Education Schools Towards Community Development Learning Systems, New York: P2LPTK
Wiryanto Giinter Yomo and Wehner, 1973, Building Societies, London: Space

(By: Nasri, SS: observers of non-formal Education)

Andragogy AN ORIENTATION IN LEARNING

Knowledge of the most learned or gained from research on learning experiences to children or animals. Similarly, knowledge of teaching, mostly derived from the experience of teaching children in situations where children are required to follow a teaching-learning process that takes place in formal educational institutions. Implementation of the teaching-learning process is based on the definition of education as a process of cultural submission.
The definition of education is basically a term derived from the educational pedagogy.The term pedagogy derives from the Greek word "paid" meaning child and "agogos" guiding means. That is why the term pedagogy can be interpreted as "the science and art of teaching children (the art and science of teaching children).
In the development of the use of the term, appears a problem that is the word "child" as an integral part of the sense of the term pedagogy has been lost, so that the human mind is also written in educational books and dictionaries, in which the term pedagogy is defined as the art and science of teaching . Even the books on adult education found the term "Pedagogy of Adult Education". People apparently do not realize that in terms of pedagogy have the word "paid" meaning child, so the term pedagogy is not suitable to explain the art and science of helping adults learn. Another problem that arises concerning the meaning of the term pedagogy is drawn on the concept of educational objectives, namely the delivery of knowledge in children. On the basis of education is then defined as the process of delivering knowledge. Defines education as the process of delivery was less in accordance with the development and human life.
In addition to the problems that arise in terms of pedagogy is a view that suggests that the purpose of education is to transmit knowledge. But on the other hand the changes that occur as innovations in technology, population mobility, changes in the economic system, politics and the like happen so fast. Under these conditions the knowledge acquired one when he was 20 years old will become obsolete when he was 40 years old.If so, then education as a process of knowledge transmission is not in accordance with modern needs. Therefore, education is no longer defined as an attempt to transmit knowledge, but is formulated as a lifelong process of discovery of what is needed to know.
Today among the experts in adult education has grown both in Europe and in America, a theory on how to teach adults. To distinguish the pedagogy, the new theory is known by the name of Andragogy is derived from the Greek "andr" which means the adults and "agogos" meaning to lead or guide. Andragogy thus formulated as an art and science of helping adults learn.

ASSUMPTION Andragogy and pedagogy
There are fundamental differences regarding the assumptions used by Andragogy and Pedagogy, especially from the aspect of self-concept, experience, readiness to learn and orientation to learning. Assuming it can be stated as follows:
• Self-concept.
According to Knowles, the pedagogical approach to the role of students depend on teachers. In this case the teacher is expected by the community holding the responsibility for determining what will be learned by the students, when it's time to learn, how to learn, and whether a material has been completed or has not been studied. While the Andragogy in approach, the process of human maturation is reasonable for an individual to move from dependence towards independence. This shift in stages and with different speeds according to the people and the dimensions of life. The teachers of adults responsible for promoting and maintaining movement. Adults have a deep psychological need to be independent, although in certain situations depending on the other side.
• Experience.
Pengalamn role that brought students into the learning situation is less valuable. It was probably only as a starting point. Experience will be a major source of learning for students is the experience of the teacher, author, creator of the Audio-Visual Aids and other experts. Therefore, the main technique used is the continuation or removal techniques (lectures, assignments, etc.). In Andragogy, as long as people grow and develop they save a lot of experience and because it would be a source of inexhaustible to study, both for them personally and for others. After all people give greater meaning to the knowledge gained from experience rather than passively received. Therefore, the main technique used is the technique of experience (experimental, laboratory, discussion, problem solving, field experience and so on).
• Learning Readiness.
People are ready to learn anything that you want the public, especially schools for their learning, as long as the pressure is severe enough for them. Some people my age are ready to learn the same material. Therefore, lessons should be organized into a curriculum that is really raw, with a hierarchy of uniform for all learners. In Andragogy, people are ready to learn something when they feel the need to study it. in order to complete the task or question their lives more fulfilling. Educators holding a responsibility to create conditions and provide the tools and procedures to help the students find a need or curiosity. Thus the learning program should be formulated according to the application of life and category sorted according to the learning readiness of students.
• Orientation Against Learning.
The students see education as a process for obtaining the material, most of which they consider to be useful only at a later date. Therefore, the curriculum should be organized into units that follow the logical sequence learning subjects concerned. So their orientation centered on the subjects. Conversely in Andragogy, the students see education as a process of developing the ability to achieve the potential life of the plenary. They want to be able to apply knowledge and skills they gain nothing at this time for the next life more effectively. Therefore, learning experiences should be organized according to categories of capacity building. So their orientation toward learning is centered on the work or achievements. Of the basic assumptions of the above can be stated that: 1) adults have a concept of self, an individual who does not depend on anyone else who has the ability to direct himself and the ability to make decisions, 2) adults have a wealth of experience which is an important source of in learning, 3) Readiness to learn the adult-oriented tasks in accordance with the role of social development
4) adults have a perspective of time in learning, in the sense of immediately applying what he learned.
FUNCTION OF ADULT EDUCATION.
Adult educators have a function, among others:
a. Assess the learning needs of individuals, institutions and communities for adult education in accordance with the environmental organization (diagnostic function).
b. Establish and manage the organizational structure for the development and effective implementation of an adult education program (functions of the organization).
c. Formulate objectives in accordance with a predetermined learning needs, and plan a program of activities to achieve these objectives (the planning).
d. Creating and overseeing the procedures that are intended for implementation of an effective program, including selecting and training the heads of study groups, tutors, manage facilities and administrative processes, selection and acceptance of learners, and financing (administrative functions).
e. Assess the effectiveness of educational programs conducted (evaluation function).

MISSION ADULT EDUCATORS
content of adult educators can be described by the links between individual needs and goals.
Mission every adult educator is to help individuals to meet the needs and goals, helping individuals to develop the attitude that learning is an activity that lasts a lifetime, and the education it
available knowledge, attitudes and skills that can be used to work independently as well as to develop the potential we have. In this learning process can be used by adults to develop themselves, either individually or together with other adults.
Adult educators in planning the learning program should be based on the needs of the desired learning by adults, without such adult education will fail.

ENGINEERING AND METHOD OF ADULT LEARNING
Elaboration of the draft study to the sequence of learning activities require a decision on the techniques and materials to learn what is most beneficial use to achieve the goal pembelajarn. And further define the learning strategy that engages the learner. Position coach in this process only as a suggestion and as a resource.
There are several techniques or methods that can be used to help adults learn, among other things:
A. Presentation. These techniques include: lectures, debates, dialogues, interviews, panels, demonstrations, films, slides, exhibitions, excursions, and reading.
2. Participation techniques participants. These techniques include, among others: tanyajawab, role playing, the audience reaction panel, nd an expanded panel.
3. Discussion techniques. This technique terdidi the guided discussion, bersumberkan discussion of the book, discussion, problem solving, and case discussions.
4. Simulation techniques. This technique consists of: a game of roles, processes critical incident, the case method, and the game.

IMPLICATION IN ADULT LEARNING
Of the assumptions stated above, it can be argued that the opinion of the above three have in common in regard learners, both in teaching pedagogy and Andragogy, especially in self-concept, experience, readiness to learn, and learning orientation.Therefore it can be argued that in adult learning to note the following:
A. Learning climate should be created according to the adult state. Both rooms used as well as equipment (chairs, tables, etc.) shall be in accordance with the tastes of adults in order to provide comfort for them. In addition, the learning climate, the need to create mutual respect, cooperation between the participants with other participants and with the trainers / facilitators. This means that each participant is given the widest opportunity to express his views without any fear of punished and humiliated. Learning climate such as this will greatly depend on the coach / facilitator.
2. Participants included in diagnosing their learning needs. They will feel engaged and motivated to learn what will be learned if it suits your needs to be studied.
3. Participants involved in the planning process of learning. In this plan serves as a facilitator more counselors and human resources.
4. In the process of teaching and learning is a shared responsibility between coach / failitator and participants. Position coach / facilitator role more as a human resource, mentor, and katalist than as a teacher.
5. Evaluation of learning more emphasis on how to evaluate themselves in knowing the progress of study participants.
6. Because adults are learning a richer source than children, then the learning process is concerned with techniques that are tapped into their experience such as: group discussions, case method, simulations, role plays, practical exercises, demonstrations, guidance consulting, seminars, and so on.
7. The emphasis in the learning process for adults is on practical applications and on the basis of their experience.
8. Sequence of the curriculum in the process of adult learning based on tasks rather than on the basis of its development and logical sequence of subjects or institutional needs.For example, an orientation training program for new workers, rather than starting with the history or philosophy of the company, but starting with the real life of concern to new workers, such as: where I have to work, with whom I work, what is expected of me, and so on.
9. The concept of the developmental tasks of adults will give instructions in the study group. For development tasks, the study group is homogeneous group members will be more effective.
10. Adult educators should not act as a teacher who teaches a particular subject, but he acted as aid to those who learn.
11. Curriculum in adult education is not oriented to a particular subject, but oriented to the problem. This is because adults tend to be oriented to the problems in learning orientation.
12. Because adults in learning to problem-oriented, the learning experiences are designed based on a problem or concern that they had in mind.

REFERENCES

Amalius Sahide. 1990. Adult Education. Ujungpandang: FIP IKIP
Knowles, Malcolm. Of 1977. The Modern Practice of Adult Education, Pedagogy versus andragogy. New York: Association Press.
Zainuddin Arif. 1984. Andragogy. London: Space.

by: Syamsul Bakhri Gaffar, PLS FIP Department, State University of Makassar

Local wisdom of non-formal education

INTRODUCTION
Community development is inseparable from the participation of all members of society, both as perpetrators and as a target. A heterogeneous population, viewed from a variety of characteristics and the status it has, will affect the level of their participation in the development process, particularly the implementation of non-formal education.
Formal leader and informal leader (community leaders) have an important role, because in themselves they can give birth to a fundamental decisions for the benefit of the community or its citizens.
The decisions taken by formal leaders (such as village chief / headman) in a discussion forum or the 'tudang sipulung' a solid foundation as a written rule that can be applied to all the people who inhabit the villages / wards.
In regard to the implementation of non-formal education program, then citizens must have a commitment through concrete programs and integrated with development in other sectors. Due to the construction of the menitip beratkan on only one sector only, then other sectors will experience lag, causing the lead to jealousies kepakuman social, economic jealousy, envy, jealousy and others in public life.
Various community activities which is a reflection of the implementation of the rules that have been agreed, should be studied and examined, in an effort to get input on the role of the elements that exist in society in the implementation and development of non-formal education, and activities that have been agreed which related to non-formal education.

UNDERSTANDING LOCAL Wisdom
Local knowledge in foreign languages ​​are often conceived as a local policy (local wisdom), local knowledge (local knowledge) or local intelligence (local genious)
Local knowledge is the attitude, outlook, and ability to manage a community on the spiritual and the physical environment, which gives to the community's resilience and ability to grow in the area where the community is located. In other words, local knowledge is a creative response to the geopolitical situation, geographical, historical, and situational that is local (Saini KM, 2005)
Local knowledge is a way of life and science and life strategies of intangible activities carried out by local communities in responding to various problems in meeting their needs (MOSA, 2006).
The system must include the fulfillment of their needs all the elements of life, religion, science, economics, technology, social organization, language and communication, and the arts. They had an understanding, programs, activities related to implementation to maintain, improve and develop the elements and how compliance requirements, taking into account the human and natural resources around them.

Wisdom LOCAL AND CULTURE
Local wisdom born and developed from generation to generation as if it survive and grow by itself. It seems there is no underlying science or technology. No education and training to pass on local knowledge.
Basically, humans create their cultural and social environment as an adaptation to the physical and biological environment. Habits, practices, and traditions passed down from generation to generation. In turn, group or race is not aware of where the legacy of these policies. The next generation conditioned to accept the 'truth' is about values, abstinence, life, and standards of conduct.
These individuals tend to accept and believe what their culture. We are influenced by custom and knowledge society in which we grew up and lived. We tend to ignore or reject what is contrary to the beliefs.
Anti-corruption education for example, need to explore and develop indigenous wisdom.Application of local wisdom in the wisdom-corruption education of local residents are expected to easily understand the meaning, danger, and corruption. In addition, they realize that their fathers had sublime teachings that truly appreciate your honesty, fairness, and integrity.
Sunan Kalijaga is an example of the teaching process and the guardians of local tradition, in the context of the spread and teaching of Islam. He wore kejawen ways easily understood among the Javanese who was still strongly influenced by Hinduism, Sunan Kalijaga not remove art and culture of Java. Values ​​were clad in the color of Islam.Salvation prayer ceremony replaced the Islamic prayer. Puppet changed in such a way that does not stay away from Islamic law. Ilir-ilir song and Dandang Kalijaga Sugar composition, lasting up to now, thick aroma of Java. But both songs are full of propaganda values.
In Bugis, for example, is known culture 'siri'. In the lives of the Bugis, siri 'a principle element in them. Siri 'is the spirit, pride and dignity of the Bugis. None of the most valuable and should be retained in addition to siri ', self-esteem. He was an inspiration every step of the Bugis. Bugis people are willing to sacrifice anything for the sake of siri 'in their lives (Hamid Abdullah). A tort action against the culture of siri '. Culture minister, and to do right is the implementation of the siri '. In the Bugis people when the person called has siri '.
Wisdom, local knowledge existing in society should be explored, developed, and preserved in order to be included in the various activities of society, including non-formal education activities.

Wisdom LOCAL SUPPORT AS POWER non-formal education
The participation of the various elements in society in taking the initiative and host a non-formal education program is an invaluable contribution, which need attention and appreciation.
Various forms of local knowledge which is the carrying capacity for the implementation and development of non-formal education in the community:
A. Indigenous communities in the form of written rules about the obligation to learn, such as the obligation to follow the learning activities for citizens who are still illiterate.
2. Local wisdom in maintaining harmonious relations among humans, through mutual cooperation activities carried out in various community activities.
3. Local knowledge pertaining to the art. Certain Keseniaan has value to generate a sense of togetherness and keteladan and a sense of respect for the leader and elder people, examples of artistic culture 'sinrilik', keseniaan 'ganrang Bulo' and 'ma' sport '
4. Local wisdom in the recommendation system (not written), but agreed in a meeting attended by the elements in society, to realize the intelligence of the citizens, such as the obligation of citizens to know reading and writing when taking care of Identity Card and Family Card.

CLOSING
Implementation and development of non-formal education program tentunnya better and more successful, if it involves all the elements that exist in society. Local knowledge are the rules written or unwritten that is born of a collective agreement, such as mutual assistance culture, traditional arts, education for the citizens to follow the suggestion of illiteracy and literacy requirements for citizens to know that taking care of Identity Card and Family Card, a carrying capacity in non-formal education.

REFERENCES
Ministry of Social Affairs, 2006, Empowering Local Wisdom for Remote Indigenous Communities, Articles, Issue 20 November 2006, http / / www.depsos.go.id, accessed 2 April 2007
Saini K.M. 2005, "Local Wisdom in the current Global", in Mind, July 30, 2005 edition
Sudjana, HD, 2005, the Education Out of School Learning Strategy, London: Falah Production

By: Dra. Istiyani Idrus, M.Si (Teaching Staff Department of the State University of Makassar PLS FIP)

Early Childhood Potentialy

At birth, the baby God has equipped with the complete structure of the brain, but once outside the womb before the baby's brain reaches maturity. Newborns has more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of the neuron) that will form the connections between neurons.
After birth, the brain activity is influenced and dependent on the activity of neurons and its offshoots in the form bertrilyun-trillion connections between neurons. Through natural competition, the connections that do not or rarely used or given a stimulus would have stagnated and even atrophy or die. Strengthening the connection occurs when neurons get information or stimulation can produce bursts of power-pop. The burst of stimulating increased production of myelin is produced by glial adhesive substance. Increasing number of substances produced myelin, the more dendrites that grow, so will the more synap which means more neurons that together form a unit. The quality of the brain and the ability to absorb and process information depending on the number of neurons that form units (Nash: 1997)
Synap this will work quickly to children ages five to six years. A large number of connections that affect the quality of the ability of the brain throughout life. Growth in the number of brain tissue affected by the experience gained in the child's early years of his life. More and more children get the educational stimulation of children getting optimal brainpower.
First Intelligence Quotient (IQ) is known as the only tool to measure the intelligence of children, but history proves that high IQ is no guarantee of success in life. Children who have a high IQ and are considered intelligent life will be successful when in fact many children are a high IQ, but his life was not successful.
Concepts and new thinking about evolving intelligence. The presence of the theory of Multiple Inttelligences (multiple intelligences) which was introduced by Howard Gardner has sparked a growing awareness of the new intelligences other than intellectual intelligence. The theory of multiple intelligences provides a solid foundation to identify and develop broad spectrum of skills within the child.
Plural intelligence consists of 9 (nine) kinds of intelligence are:
A. Verbal-linguistic intelligence is the ability or competence to use words effectively both orally and in writing, including the ability to manipulate the syntax or language structure, fornologi or sounds in the language, semantics or meaning of language, and pragmatic dimensions or practical use of language.
2. Logical-mathematical intelligence is the intelligence to process the numbers and / or skill to use logic or common sense. In this intelligence includes sensitivity to logical patterns and relationships, statements, and propositions.
3. Visual-spatial intelligence is the intelligence picture and visualization involves the ability to visualize images inside a person's head, or create it in the form of two or three dimensions. This intelligence involves sensitivity to color, line, shape, size, area, and the relationships that exist between these elements.
4. Musical-rhythmic intelligence is the ability to perceive, discriminate, and express musical forms. This intelligence involves sensitivity to rhythm, melody, music and other sounds of something musical creation.
5. Kinesthetic intelligence is the ability to use the whole potential of the body to express ideas and feelings, including the ability to use hands to produce or transform things or objects.
6. Interpersonal intelligence is the intelligence to perceive and distinguish the mode, purpose, motivation and feelings of others, including the ability to empathize with others.
7. Intrapersonal intelligence is the intelligence to know and understand yourself, know the strengths and weaknesses of intelligence itself. Awareness of the feelings within ourselves, intentions, motivations, temperament and desires, and the ability to discipline yourself, understanding yourself and confident.
8. Natural intelligence is the intelligence in terms of cooperation and harmonize with nature. Involves the ability to recognize the forms of nature around: flora and fauna, the composition of clouds and geological features of the earth.
9. Spiritual intelligence is the intelligence to deal with and solve problems of meaning and value, the intelligence to put the behavior and life in the broader context of meaning and rich, the intelligence to assess that person's actions or way of life more meaningful than others

There is so much potential in every child. When the components of intelligence that does not get a chance to explore the potential will not be able to develop optimally even going to be a latent potential to be buried forever. This has implications for the ability / competence of the people around the child: parents, communities, governments, particularly educators, to improve and develop the various components of intelligence.With adequate competence of their potential for the development of all children will be able to take place with a more optimal.

EXISTENCE TPA AS A UNIT OF NONFORMAL EDUCATION

INTRODUCTION

The atmosphere is more focused on the development of the economy coupled with today's era of globalization has had an impact that could no longer be dammed, the unlimited pumping. The offer to enjoy a global lifestyle has spurred people to work countless hours. Under these conditions it has changed the lives of families including women bring a different appearance in the role and function as providers of household and child educators.
The appearance of women in activities outside the home (work, social and cultural activities) that characterizes the lives of families in urban areas, raising questions about the results can be obtained from the child's education. This question becomes even more meaningful because the father was also to be receding from its activities outside the home, and even tended to increase with the demands of life, whereas the presence of both is required of children, no matter what age.
Relation to it, who should be appointed and entrusted with responsibilities as a 'surrogate family' (implies not take over or eliminate family responsibilities and functions fully, but only change for a while as long as the parents unable to provide education so that children avoid stagnation growth process), seems to be a phenomenon that will color the face of urban families in the future. This phenomenon certainly needs to be addressed seriously from now on, because it is not easy to get a 'surrogate family' in the family who can help and contribute to generation, from generation to generation, such as having experienced a previous era.
In this perspective, our understanding of the developmental needs of children and the importance of basic needs is to improve the quality of child development, including an understanding of the institutions that can be used as alternative compliance with the basic needs of the child's development, be one way to understand the issues related to the tendency reduction in carrying out the functions of family upbringing and education, which in turn could seek a solution by selecting the 'surrogate family' that can improve the quality of child development.

DISCUSSION
Growth and development of children physically, mentally, emotionally influenced social nutrition, health, and education (child care programs that can create influence and intellectual stimulation and interaction of humanity in a positive and able to provide activities that enhance the learning process for children). It explains that the fulfillment of nutrition, health, and education in the process of child development is essential.
Importance of compliance with nutrition, health, and education in the process of child development has been widely demonstrated in numerous studies, including longitudinal studies by Bloom of intelligence indicating that the first period of 4 years of age, cognitive development reaches about 50 percent, reaching a period of 8 years 80 percent, and reached 100 percent after a 18-year-old child. (Saidah, 2003).
Other studies of intelligence pointed to the fact that the brain in order to maximize a child's intelligence, stimulation should be given from the first three years of his life since at that age the brain cells that belongs to two times more than cells of the adult brain.(Oberlander, 2000)
In the study of neurology, stated that during the first years of life, the brain produces trillions of connections between neurons. Furthermore, destroying brain connections (synapses) that are rarely or never used. Excessive connections experiencing drastic cuts that began at age 10 or earlier. Therefore, this connection must be reinforced through a variety of intellectual stimulation that coincided with the provision of adequate nutrition and health because the connection is not reinforced shrinkage (antrofi) and finally stopped functioning. (Nash, 1997)
Other neurological studies explain that brain growth is not caused by the increasing number of nerve cells, but by the growth of branching panhandle. When the brain is programmed (used for learning) branches and twigs overhung growing nerve cells, a relationship is more lush. When not in use then this branch shrinks and disappears.Furthermore, this growth also requires the panhandle of good nutrition. Therefore, the programming of the brain that means education and good nutrition affect the growth of branching shape and define the relevant brain panhandle. (Markam et al., 2003)
Regarding the provision of good nutrition for children, especially in the first period of 4 years is very important because of poor nutritional very risky in a variety of health conditions, learning disorders, impaired mental development, and development of intellectual capacity is very limited. (Malla, 2002)
The results of foreign and domestic research also shows the real relationship between nutritional status and intelligence, even the latest research on Canning showed that malnutrition rates are already causing mild deterioration of intelligence, especially in moderate and severe. (Husaini, 2003)
Nutrition, health, and education is needed in all phases of life, but the phase of a child must take precedence due to the phase of the child experiencing tremendous growth, including brain, especially in the first three years of life. (Falsafi, 2002)
Studies and research results above show that the age of the children in the process of child development is the most critical period for development that occur within the first 4 years as great as the developments in the next 14 years. Therefore, to support the development of intellectual stimulation happens very fundamental in nature. Similarly, if there is not adequate nutrients and a high degree of health is the capacity of the brain that is formed is not the maximum. (Jalal, 2002)
Accordingly, it can be said that in the process of child development, education does not provide meaning if not accompanied by the provision of adequate nutrition and health.Vice versa, this means that the third requirement is one unit (compounding) in shaping the quality of child development, as the opinion of Myers (Patmonodewo, 2002) that "the needs of children to health, nutrition, and education can not be separated from each other (synergistic) ". In other words, child development depends not only on meeting the nutrition and health, but also influenced by how big a role in affecting the family, especially parental psychiatric aspects of the child.
It seems indisputable that the people closest to the child is the family, especially parents. However, it is mostly found in family life are not so ideal in the sense of family functioning, especially in the care, treatment, education and other basic needs of children, such as nutrition, immunization, and health care.
Trend away from family functions suggests that there are children who have not fully obtain the full needs of the family. Yet, for children, the fulfillment of those needs is an absolute and can not be put off because of that opportunity comes only once.Opportunities are not exploited in this period go away and can not be achieved again.
The importance of meeting the needs of nutrition, health, and education for children in the growth process on the one hand and a continuing lack of family functioning on the other hand, provide opportunities for the development of institutions that organize day care or child care services during a specified period as a "surrogate family" in order to provide reasonably meet the needs of the child.
Role as a "surrogate family" implies not take over or eliminate entirely the responsibility and family functions, but only change for a while as long as parents are unable to provide care, treatment, protection, and education so that children avoid stagnation of the growth process which in turn can affect the child's overall personality development.
In general, the form of institutions that act as "surrogate family" can be divided into two agencies TPA and TPA is not a part of the activities are child-care services. Many examples of institutions that are not TPA but is now thriving full day school, a school and preschool educational institutions held nearly a full day. The institute has kept the school hours, like other educational institutions, only after school hours the children are given extra-curricular activities including breaks and lunch. Another example is the daycare in shopping centers that provide care services within hours for parents of children shopping.
TPA as a "surrogate family" is expected to provide welfare and guidance services for early childhood education to achieve optimal growth and development. (MONE, 2003).Therefore, the TPA to operate in carrying out activities other than care for a certain time also need to implement educational activities that refer to a reference menu ECE learning. (Wahyuti, 2003). This suggests that TPA not only to increase the welfare of children but also to develop the potential of children early in a certain time as a preparation for life and can adjust to the environment.
In its implementation, conduct TPA services for the provision of eating / drinking, health maintenance, periodic medical examination, weighing, providing vitamins, spiritual guidance, counseling and moral behavior of children, children's cognitive development, socialization and development of children. This assertion indicates that the TPA provides a holistic form of health care services, nutrition, and education in an integrated manner, so that the basic needs of children under five in the process tumbuhkembangnya can be met. (MOSA, 2002)
TPA (TPA) is known as the Day Care Center, in its development using a variety of terms that is a Child Care, Child Care Sasana, Sasana Toddler Development and Child Care Homes. In Indonesia the presence of TPA was not really new now but has been around since the Dutch era, although at that time specifically for plantation workers. That's why to this day child care in many plantations. While the new government began to pioneer the TPA in 1964 with a name TPA Kampung Melayu, East Jakarta, then followed by the establishment of Mother TPA is also located in Jakarta.
TPA can now be grouped into three types. First, type the full custody (Full Day Care) is carried out with child care activities in the form of counseling, care, and education with psychomotor and psychosocial stimulation in full. Second, the type of half-parenting (Semi Day Care) is carried out with child care activities in the form of counseling or just alone, or educational services with psychomotor and psychosocial stimulation alone.
Third, the type of care at any time (Incidental Day Care) is carried out with child care activities in the form of counseling, care, and education with psychomotor and psychosocial stimulation at any time when necessary according to the needs of parents.(Wahyuti, 2003)
Another grouping or a grouping based environment that is conveniently located child care located in the office environment and housing estates and in the neighborhood.Other grouping based organizer or manager of the institution, among others, by government agencies, community organizations, foundations, nongovernmental organizations, and individuals. (Setiawan, 2002)
On Government Regulation No. 27 of 1990 on Preschool child care is emphasized that early childhood development facilities that provide education and child welfare services.In terms of education, child care is the responsibility of the Minister of National Education, while in terms of child welfare is the responsibility of the Minister of Social Affairs.
In this connection, the Ministry of Social Affairs (2002) asserts that the reference TPA is a temporary replacement service agencies that take a broader responsibility as parents to work, which includes the services of socialization of children, development of child behavior, child education, child health, play activities, activities leisure time and social services to parents / family as a child and family consultation services when a child needs additional services.
Furthermore, the Ministry of Education (2003) interpret the TPA as a form of early childhood education in the path of organizing non-formal education programs for early childhood education from age 3 months to 6 years and children who need care and protection, when his parents absent.
Based on the above, it can be said that TPA is a vehicle for education and training services or child welfare agency that complements the role of families in caring for and raising children during the parents are not in place or absent.
TPA objectives as confirmed Affairs (2002) is to:
1) ensured the care of child development, care, and guidance through the process of socialization and education of children as possible;
2) Providing opportunities for children to obtain the completeness of care, care, guidance and good education so as to guarantee the survival, growth and development, protection and participation for children;
3) avoiding the possibility of having children from acts of violence or other acts that will disturb or affect the survival and development of the child and the child's personality formation;
4) Terbantunya parents / families in establishing a family function, especially in carrying out child welfare development within and outside the family. Thus, these service agencies are preventive in the face of fears of abandonment by the care, treatment, education, and guidance for children under five.
Referring to the assertion above, it can be said that the TPA aims to provide education and training for early childhood well-being to achieve optimal growth and development.
TPA function as confirmed Affairs (2002) are as:
1) Substitute the function of the time parents. The presence of TPA is to answer the family's inability (due to his work) in running some of the functions that should be done.These functions including socialization, pre-school education (preschool learning), care, treatment, and social care of children;
2) Information, communications, and consulting in the areas of well-being of preschoolers. In such case, the presence of TPA is a source of information, communication, and consultation on preschool children and their families to those in need;
3) Reference, the TPA can be used as a recipient of referrals from other agencies (other parties) in the acquisition of services for preschool children and also carry out referrals to other agencies;
4) Education and research, the TPA can be used as a place of education and research as well as a means to an internship for those interested about the children under five.
Based on the above, it can be said that the TPA function is primarily as a substitute family for a period of time for parents unable or do not have enough time in caring for her child because of work or other reasons.

CLOSING
Nutrition, health, and education for children in the process tumbuhkembangnya is the fundamental basic need to be met in improving the quality of child development. In that regard, TPA as one of the institutions that hold a holistic form of health care services, nutrition, and education are integrated over a certain time can be used as an alternative 'surrogate family' in providing basic needs in the process of development of the child.
Thus, in addressing the phenomenon of reduced function in the family child care and education as the tendency of families in urban communities in the future, TPA can be used as a solution. However, this does not mean that the only effort to do. That is, the selection of TPA as a "surrogate family" must be supported by other aspects as well foster parents keep their interactions with children, the rights of the child to love and care it is given.

REFERENCES
Ministry of Education. , 2003. Pioneering Program Guidelines TPA. Jakarta: Directorate General of Ministry of Education PLSP RI.
Ministry of Social Affairs. Of 2002. Guidelines for Implementation of Social Services Child TPA (TPA). Jakarta: Directorate General of Social Welfare Ministry of Social Affairs.
Falsafi, M. T. Of 2002. Children, between Gen Power and Education. Bogor: Light.
Feisal, J. A. Of 2002. "The National Education Policy Challenges Facing the Global" in Syarief, I (Ed), Education for a New Society Indonesia: 70 Year Prof. Dr. H. A. R. Tilaar, M. Sc. Ed. (Pp. 124-133). New York: Grasindo.
Husaini, M. A. , 2003. "Improving Children's Intelligence Requires Balanced Nutrition".Scientific Journal of early childhood. Vol. 2 stars. 03 p. 51-58.
Jalal, F. Of 2002. "Early Childhood Education, the Basic Education". Scientific Journal of early childhood. Prime Edition, p. 4-8.
Malla, A. Of 2002. "Nutrition for Early Childhood Development Intelligence". Scientific Journal of early childhood. No. 02. , p. 19-27.
Markam, S., M. Ade, Herry P. , 2003. "Early Childhood Education Seen View of Neurology". ECE Journal. Special edition, p. 47-52.
Nash, J. M. Of 1997. Infant brain. Translation of Time magazine edition February 3, 1997. Jakarta: PT. Three Mercury Satria.
Oberlander, J. R. Of 2000. Slow And Steady, Get Me Ready. Translation by Harini Soesanti Hartono. , 2003. Jakarta: PT. Scholastic.
Patmonodewo, S. Of 2002. "Early Childhood Development, Various Models are there".ECE Journal. Prime Edition, p. 36-39.
Saidah, E. S. , 2003. "The Importance of Early Mental Stimulation". Imiah Journal of Early Childhood Education. No. 01. , p. 50-55.
Setiawan, B. B. Of 2002. "The Role of Child Care and Child Care". ECE Journal. Prime Edition, p. 42-45.
Wahyuti, T. , 2003. "Strategic Positioning TPA". ECE Journal. No. 02. Vol. 2 p. 28-37.

Author: Suardi (PLS Faculty Affairs University of Makassar FIP)

Stimulate Read Interest in Preschool Children

Read to preschoolers have a myriad of benefits. Child's interest in reading can be developed when he was still in the womb of age. And what about preschool? In a presentation to foster interest in readingabout the good of the children some time ago in The Cone, FX, Jakarta, Sani B. Hermawan, Psi,Director of the Institute for Humanities Resources said that preschool age children need a trick is slightly different than school age children.

"For school age children, the better given the character's original story. When children are preschool age,no matter the form of fairy tales or folk tales," he explained. Sani also share tips on how to stimulateinterest in reading preschool children, namely:

A. Read the story to the child and ask him to recount. This practice can help take the essentials of a case.It is important to train the tangkapnya. When recounting, encourage him to see pictures from story booksso he could train his imagination when trying to retell.

2. Strive story that was quite short, interesting, and has a striking image and color.

3. Can also make the story of the boy's own biography.

4. Make a book as a gift (reward) for the good things done by children.

Sources: http://female.kompas.com/