Literacy learning success is greatly influenced by the form of evaluation used in measuring achievement citizens learn literacy skills. Learning outcomes in literacy education has been seen in a legal form of literacy, which is given Certificate of Literacy Literacy (SUKMA) to the citizens to learn. Knowingly or not, the form of evaluations conducted fairly give effect to the successful attainment of literacy education programs. The fact that there is that the evaluation tool which has been used to measure learning outcomes in literacy education is the dominant means of evaluation with the test format approach, whereas the evaluation form with a non-test approach is often not viewed. Non-test assessment technique means carrying out the assessment by not using the test format. These valuation techniques commonly used to assess a person's personality (people learning / learners) thoroughly covers attitudes, behaviors, traits, social attitudes, speech, life history and others. But the non-test approach can also be used in the evaluation of an educational program, whether it tehadap evaluation of learning and evaluation of learning outcomes.
Patrol script is a form of evaluation tools in literacy learning outcomes by promoting non-test approach in its implementation. Learning measurement results achieved by the citizens in the process of learning script patrol model evaluation is done through a process of observation and free interviews with residents to learn. With this kind of evaluation model, it is possible to see the capabilities of literacy achieved by a citizen of the learning process as a whole up to the level of its application in daily life people learn.
Patrol script is a model of evaluation that can be applied as a model evaluation tool to get SUKMA on literacy education. Model evaluation patrol script focuses on the evaluation process of the observations made by the tutor as evaluator of the residents learned. In the process of direct observation, interviews were conducted with variations in question lightly or demand for citizens to learn that can be used to determine the ability of citizens of literacy learning that is the achievement of learning outcomes that have been done.
The evaluation model is a form of evaluation patrol literacy learning outcomes in which the tutor as evaluator to supervise the progress of learning achieved by the citizens. Supervision is done not only in the classroom or learning place during the learning process, but also carried out outside the place and time of learning. In this evaluation process, tutors are expected to interact more with citizens studying outside the atmosphere of learning. Tutors make home visits or to usual activities where people learn to conduct assessments of literacy skills people learn. Form of a visit by a tutor is an informal visit which appears as an ordinary meeting with a variety of reasons (DI, stop, play etc.)
Models patrol literacy learning outcomes in the evaluation of literacy education is a form of assessment of the achievements of the citizens of literacy learning literacy education using the non-test approach. This model emphasizes the method of observation and interviewing in the implementation.
In the patrol model script, tutor as evaluator conduct a form of participant observation to assess the ability of citizens to learn. In addition tutors also builds an interview that is free interviews with residents to learn. In the interview wherever possible to build an atmosphere of free and familiar interview that it seems that the interview conducted just a regular conversation, not as an evaluation exercise carried out a tutor to assess the ability of citizens to learn. It is important to keep the atmosphere of mysticism residents learn. When they are faced with an evaluation tool learning outcomes of conventional models such as the shape tool in the evaluation of early elementary school and even kindergarten level, then it likely will arise a sense of shame, doubt, anxiety and so on, even so residents will learn to feel demeaned by the application of tools evaluation like this. This could be something that gives them considerable influence on the expression of the ability of citizens to learn literacy. Not to mention the influence of age, the emotional level as well as the existence of citizens studied in the order of society.
The steps in the implementation of the evaluation model patrol script is:
1. Making the assessment format
Although the evaluation model script patrol impression as a form of subjective evaluation in which the tutor as an evaluator in full control and evaluation process emphasizes the measurement of the ability of citizens to learn from observations and interviews, but as in the model evaluation study results using a test format, in the evaluation model of patrol reference letters are also used in the form of performance measurement instruments residents of literacy learning as guidelines in conducting the evaluation process.
2. Conduct the evaluation process
In the implementation of the evaluation model patrol eradication program, the tutors make observations of the ability possessed by the citizens of literacy learning. Observations are made every interaction between tutors and residents learning during the process of program implementation, whether it's interaction during the learning process as well as outside of it, like a tutor to visit home or to where residents learned about their activities. Even when tutors interact via the telephone conversation was the evaluation process can be performed character patrols.
During the interaction process is the tutor can perform measurements by observing the residents learned. Here are examples of the implementation process of the evaluation model of a citizen patrol literacy learning with the identity as follows:
Name of the residents learned: Anto
Age: 36 Years
Gender: male
Occupation: Junior Pedicab
Tutors can conduct a process evaluation of the Anto by observing the ability to read, write and count Anto inside and outside the learning process. In the teaching-learning process, tutor can measure the extent to which the ability to read Anto when learning to read. Is anto has been able to read one sentence or less smoothly smoothly, or new Anto can read fluently one word that consists of a maximum of two to three syllables. Similarly, the measurement of the ability to write and count Anto.
Outside the learning process, tutor can make an assessment of literacy skills with a visit to the house of Anto Anto Anto or to the place where passengers usually wait. At the meeting with Anto, the tutor can evaluate through a simple interview process in the form of visible light conversation, not as an interview, so it does not seem there is a process of observation therein. To assess the ability to read Anto, a tutor can be pretended to ask for something in which to answer that question Anto must do the reading first. Example, the tutor gives a piece of paper that reads an address and ask Anto, whether he knows the address. To assess the ability of numeracy, the tutor can ask about the average income per day from the results obtained Anto pull rickshaws. Then the tutor will ask you again how much the average income per week or per month Anto obtained from the results of such work. Similarly, to assess writing skills.
From the variations proposed demand questions or tutor in a conversation with the citizens to learn, the tutor can measure the achievements of citizens learning of literacy skills. It's just that in an interaction with the citizens learning, tutors do not have to take measurements of all the skills of literacy (reading, writing and arithmetic) residents learn. In one interaction, the tutor may only be able to assess the reading ability of a citizen to learn, the main interactions that occur outside outside class hours. But keep in mind that this script patrol model evaluation is a process of comprehensive evaluation of the residents learned during the process of learning literacy education. So that becomes a benchmark not only on the assessment of learning outcomes, but also achievements of literacy skills at each stage of the learning process. The evaluation model is also a patrol script evaluation exercise which saw the results of literacy learning of literacy skills people learn at the level of literacy ability of citizens learn applications in everyday life.
3. Recording the results of the evaluation process
During the process of learning intraksi with citizens in order to evaluate the learning outcomes with a model patrol script, recording the assessment of literacy skills people learn not to do. Recording is done after the interaction process. Tutors can make notes or complete a form for citizens of literacy skills learning outcomes which have been made / prepared on the terms of the observations (observation) and interview (conversation light) with the residents learned.
Author; Suyuti Zakir, S.S
PLS overseers Palopo City Department of Education
Senin, 26 Desember 2011
Kamis, 01 Desember 2011
Development of Early Childhood Education Holistic-Integrative
Basic Concepts of Early Childhood Development
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
Kamis, 24 November 2011
DEVELOPING SKILLS THROUGH SELF READY TO WORK WITH NONFORMAL EDUCATION
A graduate school education (formal education), ranging from elementary schools to universities, certainly will not want to be unemployed, but wants to plunge into the world of work. World of work quite different to the world of learning at school. Of learning environments in schools with fewer problems, leading the hunt field work with a number of issues and at all other.
Anxiety and the anxiety that is felt to be factors internal school graduates; greeted with the promotion of a number of educational institutions that offer convenience and expertise to be ready to work as an external factor, then complete the pusher never mind the factors to develop themselves before plunging into the world of work. In such a context, determining the choice of educational institutions for the provision of work is a difficult thing.
SELF READY TO WORK ABILITY
Setting up a fund for self-development capability to be ready to work is the right attitude, but where we are going to be developed and what needs to be developed is a question to be answered, before receiving a helping hand no educational institutions for free just like that.
There are six elements that can make someone able to hunt for jobs and succeed. The sixth element is the value, feelings, skills, creativity, risk, and purpose. The six elements that have been mentioned will be discussed as follows
First, the value of which is defined as all the elements that show how a person has a decision to use her life. Value is determined by two main things, namely past experience and future expectations of riel, will promise the increasingly competitive person.
Secondly, a feeling which is defined as an emotional reaction to a given person at a particular event.
Third, a skill that is defined as any possibility of the most extensive range of attributes that represent the strengths, abilities and characteristics that provide the greatest potential, as the path to successfully face the problems, tasks, and other experiences.
Fourth, creativity, all were thought to be directed to generate more ideas than solve the problem. Always there are more than one solution of a problem, by doing modification, simplification, emphasis, or strengthening, merging with another, rearrangement, inversion, etc..
Fifth, risk-taking that is making one of the many alternatives to realize the responsibilities and risks of options that have been determined. The risk is taken into account after the failure of the minimum, maximum results are achieved, and the likelihood of success.
Sixth, the purpose of determining which is the target to be achieved. In this case there are two types of targets, namely between the target and final target. Between the target while the target is to be dilewai reach the final target.
KNOWN TYPES OF WORK
Know the types of jobs exist, is useful for a person to determine what type of work will be selected and engaged. By type of work is divided into three, namely:
First, the field work. In accordance with its kind, this work is mostly done in the field (outdoors), both on land, sea, or air, even under the ground. Due to the location of the open course air temperature also varies according to its natural state. Therefore, the requirements of field work requires physical stamina and must have sufficient interest in the outside chores. In addition to the different locations will also be in touch with people different also. Therefore, field work should have a good adjustment. Examples of this work: sales reps / salesmen, construction workers, and farm machinery operators.
Second, the production work. This work is mostly done indoors. Environmental conditions for this work is relatively noisy (engine noise). For certain jobs, tempratur space rather hot and noisy because of the influence of the machine. This work is monotonous, so it takes perseverance and skills for workers. Examples of this work: a saw machine operators, carpenters raft hours, and rice milling machine operator.
Third, the administrative work. The working conditions for this work mostly indoors, so the influence of weather is relatively small. Noise factor and the danger of accidents is almost nonexistent. More job sitting behind a desk. The work of this kind requires adequate administrative capacity. For certain positions required power analysis, initiative, and ability to make decisions constantly. Due to the nature of work tends to be repeated and routine it takes perseverance. Examples of this work: the reception, sorting mail interpreters, secretaries, accountants and personnel managers.
NONFORMAL EDUCATION (PNF) AS AN ALTERNATIVE
Nonformal education have a curriculum that is designed to meet the urgent needs of the community, learning programs simpler, and has a short learning time / short, and the results of studies can be used immediately. Additionally PNF program a variety of shapes and types of educational units, such as group learning Package A, Package B, Package C, Chase Enterprises, Apprenticeships, skills courses, and various specialty programs; there are government-run, private, and individuals.
Looking at the characteristics, type and unit of PNF, seems to be an alternative option to develop the ability to be ready to work. All types and units of PNF as already mentioned, there and everywhere there, just choose according to your needs and interests.
CONDITION OF BEING SELECTED NONFORMAL EDUCATION
At least there are five things that need attention in choosing courses PNF, ie review the syllabus (course and time), teachers / instructors, learning tools, and accreditation costs. For details discussed as follows
First, review the syllabus. Starting to learn a brochure that offered PNF institutions. Should be visited and studied more than one place PNF program, consider the pluses and minuses, Do not be easily eaten crap institution PNF program providers. Wear ratio is logical, do not involve emotions, such as a brochure that says 'free', could bear English only three weeks. Is there a business can be free, what could possibly English in just three weeks.
Consider carefully what PNF program objectives, syllabus (learning program), a long time to learn, when to begin and end when the learning program, while learning (morning, afternoon, evening or night). Compare, use the slogan 'customer is king'. If it is not clear ask the organizers of the program PNF.
Second, teachers / instructors. Whatever the name of the PNF program, so detailed silabinya, to note who the teacher / educator, educational background, teaching experience, attitude and acts of its horns when teaching, the award was obtained lattice that need to be observed and examined.
Third, a learning tool. What is the state class for teaching and learning activities, equipment and laboratory or workshop conditions, management (administration). Although the air-conditioned room is cooler, but is it imperative that the equipment required by the study.
For the manifold skills PNF program, need to be observed how the number of tools or machines, how many participants in one class, already tertibkah iterative program. It should also be observed that there was no trained skills without practice (learning by doing).
Fourth, cost considerations. What is the total cost of the program? installment number of times. Consider carefully, because the PNF program that cheap is not necessarily good, but expensive also not a guarantee of quality. PNF programs are cheap and free gift usually in bulk, the ratio of students to teachers or facilities owned by large enough. As a result the learning process is also inefficient. PNF is an expensive program sometimes caused the program facilities sought. Then the service of any kind, which must also be scraped from the pockets of students. Even no less expensive for prestige purposes. More easily, look for programs that cost PNF with a reasonable calculation.
Fifth, accreditation, or approval status of the institution / program PNF. Already diakreditasikah selected educational institutions? Who is issuing accreditation? Institutions that issue such accreditation bonafidkah enough? However the level of accreditation will determine how far kredential (diploma, certificate or letter) from the institution / program PNF valued by society or by the institution and the owner of the work (users graduates)
CLOSING
Person's readiness for work is not limited when graduating from a formal educational institutions (schools). Precisely how far a person's readiness to work determined to have the ability themselves to be ready to work. Elements that can strengthen the ability of self such as: a positive value in making decisions, feeling positive, productive skills of functional, purposeful creativity, the courage to take risks and determination of objectives / targets in the move.
Develop the ability to be ready to work, can be done by identifying the types of jobs that exist, and choosing the relevant PNF program to hone themselves, after considering the conditions of the learning program of choice.
REFERENCES
Brembeck, Cole S., et.all; 1973, New Strategies For Educational Development: The Cross-Cultral Search For Formal Alternatives, Institute For International Studies College of Education, University of Michigan.
RI Department of Manpower, 1992, Classification of Occupation of Indonesia, Jakarta: Directorate General PPTK Project Development and Employment.
By: Ali Latif Amri (PLS majors Lecturer State University of Makassar)
Anxiety and the anxiety that is felt to be factors internal school graduates; greeted with the promotion of a number of educational institutions that offer convenience and expertise to be ready to work as an external factor, then complete the pusher never mind the factors to develop themselves before plunging into the world of work. In such a context, determining the choice of educational institutions for the provision of work is a difficult thing.
SELF READY TO WORK ABILITY
Setting up a fund for self-development capability to be ready to work is the right attitude, but where we are going to be developed and what needs to be developed is a question to be answered, before receiving a helping hand no educational institutions for free just like that.
There are six elements that can make someone able to hunt for jobs and succeed. The sixth element is the value, feelings, skills, creativity, risk, and purpose. The six elements that have been mentioned will be discussed as follows
First, the value of which is defined as all the elements that show how a person has a decision to use her life. Value is determined by two main things, namely past experience and future expectations of riel, will promise the increasingly competitive person.
Secondly, a feeling which is defined as an emotional reaction to a given person at a particular event.
Third, a skill that is defined as any possibility of the most extensive range of attributes that represent the strengths, abilities and characteristics that provide the greatest potential, as the path to successfully face the problems, tasks, and other experiences.
Fourth, creativity, all were thought to be directed to generate more ideas than solve the problem. Always there are more than one solution of a problem, by doing modification, simplification, emphasis, or strengthening, merging with another, rearrangement, inversion, etc..
Fifth, risk-taking that is making one of the many alternatives to realize the responsibilities and risks of options that have been determined. The risk is taken into account after the failure of the minimum, maximum results are achieved, and the likelihood of success.
Sixth, the purpose of determining which is the target to be achieved. In this case there are two types of targets, namely between the target and final target. Between the target while the target is to be dilewai reach the final target.
KNOWN TYPES OF WORK
Know the types of jobs exist, is useful for a person to determine what type of work will be selected and engaged. By type of work is divided into three, namely:
First, the field work. In accordance with its kind, this work is mostly done in the field (outdoors), both on land, sea, or air, even under the ground. Due to the location of the open course air temperature also varies according to its natural state. Therefore, the requirements of field work requires physical stamina and must have sufficient interest in the outside chores. In addition to the different locations will also be in touch with people different also. Therefore, field work should have a good adjustment. Examples of this work: sales reps / salesmen, construction workers, and farm machinery operators.
Second, the production work. This work is mostly done indoors. Environmental conditions for this work is relatively noisy (engine noise). For certain jobs, tempratur space rather hot and noisy because of the influence of the machine. This work is monotonous, so it takes perseverance and skills for workers. Examples of this work: a saw machine operators, carpenters raft hours, and rice milling machine operator.
Third, the administrative work. The working conditions for this work mostly indoors, so the influence of weather is relatively small. Noise factor and the danger of accidents is almost nonexistent. More job sitting behind a desk. The work of this kind requires adequate administrative capacity. For certain positions required power analysis, initiative, and ability to make decisions constantly. Due to the nature of work tends to be repeated and routine it takes perseverance. Examples of this work: the reception, sorting mail interpreters, secretaries, accountants and personnel managers.
NONFORMAL EDUCATION (PNF) AS AN ALTERNATIVE
Nonformal education have a curriculum that is designed to meet the urgent needs of the community, learning programs simpler, and has a short learning time / short, and the results of studies can be used immediately. Additionally PNF program a variety of shapes and types of educational units, such as group learning Package A, Package B, Package C, Chase Enterprises, Apprenticeships, skills courses, and various specialty programs; there are government-run, private, and individuals.
Looking at the characteristics, type and unit of PNF, seems to be an alternative option to develop the ability to be ready to work. All types and units of PNF as already mentioned, there and everywhere there, just choose according to your needs and interests.
CONDITION OF BEING SELECTED NONFORMAL EDUCATION
At least there are five things that need attention in choosing courses PNF, ie review the syllabus (course and time), teachers / instructors, learning tools, and accreditation costs. For details discussed as follows
First, review the syllabus. Starting to learn a brochure that offered PNF institutions. Should be visited and studied more than one place PNF program, consider the pluses and minuses, Do not be easily eaten crap institution PNF program providers. Wear ratio is logical, do not involve emotions, such as a brochure that says 'free', could bear English only three weeks. Is there a business can be free, what could possibly English in just three weeks.
Consider carefully what PNF program objectives, syllabus (learning program), a long time to learn, when to begin and end when the learning program, while learning (morning, afternoon, evening or night). Compare, use the slogan 'customer is king'. If it is not clear ask the organizers of the program PNF.
Second, teachers / instructors. Whatever the name of the PNF program, so detailed silabinya, to note who the teacher / educator, educational background, teaching experience, attitude and acts of its horns when teaching, the award was obtained lattice that need to be observed and examined.
Third, a learning tool. What is the state class for teaching and learning activities, equipment and laboratory or workshop conditions, management (administration). Although the air-conditioned room is cooler, but is it imperative that the equipment required by the study.
For the manifold skills PNF program, need to be observed how the number of tools or machines, how many participants in one class, already tertibkah iterative program. It should also be observed that there was no trained skills without practice (learning by doing).
Fourth, cost considerations. What is the total cost of the program? installment number of times. Consider carefully, because the PNF program that cheap is not necessarily good, but expensive also not a guarantee of quality. PNF programs are cheap and free gift usually in bulk, the ratio of students to teachers or facilities owned by large enough. As a result the learning process is also inefficient. PNF is an expensive program sometimes caused the program facilities sought. Then the service of any kind, which must also be scraped from the pockets of students. Even no less expensive for prestige purposes. More easily, look for programs that cost PNF with a reasonable calculation.
Fifth, accreditation, or approval status of the institution / program PNF. Already diakreditasikah selected educational institutions? Who is issuing accreditation? Institutions that issue such accreditation bonafidkah enough? However the level of accreditation will determine how far kredential (diploma, certificate or letter) from the institution / program PNF valued by society or by the institution and the owner of the work (users graduates)
CLOSING
Person's readiness for work is not limited when graduating from a formal educational institutions (schools). Precisely how far a person's readiness to work determined to have the ability themselves to be ready to work. Elements that can strengthen the ability of self such as: a positive value in making decisions, feeling positive, productive skills of functional, purposeful creativity, the courage to take risks and determination of objectives / targets in the move.
Develop the ability to be ready to work, can be done by identifying the types of jobs that exist, and choosing the relevant PNF program to hone themselves, after considering the conditions of the learning program of choice.
REFERENCES
Brembeck, Cole S., et.all; 1973, New Strategies For Educational Development: The Cross-Cultral Search For Formal Alternatives, Institute For International Studies College of Education, University of Michigan.
RI Department of Manpower, 1992, Classification of Occupation of Indonesia, Jakarta: Directorate General PPTK Project Development and Employment.
By: Ali Latif Amri (PLS majors Lecturer State University of Makassar)
Rabu, 23 November 2011
Education Literacy Tutor Approach BalibolaE
The term "BalibolaE" lifted from the roots of local culture Bugis, taking into account the characteristics of a religious society, upholding the value of mutual cooperation, kinship, loyalty, and respect for the ancestral culture.
Morphologically, the word "BalibolaE" comes from the language of the Bugis "Bali bola". The word "bali" usually means "face", "coupled" and "bola" home or place of residence. In writing written separately, and when added the letter "E" on the back, then continued writing. The function of the word "E" on the word in bugis pointed adjectives. "Bali bola" is commonly translated into Indonesian with the meaning of neighbor. In the teachings of the Prophet of Islam teaches that the limits are 40 houses of the neighbors left and right side, front and rear. In fact there is a limit as far as the eye could see neighbors are.
From some of the above definition, the word "balibolaE" all refer to family relationships, kinship and familiarity. Tutor approach "BalibolaE" was appointed as one approach to teaching literacy education, because one characteristic of learning in literacy education is removed from the context and local design.
The implementation of literacy education through tutors approach "balibolaE" is a model of educational services for the citizens who have not been capable of writing, reading, and arithmetic by utilizing local potentials (tutors, cultural, social and resource potential) in the neighborhood residents learned. In its application the concept of tutors' balibolaE "not only the person (tutor) but everything that supports the learning process within / around the house and in an environment where residents are learning it. The hallmark of literacy education through tutors approach "balibolaE" are:
(1) tutors were recruited from neighboring residents to learn,
(2) learning target by each tutor is not pegged to the system group (10 persons), depending on how many people are illiterate neighbor and tutor's own ability,
(3) incentives valued tutor / paid in accordance with the number of residents served learning, and
(4) learning themes and designs lifted from the context in which local residents learned about it was, starting from the smallest neighborhood, home and contents , and around the house and neighbors.
Morphologically, the word "BalibolaE" comes from the language of the Bugis "Bali bola". The word "bali" usually means "face", "coupled" and "bola" home or place of residence. In writing written separately, and when added the letter "E" on the back, then continued writing. The function of the word "E" on the word in bugis pointed adjectives. "Bali bola" is commonly translated into Indonesian with the meaning of neighbor. In the teachings of the Prophet of Islam teaches that the limits are 40 houses of the neighbors left and right side, front and rear. In fact there is a limit as far as the eye could see neighbors are.
From some of the above definition, the word "balibolaE" all refer to family relationships, kinship and familiarity. Tutor approach "BalibolaE" was appointed as one approach to teaching literacy education, because one characteristic of learning in literacy education is removed from the context and local design.
The implementation of literacy education through tutors approach "balibolaE" is a model of educational services for the citizens who have not been capable of writing, reading, and arithmetic by utilizing local potentials (tutors, cultural, social and resource potential) in the neighborhood residents learned. In its application the concept of tutors' balibolaE "not only the person (tutor) but everything that supports the learning process within / around the house and in an environment where residents are learning it. The hallmark of literacy education through tutors approach "balibolaE" are:
(1) tutors were recruited from neighboring residents to learn,
(2) learning target by each tutor is not pegged to the system group (10 persons), depending on how many people are illiterate neighbor and tutor's own ability,
(3) incentives valued tutor / paid in accordance with the number of residents served learning, and
(4) learning themes and designs lifted from the context in which local residents learned about it was, starting from the smallest neighborhood, home and contents , and around the house and neighbors.
Jumat, 14 Oktober 2011
Long road of literacy Bedouin
There is a silver lining when the International Literacy Day on 8 September in each year is held in Cilegon, Banten province. Banten province had received the title of illiteracy barn because the number of people who illiteracy is high, ie 500's of thousands of people. The number is now declining sharply to 150's of thousands of people.
However, an interesting statistic from Bantam is not illiterate people dropped dramatically, but the existence of indigenous groups Bedouin. As is known, some of these indigenous communities to this day still refuses to learn literacy, especially the Latin script. This community consists of Bedouin and Bedouin Outside In. They live in 59 villages in Lebak, Banten province. Now only three villages which still adhered strictly adhered to the tradition of the Bedouin in.
Why is literacy important? According to the opening phrase is defined in the resolution of the General Assembly of the United Nations, "Literacy is important for the acquisition of life skills, both for children, youth, and adults, so that they can overcome the challenges faced in their lives and is a basic step in education base, which is an indispensable factor to be able to participate actively in society and economy of the 21st century. " In other languages, according to Ella Yulaelawati, Director of Community Education Department of Education, literacy is a prerequisite for obtaining a variety of basic skills anyone can learn to seek, obtain, use, and manage information to improve the quality of life.
However, in the context of Bedouin society, it seems that the issue of literacy not only about literacy as a tool, but also literacy as a paradigm. Latin script in this case considered to represent the paradigm of modern science. While the indigenous Bedouin are the indigenous communities who believe have an old tradition of knowledge which they inherited from generation to generation orally from generation to generation. According to Father Murshid, one of the leaders in the indigenous Bedouin, Bedouin communities are descendants of Adam begotten, and there from the beginning of the earth.
Bedouin community outlook towards nature the same as the primitive communities that blend with nature, with the principle of balance. Humans are part of nature, and therefore must live in harmony with nature. This position is contrary to the anthropocentric view of modern society, which views the human being superior in the face of nature and therefore entitled to exploit it. View of this modern society has resulted in proven impact of modern civilization which resulted in acute environmental crisis. Communities earth now haunted by the disastrous result of the so-called environmental crisis of global warming. In this context, the lessons of the Bedouin community regarding natural Bantam find context and momentum.
In environmental science, in fact Bedouin society not only literacy, but also has an old science that can actually be the subject of environmental studies by modern humans. And luckily Bedouin community in Indonesia is still there and not displaced by the political storm that controls Jakarta. Not only still exist, they also managed to maintain sustainability of the surrounding forest as protected forest on Mount Salak, until now. So the existence of Bedouin culture is an anomaly in the midst of a culture of Indonesia entered a period of industrialization. However, that does not mean they are not cultured.
To deal with the Bedouin community, the government should consider re-positioning of the state vis a vis the Bedouin community. First, that the Bedouin community has a culture, and even civilization itself, which is therefore worthy of appreciation from the government of the Republic of Indonesia. Secondly, that the literacy programs of the government it's something that is necessarily, and therefore people should also learn beraksara Bedouin, as offered by the government.
The problem, some Bedouin society refuse to learn the Latin alphabet, with a variety of reasons. So, how does the way out? First, Bedouin communities who refuse to learn literacy only a small part. Foreign Bedouin community, estimated at over 500 families, being open, and about 40 percent of them have literacy. So, they can be subjected to this program.
Second, in the Bedouin community, which only consists of three villages, given the transfer of knowledge by teachers through verbal companion. This is in line with the plan of the Ministry of National Education will adopt the Literacy Initiative for Empowerment (Literacy Initiative for Empowerment), launched by UNESCO. This term will be a script order Indonesianized Empowerment, abbreviated Familiar. Government in this regard will turn first to the empowerment program and then go to literacy programs. So, to get to literacy, Bedouin communities are empowered first.
Or third, Bedouin communities in the literacy program created Hanacaraka, as knowledge transfer efforts through local language translations.
This method is actually not unlike the teaching of Braille for the visually impaired.
Positioning the government was already pointed out correctly by Ella Yulaelawati, who on August 17, 2009 visited the indigenous Bedouin, even though had to walk for four hours into the Bedouin village. In front of the village chief and father Djaro Daenah Murshid, Ella Yulaelawati said that it was willing to learn about the environment to the Bedouin community and willing to work together for the betterment of Bedouin society.
It's certainly a new step towards mutual learning between the two sides.
source: http://epaper.korantempo.com
However, an interesting statistic from Bantam is not illiterate people dropped dramatically, but the existence of indigenous groups Bedouin. As is known, some of these indigenous communities to this day still refuses to learn literacy, especially the Latin script. This community consists of Bedouin and Bedouin Outside In. They live in 59 villages in Lebak, Banten province. Now only three villages which still adhered strictly adhered to the tradition of the Bedouin in.
Why is literacy important? According to the opening phrase is defined in the resolution of the General Assembly of the United Nations, "Literacy is important for the acquisition of life skills, both for children, youth, and adults, so that they can overcome the challenges faced in their lives and is a basic step in education base, which is an indispensable factor to be able to participate actively in society and economy of the 21st century. " In other languages, according to Ella Yulaelawati, Director of Community Education Department of Education, literacy is a prerequisite for obtaining a variety of basic skills anyone can learn to seek, obtain, use, and manage information to improve the quality of life.
However, in the context of Bedouin society, it seems that the issue of literacy not only about literacy as a tool, but also literacy as a paradigm. Latin script in this case considered to represent the paradigm of modern science. While the indigenous Bedouin are the indigenous communities who believe have an old tradition of knowledge which they inherited from generation to generation orally from generation to generation. According to Father Murshid, one of the leaders in the indigenous Bedouin, Bedouin communities are descendants of Adam begotten, and there from the beginning of the earth.
Bedouin community outlook towards nature the same as the primitive communities that blend with nature, with the principle of balance. Humans are part of nature, and therefore must live in harmony with nature. This position is contrary to the anthropocentric view of modern society, which views the human being superior in the face of nature and therefore entitled to exploit it. View of this modern society has resulted in proven impact of modern civilization which resulted in acute environmental crisis. Communities earth now haunted by the disastrous result of the so-called environmental crisis of global warming. In this context, the lessons of the Bedouin community regarding natural Bantam find context and momentum.
In environmental science, in fact Bedouin society not only literacy, but also has an old science that can actually be the subject of environmental studies by modern humans. And luckily Bedouin community in Indonesia is still there and not displaced by the political storm that controls Jakarta. Not only still exist, they also managed to maintain sustainability of the surrounding forest as protected forest on Mount Salak, until now. So the existence of Bedouin culture is an anomaly in the midst of a culture of Indonesia entered a period of industrialization. However, that does not mean they are not cultured.
To deal with the Bedouin community, the government should consider re-positioning of the state vis a vis the Bedouin community. First, that the Bedouin community has a culture, and even civilization itself, which is therefore worthy of appreciation from the government of the Republic of Indonesia. Secondly, that the literacy programs of the government it's something that is necessarily, and therefore people should also learn beraksara Bedouin, as offered by the government.
The problem, some Bedouin society refuse to learn the Latin alphabet, with a variety of reasons. So, how does the way out? First, Bedouin communities who refuse to learn literacy only a small part. Foreign Bedouin community, estimated at over 500 families, being open, and about 40 percent of them have literacy. So, they can be subjected to this program.
Second, in the Bedouin community, which only consists of three villages, given the transfer of knowledge by teachers through verbal companion. This is in line with the plan of the Ministry of National Education will adopt the Literacy Initiative for Empowerment (Literacy Initiative for Empowerment), launched by UNESCO. This term will be a script order Indonesianized Empowerment, abbreviated Familiar. Government in this regard will turn first to the empowerment program and then go to literacy programs. So, to get to literacy, Bedouin communities are empowered first.
Or third, Bedouin communities in the literacy program created Hanacaraka, as knowledge transfer efforts through local language translations.
This method is actually not unlike the teaching of Braille for the visually impaired.
Positioning the government was already pointed out correctly by Ella Yulaelawati, who on August 17, 2009 visited the indigenous Bedouin, even though had to walk for four hours into the Bedouin village. In front of the village chief and father Djaro Daenah Murshid, Ella Yulaelawati said that it was willing to learn about the environment to the Bedouin community and willing to work together for the betterment of Bedouin society.
It's certainly a new step towards mutual learning between the two sides.
source: http://epaper.korantempo.com
Senin, 10 Oktober 2011
The role of Mother Language Eradicate Illiteracy
Model of mutual learning between residents pick up literacy education can be done to foster the spirit of learning among the members, for security reasons also the basis for teaching and learning activities are generally conducted at night after the household routine is finished but it is also because most citizens are belajra mothers home the stairs. When the morning they take care of the house and helped work on the farm so that learning time is only available after the sunset prayers.
Learning system is done by discussion, reading, writing, arithmetic provided by the tutors to use the mother tongue the language of instruction. Learning to use the mother tongue, it is helping people learn to adjust to when starting the learning, because people learn the new classes are usually not confident because assessing literacy learning is difficult and scary. Discussions and learning processes are also expected to rely on the local context in the usage of the language of instruction, examples of problems that occur in everyday life all citizens to learn, such as difficulty in obtaining water issues, high price of kerosene and so on, so much, easier and faster to understand than the language not so familiar to the participants learn.
Understanding of agency managers and tutors about the characteristics of the residents learned a great help to accelerate the learning kekasaraan because most rural people only know their mother tongue and not be able to use the Indonesian language properly and correctly
Therefore, eradication of illiteracy becomes effective when the initial learning Indonesian language. The use of mother tongue can be a bridge before the residents learn to understand the reading, writing and arithmetic in the Indonesian language, he said.
Furthermore, to stimulate enthusiasm for learning, given additional skills, such as handicrafts, art by utilizing local potentials that can provide income for residents to learn among other things, serving hoods rattan, baskets, tissue box, to furniture, toys involving the partition of bamboo
Learning system is done by discussion, reading, writing, arithmetic provided by the tutors to use the mother tongue the language of instruction. Learning to use the mother tongue, it is helping people learn to adjust to when starting the learning, because people learn the new classes are usually not confident because assessing literacy learning is difficult and scary. Discussions and learning processes are also expected to rely on the local context in the usage of the language of instruction, examples of problems that occur in everyday life all citizens to learn, such as difficulty in obtaining water issues, high price of kerosene and so on, so much, easier and faster to understand than the language not so familiar to the participants learn.
Understanding of agency managers and tutors about the characteristics of the residents learned a great help to accelerate the learning kekasaraan because most rural people only know their mother tongue and not be able to use the Indonesian language properly and correctly
Therefore, eradication of illiteracy becomes effective when the initial learning Indonesian language. The use of mother tongue can be a bridge before the residents learn to understand the reading, writing and arithmetic in the Indonesian language, he said.
Furthermore, to stimulate enthusiasm for learning, given additional skills, such as handicrafts, art by utilizing local potentials that can provide income for residents to learn among other things, serving hoods rattan, baskets, tissue box, to furniture, toys involving the partition of bamboo
Selasa, 04 Oktober 2011
Importance of Early Childhood Education in Indonesia
Preliminary
The first years of life span of children is a very important and critical in terms of growth and development of physical, mental, and psychosocial, which runs so fast that the success of the first years to a large extent determine the future of children. Any abnormalities or deviations if not intervened early well in time, and not be detected in real get care that is full of promotive, preventive, and rehabilitative would affect subsequent growth and development of children (Sunarwati, 2007).
Providing education in early childhood in developed countries as a form of long-standing community-based education (community-based education), but the movement to promote education in Indonesia is just emerging in recent years. It is based on the importance of early childhood education to prepare people in Indonesia complete (SWEET), and build the future of children and the Indonesian society (MASIS). But so far the reach of early childhood education is still limited in terms of quantity and accessibility. For example, child care and play groups are still concentrated in the cities. Yet when viewed from the level of need for treatment early, early age children in rural areas and from poor families is much higher in order to compensate for poor intellectual stimulation, social, and moral of the family and parents.
The Government has demonstrated its political will develop their human resources in early. As Mrs. Megawati delivered (vice-president at the time) when I opened the Conference Centre The Association of Consecrated VII Kindergarten Teacher Indonesia. He emphasized the importance of early childhood education in the concept of coaching and development of children attributed the formation of fully human characters. Furthermore he states could no longer deny that the education of children in early childhood is the basis for determining the formation of human character Indonesia in the national life.
This statement states that early childhood education is crucial for the survival of the nation, and need serious attention from the government. Early childhood education is a human resource development strategies should be viewed as a central point since the establishment of the nation's character and reliability determined how the cultivation of human resources since early childhood. The importance of education in this period so it is often called the golden age (the golden age).
2.1 Definition of Early Childhood Education
Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.
Early childhood education is one form of education that focuses on laying the foundation to the growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and developmental stages through which early childhood.
Currently the field of educational science, psychology, medicine, psychiatry, growing very rapidly. This situation has opened up new insights to the understanding of children and changing the way child care and education. Every child has many forms of intelligence (Multiple Intelligences) which, according to Howard Gardner there are eight domains of intelligence or intelligence that is common to all people, including children. The eight domains of intelligence that is music, bodily-kinesthetic, logical mathematical, linguistic (verbal), spatial, naturalist, interpersonal and intrapersonal.
Multiple Intelligences grown need to be explored and developed by giving opportunities for children to develop optimally potentials possessed of his own effort (Tientje, 2000).
2.2 Importance of Early Childhood Education in Developing Nations Future
Condition of Indonesia's human resources based on results of a survey conducted by PERC (Political and Economic Risk Consultancy) in March 2002 shows the quality of education in Indonesia is ranked 12th, the lowest in the ASEAN region which is below the level of Vietnam. Kualtias low educational outcomes are low impact on human resource kualtias Indonesia.
In these conditions must be difficult for Indonesia to be able to compete with other nations. Human resource development conducted in developed countries like the United States, Germany, Japan and so on, beginning with early childhood development that includes care, upbringing and education as a whole and implemented programs in an integrated manner. Understanding the importance of early childhood development as a basic step for the development of human resources has also been done by other ASEAN nations such as Thailand, Singapore, South Korea including industrial countries. Even early childhood education services in Singapore belonging to the most advanced when compared to other ASEAN countries.
In Indonesia the implementation of early childhood is still impressed by the new exclusive and reach a small portion of society. Although various treatments and educational programs for early childhood ages (0-6 years) have been implemented in Indonesia since a long time, but until the year 2000 showed children aged 0-6 years who obtain care services and education is still low. Data from 2001 showed that approximately 26.2 jut children aged 0-6 years who have obtained early education services through a variety of new programs about 4.5 million children (17%). The highest contribution through BKB (9.5%), Kindergarten (6.1%), Raudhatul Atfal (1.5%). Meanwhile, through child care and play groups each contribution is very small at around 1% and 0.24%.
The low education and care services for young children at this time partly due to the limited jumla agencies that provide early education services when compared with the number of children aged 0-6 years are supposed to obtain these services. Various programs are either directly (through BKB and IHC), which has been pursued so far has not turned out to provide services as a whole, not synergy between the ministry and not yet integrated aspects of education, health and nutrition. Though these three aspects are will determine the level of intellectuality, of intelligence and child development.
The importance of early childhood education has become the international attention. In a meeting of the World Education Forum in Dakar Senegal in 2000 produced six agreements as a framework of action education for all and one egg is to expand and improve the overall care and early childhood education, especially for children who are particularly vulnerable and disadvantaged, Indonesia as one one member of the forum is bound to implement this commitment.
International attention to the urgency of early childhood education is reinforced by the latest research on the brain. By the time the baby is born of God he is equipped with a complete brain structure, but only reaches maturity after outside the womb. Newborn babies have more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of neurons) which will form bertrilyun-trillion connections between neurons that exceeded requirements. Synap this will work until the age of 5-6 years. A large number of connections that affect the formation of the brain's ability throughout his life. Growth in the number of brain tissue affected by the child's experience gained in the early years of his life, particularly pleasant experience. In the phase of this development will have tremendous potential in developing language skills, math, thinking skills, emotional stability and formation.
There are four main considerations the importance of early childhood education, namely: (1) to prepare qualified manpower, (2) encourage the acceleration of economic turnaround and low social costs because of high labor productivity and durability, (3) increase equity in public life, ( 4) helping parents and children.
Early childhood education not only serves to provide learning experiences to children, but more importantly serves to optimize brain development. Early childhood education should also cover the entire process of psychosocial stimulation and is not limited to the learning process that occurs in educational institutions. That is, early childhood education can take place anywhere and anytime as well as human interactions that occur within the family, peers, and of social relations in accordance with the conditions and early childhood development.
2.3 Early Childhood Development
Most of society believes that providing early childhood education be conducted by adults who do not require knowledge of early childhood. In addition, they consider early childhood does not require professionalism. Pandangn is wrong.
If early childhood to be done at home by mothers themselves, then the mothers need to learn and gain knowledge about children's learning processes, for example by reading a book, follow the lectures or seminars on early childhood.
In fact more and more mothers work outside the home, therefore it must be someone who replaced the mother's role to understand the process of development of the child.
Learning in early childhood is a learning process which is done through play. There are five essential characteristics of play in relation to early childhood (Hughes, 1999), namely: increased motivation, free choice (without coercion), non-linear, fun and players are actively involved.
When playing one of the criteria are not met a teacher dominates the class by making an example and given to the child so the learning process is no longer through play. Teaching and learning process as it makes the teachers are not sensitive to the level of difficulty experienced by each child.
The lack of difficulty the child's parents may also occur, the main reason put forward is usually due to lack of time because parents work outside the home.
Understanding child development can be done through the interaction and interdependence between parents and teachers who continue to do so extracting the potential intelligence of children can be optimal. Interaction is done by teachers and parents understand child development and basic skills that need to have a child at least, that is musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal and intrapersonal, because in general all people have seven intelligences, of varying levels of scale .
2.4 Role of Parents in Early Childhood Education
Children are the embodiment of loving adults who are ready or not to become parents. Having a child, ready or not, change many things in life, and ultimately want to or not we are required to be ready to be parents should be able to prepare our children to be able to run their future lives as well.
Know, know, understand the world of children is not something easy. The world is colorful, beautiful world that everything, easy, cheerful, loving, full of wonder and full of surprises. World that should be owned by any children yet in kepemilikanya much dependent on the role of parents.
Experts agree that parents are so great role in helping children to be ready to enter the gates of their lives. This means that if the gate to talk about their lives, it will discuss prospects for the coming 20-25 years of their lives. In the year that they enter real life. Go to the full independence, into the world of those who are supposed to be independent full regardless of the parents where the decisions of their lives had to be done alone. This is where the role of parents has been greatly reduced and as a parent, at that point we can only see the fruits of our upbringing now, without being able to make any changes.
Why do parents need to enhance their intellectual development in preparation for school entrance? The answer, the school currently require a fairly high requirements of quality of a student. Still get students who enter elementary school has introduced a wide range of subjects and science early on. Children already have to have high creativity since childhood. Therefore, children who have a high intellect will more easily accept everything that is taught. They will have high confidence, more adaptable, more easily accept new things, or intellectual development can be developed further before they go to school. Conditions like that that puts parents first and foremost as a teacher for their children in informal education programs that occurred in the family environment.
2.5 Problems of Early Childhood Education
Entering the XXI century education in Indonesia faced three major challenges. First, as a result of multiple crises that hit Indonesia since 1997, the education required to maintain the results of educational development has been achieved. Second, in anticipation of the era of globalization, the education required to prepare qualified human resources, so as to compete in the global job market. Third, in line with regional autonomy, there should be changes and adjustments to the national education system, so it can realize a more democratic educational process, taking into account the diversity of potential, local needs, learners, and encourage increased community participation.
The problem is the unpreparedness of the nation's third challenge facing Indonesia at the top, due to the low quality of human resources. To face that challenge, it takes serious effort through early education that is able to lay the foundations of human empowerment in order to have self-awareness of the potential and can develop it for the needs of self, society and nation so as to form a civil society. Early childhood education is the most fundamental thing that done as early as possible and implemented a comprehensive and integrated. Comprehensive, meaning that the services provided to children include education, health and nutrition. Integrated connote not only services provided in early childhood, but also to families and society as a whole service.
Sources:
CHA, Wahyudi and Damayanti, Dwi Retna. 2005. Program For Early Childhood Education in Islamic preschools. New York: Grasindo.
Isjoni. 2007. Time to Revive Our Education. Yogyakarta: Pustaka Student.
Anwar and Ahmad, Arsyad. 2007. Early Childhood Education. New York: Alfabeta.
Tientje, Nurlaila N.Q. May and Iskandar, Yul. 2004. Early Childhood Education To Develop Multiple Intelligence. New York: Dharma Graha Group.
Indrawati, Maya and Nugroho, Wido. 2006. Educating and Raising Children Pre-School Age. Jakarta: Pustaka Publisher Achievement.
Asfandiyar, Andi Yudha. 2009. Why Teachers Should Creative?. Jakarta: Mizan Media Utama.
The first years of life span of children is a very important and critical in terms of growth and development of physical, mental, and psychosocial, which runs so fast that the success of the first years to a large extent determine the future of children. Any abnormalities or deviations if not intervened early well in time, and not be detected in real get care that is full of promotive, preventive, and rehabilitative would affect subsequent growth and development of children (Sunarwati, 2007).
Providing education in early childhood in developed countries as a form of long-standing community-based education (community-based education), but the movement to promote education in Indonesia is just emerging in recent years. It is based on the importance of early childhood education to prepare people in Indonesia complete (SWEET), and build the future of children and the Indonesian society (MASIS). But so far the reach of early childhood education is still limited in terms of quantity and accessibility. For example, child care and play groups are still concentrated in the cities. Yet when viewed from the level of need for treatment early, early age children in rural areas and from poor families is much higher in order to compensate for poor intellectual stimulation, social, and moral of the family and parents.
The Government has demonstrated its political will develop their human resources in early. As Mrs. Megawati delivered (vice-president at the time) when I opened the Conference Centre The Association of Consecrated VII Kindergarten Teacher Indonesia. He emphasized the importance of early childhood education in the concept of coaching and development of children attributed the formation of fully human characters. Furthermore he states could no longer deny that the education of children in early childhood is the basis for determining the formation of human character Indonesia in the national life.
This statement states that early childhood education is crucial for the survival of the nation, and need serious attention from the government. Early childhood education is a human resource development strategies should be viewed as a central point since the establishment of the nation's character and reliability determined how the cultivation of human resources since early childhood. The importance of education in this period so it is often called the golden age (the golden age).
2.1 Definition of Early Childhood Education
Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.
Early childhood education is one form of education that focuses on laying the foundation to the growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and developmental stages through which early childhood.
Currently the field of educational science, psychology, medicine, psychiatry, growing very rapidly. This situation has opened up new insights to the understanding of children and changing the way child care and education. Every child has many forms of intelligence (Multiple Intelligences) which, according to Howard Gardner there are eight domains of intelligence or intelligence that is common to all people, including children. The eight domains of intelligence that is music, bodily-kinesthetic, logical mathematical, linguistic (verbal), spatial, naturalist, interpersonal and intrapersonal.
Multiple Intelligences grown need to be explored and developed by giving opportunities for children to develop optimally potentials possessed of his own effort (Tientje, 2000).
2.2 Importance of Early Childhood Education in Developing Nations Future
Condition of Indonesia's human resources based on results of a survey conducted by PERC (Political and Economic Risk Consultancy) in March 2002 shows the quality of education in Indonesia is ranked 12th, the lowest in the ASEAN region which is below the level of Vietnam. Kualtias low educational outcomes are low impact on human resource kualtias Indonesia.
In these conditions must be difficult for Indonesia to be able to compete with other nations. Human resource development conducted in developed countries like the United States, Germany, Japan and so on, beginning with early childhood development that includes care, upbringing and education as a whole and implemented programs in an integrated manner. Understanding the importance of early childhood development as a basic step for the development of human resources has also been done by other ASEAN nations such as Thailand, Singapore, South Korea including industrial countries. Even early childhood education services in Singapore belonging to the most advanced when compared to other ASEAN countries.
In Indonesia the implementation of early childhood is still impressed by the new exclusive and reach a small portion of society. Although various treatments and educational programs for early childhood ages (0-6 years) have been implemented in Indonesia since a long time, but until the year 2000 showed children aged 0-6 years who obtain care services and education is still low. Data from 2001 showed that approximately 26.2 jut children aged 0-6 years who have obtained early education services through a variety of new programs about 4.5 million children (17%). The highest contribution through BKB (9.5%), Kindergarten (6.1%), Raudhatul Atfal (1.5%). Meanwhile, through child care and play groups each contribution is very small at around 1% and 0.24%.
The low education and care services for young children at this time partly due to the limited jumla agencies that provide early education services when compared with the number of children aged 0-6 years are supposed to obtain these services. Various programs are either directly (through BKB and IHC), which has been pursued so far has not turned out to provide services as a whole, not synergy between the ministry and not yet integrated aspects of education, health and nutrition. Though these three aspects are will determine the level of intellectuality, of intelligence and child development.
The importance of early childhood education has become the international attention. In a meeting of the World Education Forum in Dakar Senegal in 2000 produced six agreements as a framework of action education for all and one egg is to expand and improve the overall care and early childhood education, especially for children who are particularly vulnerable and disadvantaged, Indonesia as one one member of the forum is bound to implement this commitment.
International attention to the urgency of early childhood education is reinforced by the latest research on the brain. By the time the baby is born of God he is equipped with a complete brain structure, but only reaches maturity after outside the womb. Newborn babies have more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of neurons) which will form bertrilyun-trillion connections between neurons that exceeded requirements. Synap this will work until the age of 5-6 years. A large number of connections that affect the formation of the brain's ability throughout his life. Growth in the number of brain tissue affected by the child's experience gained in the early years of his life, particularly pleasant experience. In the phase of this development will have tremendous potential in developing language skills, math, thinking skills, emotional stability and formation.
There are four main considerations the importance of early childhood education, namely: (1) to prepare qualified manpower, (2) encourage the acceleration of economic turnaround and low social costs because of high labor productivity and durability, (3) increase equity in public life, ( 4) helping parents and children.
Early childhood education not only serves to provide learning experiences to children, but more importantly serves to optimize brain development. Early childhood education should also cover the entire process of psychosocial stimulation and is not limited to the learning process that occurs in educational institutions. That is, early childhood education can take place anywhere and anytime as well as human interactions that occur within the family, peers, and of social relations in accordance with the conditions and early childhood development.
2.3 Early Childhood Development
Most of society believes that providing early childhood education be conducted by adults who do not require knowledge of early childhood. In addition, they consider early childhood does not require professionalism. Pandangn is wrong.
If early childhood to be done at home by mothers themselves, then the mothers need to learn and gain knowledge about children's learning processes, for example by reading a book, follow the lectures or seminars on early childhood.
In fact more and more mothers work outside the home, therefore it must be someone who replaced the mother's role to understand the process of development of the child.
Learning in early childhood is a learning process which is done through play. There are five essential characteristics of play in relation to early childhood (Hughes, 1999), namely: increased motivation, free choice (without coercion), non-linear, fun and players are actively involved.
When playing one of the criteria are not met a teacher dominates the class by making an example and given to the child so the learning process is no longer through play. Teaching and learning process as it makes the teachers are not sensitive to the level of difficulty experienced by each child.
The lack of difficulty the child's parents may also occur, the main reason put forward is usually due to lack of time because parents work outside the home.
Understanding child development can be done through the interaction and interdependence between parents and teachers who continue to do so extracting the potential intelligence of children can be optimal. Interaction is done by teachers and parents understand child development and basic skills that need to have a child at least, that is musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal and intrapersonal, because in general all people have seven intelligences, of varying levels of scale .
2.4 Role of Parents in Early Childhood Education
Children are the embodiment of loving adults who are ready or not to become parents. Having a child, ready or not, change many things in life, and ultimately want to or not we are required to be ready to be parents should be able to prepare our children to be able to run their future lives as well.
Know, know, understand the world of children is not something easy. The world is colorful, beautiful world that everything, easy, cheerful, loving, full of wonder and full of surprises. World that should be owned by any children yet in kepemilikanya much dependent on the role of parents.
Experts agree that parents are so great role in helping children to be ready to enter the gates of their lives. This means that if the gate to talk about their lives, it will discuss prospects for the coming 20-25 years of their lives. In the year that they enter real life. Go to the full independence, into the world of those who are supposed to be independent full regardless of the parents where the decisions of their lives had to be done alone. This is where the role of parents has been greatly reduced and as a parent, at that point we can only see the fruits of our upbringing now, without being able to make any changes.
Why do parents need to enhance their intellectual development in preparation for school entrance? The answer, the school currently require a fairly high requirements of quality of a student. Still get students who enter elementary school has introduced a wide range of subjects and science early on. Children already have to have high creativity since childhood. Therefore, children who have a high intellect will more easily accept everything that is taught. They will have high confidence, more adaptable, more easily accept new things, or intellectual development can be developed further before they go to school. Conditions like that that puts parents first and foremost as a teacher for their children in informal education programs that occurred in the family environment.
2.5 Problems of Early Childhood Education
Entering the XXI century education in Indonesia faced three major challenges. First, as a result of multiple crises that hit Indonesia since 1997, the education required to maintain the results of educational development has been achieved. Second, in anticipation of the era of globalization, the education required to prepare qualified human resources, so as to compete in the global job market. Third, in line with regional autonomy, there should be changes and adjustments to the national education system, so it can realize a more democratic educational process, taking into account the diversity of potential, local needs, learners, and encourage increased community participation.
The problem is the unpreparedness of the nation's third challenge facing Indonesia at the top, due to the low quality of human resources. To face that challenge, it takes serious effort through early education that is able to lay the foundations of human empowerment in order to have self-awareness of the potential and can develop it for the needs of self, society and nation so as to form a civil society. Early childhood education is the most fundamental thing that done as early as possible and implemented a comprehensive and integrated. Comprehensive, meaning that the services provided to children include education, health and nutrition. Integrated connote not only services provided in early childhood, but also to families and society as a whole service.
Sources:
CHA, Wahyudi and Damayanti, Dwi Retna. 2005. Program For Early Childhood Education in Islamic preschools. New York: Grasindo.
Isjoni. 2007. Time to Revive Our Education. Yogyakarta: Pustaka Student.
Anwar and Ahmad, Arsyad. 2007. Early Childhood Education. New York: Alfabeta.
Tientje, Nurlaila N.Q. May and Iskandar, Yul. 2004. Early Childhood Education To Develop Multiple Intelligence. New York: Dharma Graha Group.
Indrawati, Maya and Nugroho, Wido. 2006. Educating and Raising Children Pre-School Age. Jakarta: Pustaka Publisher Achievement.
Asfandiyar, Andi Yudha. 2009. Why Teachers Should Creative?. Jakarta: Mizan Media Utama.
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