Local wisdom of non-formal education

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

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

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

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

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

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

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

Early Childhood Potentialy

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

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

EXISTENCE TPA AS A UNIT OF NONFORMAL EDUCATION

INTRODUCTION

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

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

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

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

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

Stimulate Read Interest in Preschool Children

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

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

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

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

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

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

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

Strategies to educate children

1. Learn the stages of child development
0-2 years of age are sensorimotor stage (feel the world through movement and senses, and studied the existence of the object). Ages 2-7 years are pre-operational stage (from a speed of motor). Aged 7-11 years is the concrete operational stage (beginning to think logically about concrete events). In the 11 yearsis the formal operational stage (beginning to develop abstract reasoning).

2. Stimulation of the child as required
Preschoolers children aged up to early elementary school age begin to have the motor skills. So pleased with the involvement of gross motor and fine motor skills. Children 7-11 years of age began to think logically.they were pleased with the learning: observing the nature around, make an experiment to see cause and effect, etc.. Children aged 11 years and over begin to think abstractly and enjoy learning with thediscussion.

3. Response to each question the child
Do not turn off your child's curiosity by ignoring their questions. The question is one sign of curiosity.

4. Appreciation of children's learning process
Whatever is done primarily preschool children who are still in the learning process give a positiveassessment.

5. Be a good friend discussion
The greater the age of the child try to be friends a good discussion.

6. Get used to the child learn at home on a regular basis.
namely the right to learn at every day. When learning, the child at least repeat the lessons in school and seelessons timetable tomorrow. Habituation learning should not be done drastically and abruptly if the child has not had a habit of learning.

7. Tendency equate learning methods at home and at school
Parents need to ensure cohesion in parenting. This makes it easy to assign a specific learning method forchildren (according to the tendency of children).

source: http://tokomainananak.com/artikel/7-kiat-menumbuhkan-semangat-belajar-
son-in-rumah.html

MULTIPLE INTLEGENCY

Howard Gardner's revolutionary findings about multiple intelegency has changed the paradigm of human intelligence. Gardner clearly opened the eyes of the world, that human success is not only supported by the intellect alone. The concept of multiple intelegency now encouraged in many parts of the world. There are a variety of intelligence that can deliver a person's success in his life:
1. Linguistic intelligence is the ability to read, write, and communicate. Example: author, poet, editor, poet, broadcaster, orator, and journalist.
2. Logical Mathematical Intelligence is the ability in logic and rationality. Example: engineers, physicists, programmers, accountants, stockbrokers, and statisticians.
3. Kinesthetic intelligence is the ability to process control and body movement. Example: athletes, dancers, craftsmen, sculptors, as well as surgeons.
4. Spatial intelligence is the ability to see, to design, analyze, and determine the object from various viewpoints. Example: architect, painter, designer, photography experts, and pilots.
5. Musical intelligence is the ability to process the tone, rhythm, and vocals. Example: musician, singer, composer, and songwriter.
6. Intrapersonal intelligence is the ability to understand, recognize, and self-control in order to excel in the occupied areas. Example: The people who excel in their field.
7. Interpersonal intelligence is the ability to recognize, understand, develop, and cooperate with others.Example: leaders, businessmen, psychologists, marketing experts, and negotiators.
8. Natural intelligence is the ability to recognize, understand, and interact with nature. Example: geologists, forestry, biology, agriculture, and veterinarians.
9. Spiritual intelligence is the ability to know and understand human identity as God's creatures.

Mathematics for some children is something very difficult, even scary!
On the other hand, the world is the world's children play. Critical points are recommended educational experts to jump-start logical-mathematical intelligence is to make kids love math. Loved math for kids can be done with the game approach

source: http://cahayabintang-edu.com

Non-formal education EMPOWERMENT LEARNING INSTITUTIONS IN THE GLOBALIZATION ERA

INTRODUCTION
Era of globalization today continue to hit our lives. Current strength continues to pursue and can not be avoided. Human resources (HR) quality, the man who has the professional capability and competitive advantage is an absolute answer that communities are able to take the lead and agents of change / development.
The process towards the creation of human resources is expected to take place on a variety of educational activities both formal non-formal, or informal
Non-formal education as one of the sub-national education systems have a variety of learning programs and containers, such as course and institute Center for Community Learning (PKBM). PNF container such learning has spread to all corners of the country, there is a growing some are standing and then disappeared.
Each institution / place of learning PNF need to take a real position and role of dynamic, proactive, interactive and far into the future-oriented. For that need to be empowered, so it can continue to exist and evolve to meet the learning needs of the community, government and business world.

LEARNING INSTITUTE PNF
Government policy provides opportunities to all members of society to form and organize learning PNF. Education is a shared responsibility between government, families and communities.
PNF learning institutions that exist in society, both governmental and community-managed, can be expressed as follows
1. Government-run institutions
a. Center of Development Education and Youth (BPPLSP) which now changed its name to BPPNFI (Non-formal Education Development Center and Informal), amounted to 8 (eight) regional wialayah Indonesia.
b. Development Center for Learning Activities (reg) is domiciled in the Province.
c. Sanggar Learning Activities (LCS) are scattered in every region II level (district / city)
d. Training institutions that exist in each agency / other government agencies.
2. Institutions that run public / private
a. Community Learning Center (PKBM).
PKBM as an institution / learning PNF container formed of, by and for the community. In PKBM can be held a variety of learning programs that fit the needs of PNF citizens.
b. Institutions Course
Institute courses is an institution run by organizations / foundations engaged in education. At the institute held a variety of learning programs PNF, which is more focused on life skill education or job skills)
c. Study Groups
Study group as a container / PNF can be a place of learning study groups, group Ta'lim Assembly, groups, cultural art groups, and others.

CONDITION OF LEARNING INSTITUTIONS PNF
An institution or place of learning PNF can exist and be trusted if the container is supported by:
1. Professional human resources, they are in this case manager / program providers and educators PNF element.
2. Management / administration, need to be designed, arranged, conducted and controlled in order to achieve the expected goals. Any activity that takes place can certainly be administered properly and regularly.
3. Partnerships with the world of work / business; tangle of cooperation and partnership with various groups including the world of work is to obtain good support funding, as well as providing employment for superficial PNF learning program.
4. Sufficient funding; each learning activity requires adequate funding, so it needs to be extracted the sources of funds that exist in society apart from the government.
5. Community support and government; citizens as residents learn to recognize the existing container learning, so they are easy to select and utilize as needed. Similarly the government with all its resources can also provide support for both material and non material.

LEARNING INSTITUTE EFFORT MEMBERDAYAAN PNF
To empower the learning institution PNF required many efforts, among others:
1. Human resource development
The managers and PNF education can take the initiative / prakara to develop the skills through education and training. Particularly regarding the ability / understanding to be able to follow the PNF's professional education or labor certification program manager PNF.
2. Improved quality of management / administration
A container / quality learning institution, needs to be supported by management / administration activities regularly and meet the standards. Management needs to be developed, characterized by:
a. Participatory planning
b. Organizing a dynamic
c. The implementation is based on commitment
d. Organizing a multi-agency
e. Generating community supervision
3. Develop partnerships with the world of work / effort.
Cooperation and partnerships can be done by creating a mutually beneficial partnership charter, between institutions PNF program manager with the company / world of work or the recipient graduates.
4. Preparation of sufficient funds.
Government and society should be involved in funding the program PNF. PNF learning program designed to use with cost calculation reasonable, because the quality is not necessarily expensive.
5. Increasing the participation of government and society.
In order to gain support from various parties, required socialization program. PNF program was developed based on the learning needs of the community and the world of work. Participation of government and society can be keikutertaan them in designing, implementing, assessing and utilizing PNF program learning outcomes.

CLOSING
Efforts for the empowerment of Non-formal Education (PNF) consider the condition of each existing institution PNF. Each institution has PNF characteristics and learning programs are different, so it requires different handling in coaching and development.

REFERENCES
Isaac Abdiilhak, 1986, Special Education Schools Strategy, London: Karunika
Government Regulation Number 30 year 1992 on Community Participation in Education, Secretary General of MOEC, Jakarta

by: Dra. Sitti Hasnah (PNF Observer, Alumni Programs, State University of Makassar PLS FIP)