Educations for Empowering

STUDENTS LEARNING SUPERIOR CULTURAL IN SCHOOL SMA NEGERI 1 PAMEKASAN

2011-12-02T21:56:00.000-08:00

Research Report
by:
Saiful Hadi
Buna'ie
Saiful Arif
Abstract: This article describes the results of this study about students' learning culture in schools excelent in SMA Negeri 1 Pamekasan. There are 3 (three) important things to study the subject in this study, namely: (1) how to plan learning activities that can foster a learning culture towards excellence in SMA Negeri 1 Pamekasan? (2) how the strategy used to learn each individual's success as the implementation of a learning culture in SMA Negeri 1 Pamekasan? (3) how to bring the norms of excellence to foster a learning culture in SMA Negeri 1 Pamekasan?
Keywords: Learning Cultural, Excelence School

Preliminary
The emergence of dynamic schools excelent in fact a phenomenon that in the eyes of education, it is an interesting study. Interesting because of the emergence of superior education institution is a warning or even as a total correction of the current national education is still not able to satisfy many people, especially students who have a spirit of excellence in achieving learning success, and the demands of parents or people who want the role of education has contributed
Superior school is a school that was developed to achieve excellence in the output (output) their education, and to achieve excellence is then input (input), the educational process, teachers and education personnel, management, education services, and supporting facilities should be directed to support the achievement of these goals .
That schools "excellent" is a school that has indicators: (1) academic achievement and non-academic in the above-average school in their district (2) facilities and infrastructure and a more complete service, (3) a better system of learning and time learn more length, (4) through a fairly rigorous selection of applicants, (5) obtain amino greatly from society, as evidenced by the large number of applicants than the capacity class, and (6) higher school fees than the school areas.
There are several factors that must be achieved if schools are categorized into superior schools, as follows: (1) professional school leadership, (2) tough teachers and professionals, (3) has a clear philosophical achievement goals, (4) environment conducive to learning, (5) A good network of organizations, (6) a clear curriculum, (7) evaluation of learning is good; (8) the participation of parents who are active in school activities
One among the indicators of excellence is better learning system, learning time is longer and one of advantages including environmental factors conducive to learning, are the two aspects of cultural phenomena that can bring their students to learn in school of excellence. For each winning school will create a system that can foster a learning culture is superior, the system can run with the maximum if there is support for an environment conducive to learning.
The spirit of excellence in education can be found in Pamekasan especially SMA 1 Pamekasan, in some recent period. The institution is able to get student-winning Olympic good science in physics or mathematics to the international level, namely in 2007 Andi Oktavian Latif, then in 2010 Sohibul Maromi, and in 2011 Allyssa Diva Mustika.
Student achievement is up to the international level is one among the indicators of a learning culture that excelences on every student at SMA Negeri 1 Pamekasan, the creation of a learning culture in each of the learning process begins in the classroom and place on each invidivu they created the culture of quality.
Creating quality or excellence in environmental education is a chain of institutional birth of a learning culture, because: "... will happen in the form of adaptation strategies to learn the knowledge models that include a series of rules, instructions, recipes, plans, strategies -owned and used strategies to adjust to the environment ... education with excellence.
Environmental education has a tradition of excellence is built on an education system that has paradigm far forward facing global challenges of life and full of competitiveness. Ability to compete with educational institutions around him, let alone beyond the limits of excellence in the global environment, a phenomenon of excellence in learning learning culture in the students so they can be driven to have a good study of creativity and excellence as well.
SMA Negeri 1 Pamekasan as an upper secondary educational institution designated by the District Government to design pioneering international school to be interesting to study in a focused way about the phenomenon of the emergence of a learning culture to achieve excellence in accordance with the spirit of educational institutions that have become institutions of excellence.

Research Methods
Research on students' learning culture in the School of Excellence in SMA Negeri 1 Pamekasan using a qualitative design with ethnographic approach, that through this approach Spardley quoted by Bruce L Breg that: "... is the work of describing a culture, ... the essential core of this activity aims to understand another way of life ". The statement provides direction on this study sought to describe culture, especially the students study habits, so as to understand the patterns of learning to be human beings learn to excel in performing daily activities either while in school or outside of school or when they learn at home.
Location of the study was conducted at a Secondary School Pamekasan, because in its history since 2006 held a superior class and the last three years was entrusted with the government to hold international school stubs (RSBI). For all this community has confidence that this agency has tried to improve the competitiveness or the quality of education in which one among the efforts improved through superior study habits in students. Digging terntang information on aspects of students' learning culture of excellence at the School of High School I Pamekasan were students, and developed to some informants the Head of School, Deputy Head of the Student and Deputy Head of the Curriculum and the Deputy Head of Public Relations Counseling as well as energy. The selection of informants was conducted in snowballing the researchers tracked the findings of the field in accordance with themes students have a learning culture, and developed the themes of a more focused through other informants in the community education and learning in SMA Negeri 1 Pamekasan.
According to the type of qualitative research using ethnographic approach, the presence of researchers in the field is very important and necessary to determine and optimally. Because researchers in this study acts as the main instrument (key) as well as collecting research data, as it also stated that as the main instrument, the researcher must be able to capture the meanings of student learning behavior which further interpreted and be understood data have been obtained from the field that occurs patterns of life (life pattern) in a special setting in the environment SMA Negeri 1 Pamekasan. In-depth understanding of not just simply by relying on questionnaires or questionare or collect only limited documentation, because documentation, artifacts or symbols that captured the extent helps to know the essence of the desired data. Researchers as a key instrument, the study also uses the interview guide and observation (observation). The role of researchers in this research activity is a participant observer (partisipant observer). stated five types of participation and level of involvement, namely the passive participation of low-level involvement, participation of moderate middle-level involvement, active participation of high-level involvement, full participation is very high level of involvement and non-partisan, no level of involvement. The things that have been performed during the investigators at the study site are as follows:
a. Conduct consultations with the school to do research, and simultaneously determine the steps the implementation of research.
b. To conduct observations in the field to know the ins and outs of student or group of students who have excellence in learning.
c. Conducting interviews with key figures (the informant), data sources, to obtain as much data as possible and focused according to the research problem.
d. Collect supporting data or documentary data that can enrich the primary data from interviews with data sources and informants.
For the purposes of this study, data analysis techniques used in ethnography is the use of techniques: 1) domain, 2) taxonomy, 3) components of bad luck. 4) theme, Citing Spardley opinion, that the data obtained are organized first by considering the possibilities of solving, synthesis, analysis, and search patterns.
Qualitative research data analysis through a case study approach is not much different from other qualitative approaches which started the stages are: 1). Open Coding, which at this stage these researchers are trying to obtain as many variations of data related to research topics, things to do is examine, elaborate, examine, compare, conceptualize, and categorize data or phenomena obtained during the field . 2). Axial Coding, is the data generated from the open coding stage reorganized based on the categories to be developed toward the proposition. At this stage, conducted by researchers is to analyze the relationships between categories. 3). Celective Coding, ie at the stage of selective coding researchers classified the inspection process core categories related to other categories. Core category discovered through comparison of the relationship between categories by using the qualitative paradigm model, then generate general conclusions to be made a designe. The process of making a conclusion as the final step of the research activities in accordance with the main data for the research in the field.
The validity of the data can be checked and examined by using several criteria including: 1) Credibility, which is the credibility of the data is proving that what has been gained during the research activities in the form of qualitative data about the behavior or study habits of students at the school excels in SMA Negeri 1 Pamekasan. a.) deep observations, ie observations made in-depth and continuous keterhandalan or would hamper the credibility of the results or data obtained during the conduct of research. Researchers conducted observations of the behavior or study habits of students to achieve excellence dadlam understand the whole subject of choice and students' learning interest. b) Triangulation, the attempt to check the validity of the data with a variety of sources that are outside the data for consideration. This triangulation process can be done by: (1) Trianggulation data sources in the form of attempts to compare the views of someone who has obtained in the field with other people who really understand about sktifitas student learning activities. (2) Trianggulasi method of checking the validity of data obtained from various sources in the field using the same methods, or conversely that in order to check the source of the data obtained with different methods, field data obtained from the method of documentation or symbols that are in the field it is necessary to trace back the meaning, purpose and objectives through interviews with the informant or source of data, c) Discussion of your peers do the sharing or discussion, and discussion with colleagues who have expertise about the study habits of students at SMA Negeri 1 Pamekasan. 2). Dependibilitas, namely the assessment of a study until the end of writing a scientific paper, these activities are done in order to avoid errors or conceptual errors begin the study design, data collection and analysis, report writing until the end of a scientific paper, 3). Confirmability, confirmability is done in order to assess and examine the linkages between data research, information, and interpretation in the organization of a scientific report which is supported by the materials you have available. The research instrument to confirm the findings of the data in the study are researchers themselves, because the researcher is the key instrument to be able to find an objective and valid data, in other words the findings obtained totally objective and unbiased.

Research Findings and Discussion
1. How to plan a learning activity that is able to foster a learning culture towards excellence in SMA Negeri 1 Pamekasan
Patterns or habits of students studying SMA Negeri 1 Pamekasan been disciplined since the beginning of a student to graduate from SMA Negeri 1 Pamekasan. It starts from the process of coaching at the time of the MOS new students, the use of independent learning resources, assignments independently by teachers to students through the Student Worksheet, and utilization of information technology such as laptops and internet usage. Thus tanpak clearly that the independence of student learning has been implanted in both the SMA Negeri 1 Pamekasan. Likewise, students learn self-reliance is supported by an increase in the professionalism of teachers through the program and active follow-up study of English courses to offset the student's ability.
Some exposure to the above shows that the study conducted by each learner, at whatever level and type of education will be a culture and become self-image of children eager to learn and strong in developing learning much influenced by various factors that promote the learning culture. The factor arises from the internal (psykhologis) child or school environmental factors (external) which promotes cultural learning process.
a. Internal factors students
Aspects of these internal factors mean that something that comes from within the individual or encouragement from within so that they have learned the power of maximal (prime) in acquiring knowledge and learning experiences, there are two things that affect the internal aspects of a boost student learning, namely:
1) Autosuggestions
What is meant by the term autosuggestions are the ideas of the original learning and growing and thriving in a person terinternaslisasi be about learning new behaviors. The meaning of autosuggestions is: "... as a kind of self-programming, a way to practice the habit of self-confidence Increased Abilities aboute your learning ...". This auto-suggestion can be a positive statement about the ideas and concepts that can bring a person can focus and concentration in learning.
Positive statements about the ideas and concepts that can affect one's learning culture such as learning can deliver success; learning can open up a wider horizon of knowledge, enthusiasm and strong high learning will have an impact on learning success and compete with their own friends.
Positive ideas about learning and self-concept can also affect one's confidence in designing learning programs during the learning activities on the levels and types of education, such as if studying as hard as possible without any interference in each phase of the evaluation study at the school will be able to pass well without there are subjects that are scattered and do not pass the exam.
Not easy to generate auto-suggestion in each student to have a culture of high learning and tough, because not all children have the same learning abilities, only to get children to think logically and to provide concrete and beliefs (spiritual quession) depth is a factor that can increase confidence and have a suggestion myself in understanding the importance of learning in school, resulting in changes in learning behavior of the learning styles of origin and do not pass up the class into learning styles to achieve brilliant achievements in accordance with desired by the student and the school developed in accordance with the target learning success.
2) The learning experience of the past
The learning experience of the past is also a source of inspiration for the change and the development of cultural learning in students, because experience is the best teacher is able to provide correction of errors and failures have ever done before.
The learning experience of the past about the possibility of a lack of success in learning many things that can be brought so as to change the culture of learning towards an effective, superior and maskimal in learning activities such as: 1) select a time to learn so that really does not interfere with learning needs, 2) then repeat the learning experience in generating concepts of learning and emotional learning to be more focus and concentration, 3) recall the positive statements about learning such as learning is a tourist, a lot to learn so much gain knowledge and experience, learning to maintain mental and personality, Be enthusiastic in learning, knowledge and memory is easy for everyone.
Positive statements about the study can give encouragement to individuals who are just starting and will develop a learning culture in every field of popular science. There are still many factors that can influence the internal culture hamper student learning such as development and aging affect a person's culture of learning, readiness (readiness) to learn is something that absolutely can influence learning success.
b. External factors students
External factors are the elements that accompany the presence of individuals in performing the learning activities of students, Nuraini mention that the external elements that affect children's learning culture is: a) awareness, b) an intelligent teacher, c) sufficient material, and d) the time and opportunity Adequate
Factors of concern are referred to here in are the views and attitudes of all elements of civitas learning in the school environment have a paradigm of a superior quality of learning so that this will always be visible by students while in class about how to teach are really ready and member of attention to given subject, all the tasks given to children to respond and do not just finish the task but has the weight and breadth in its completion.
While the second element is a smart teacher, teacher attendance for students is an important element, because without the guidance and direction of teachers is not possible the learning process, because the role and function of the teacher is as a designer and implementer of learning processes in the classroom, enrichment processes and activities independent student learning.
The presence of an intelligent teacher described in the legislation referred to teachers and lecturers with professional teachers or educators, its meaning as told by Surya (2005) quoted Kunandar: "... teachers' professional dedication is reflected in the implementation of the tasks that are marked with expertise both in the material or method, and demonstrated through its responsibilities in implementing the entire devotion ... "
This is done in order to create a superior learning. According Bafadal, the learning seed (the excellence of teaching process) can be interpreted as follows:
Learning is a leading teaching and learning process that was developed in order learning all students based on differences in the level of excellence (individual differences), to make faithful and devoted to God Almighty, master of science and technology independently but remain in the company is able to produce the best work in face the world of free competition.
Meanwhile, Ardhana, learning is superior teaching and learning processes that enable all children can develop themselves to the limits of the maximum.
The seed can be said to be superior learning, at least meet the 3 (three) conditions namely, (a) can serve all students (not just some students), (b) in all children get a superior learning experience to learn as much as possible, and (c) although all students get the maximum learning experience, the process varies depending on the level of skills and characteristics are concerned. According to Mangieri that 8 (eight) conditions that allow all educational institutions to achieve excellence, namely: (1) a rigorous curriculum, (2) teachers who are competent, (3) the characteristics of effectiveness, (4) testing to prove that the student has achieved something, (5) community support and parental involvement, (6) adequate financing (7) strong discipline, (8) linkages in traditional values.
The advantages of learning need to be managed properly in order to achieve optimal results. To realize this, the advantage of learning is the key to the success of this learning quality.in there are several things to note are (1) the advantage of learning can increase the success in learning, (2) the success of learning can be realized if it is determined by the quality of its management. The better the quality of teaching, learning all the more effective it can achieve its goals, and (3) effective learning requires the ability to create, maintain and improve learning, whether conducted in the school and outside school. For improved its development strategies are needed kunggulan learning learning system that varies with the variety of innovations, both in classroom management, learning models, and content of learning, for example by: (1) Moving Classroom, (2) CTL (Contectual Teaching and Learning) (3) QTL (Quantum Teaching and Learning) (4) Lifeskills Education, (5) Competency Based Curriculum, (6) The Accelerated Learning (Sonhadji, 2003). Moreover, it can be done in a way, humanizing the classroom, active learning, berpengantar foreign languages (biligual programs ).
Efforts to improve the quality of education through schools in Indonesia have been started since 1951. The emphasis of quality improvement is done by maintaining an atmosphere of learning so that teaching and learning process can take place even with the teachers and the equipment that is still simple. As an illustration, the teaching staff prior to the time of independence consisted mostly of low school teachers most of whom do not have the educational background of teachers. After independence, the teacher shortage continues. Some contributing factors, among others (1) many teachers who left his post to join the army struggles to maintain independence, and (2) the popular demand for education increased.
In 1970-1994, the development is focused on expanding education and educational equality with due regard to quality improvement. Quality improvement program aimed at improving the quality of processes and outcomes of education. Quality education can be improved if the process of teaching and learning takes place effectively, learners experience the learning process meaningful, and supported by resource infrastructure, adequate human and financial. Therefore, the systematic intervention of the inputs, processes, and the examination system so as to provide assurance of high quality education system.
Since 1994, improving the quality of education in schools focused on three main factors, namely (1) quality and quantity of educational resources to support the educational process in the sense of providing the amount and quality of teachers, provision of student textbooks and library books, and the provision of a operational and laboratory equipment, (2) the quality of the education process in terms of curriculum and a state where learners have to learn, and (3) the quality of the output of the educational process in terms of skills and knowledge acquired by learners.
Conceptually, the quality of education is expected to affect long-term effort. Improving the quality of continuing education (sustainable quality improvement) would be created if the quality was obtained through the efforts of the institution concerned in its education programs and the role of government as boosters and facilitator.
Priorities to improve the quality of education in elementary and secondary education there are at least five problems mandasar, namely (1) achievement of the NEM that the average low, (2) the scoring NEM which varies among the provinces as an indicator of uneven quality, (3) the quality of teachers with a low educational level indicators and research results, (4) disparity between the distribution of teachers of social sciences and mathematics / science, and the number of teachers between one region to another, and (5) with low internal efficiency indicators of the length of time is wasted learning ( pupils wasted year) and years of wasted costs (cost wasted year) as a result of failing grades and high school dropouts.
Real steps taken to solve five problems above are equivalent to high school teachers equalization S-1, in addition to teacher inservice elementary and secondary education. Other strategies include increased quality and quantity of educational infrastructure, the development of excellent schools as centers of excellence with the intention of other schools in the surrounding areas are stimulated to improve the quality of education, curriculum development oriented to the improvement of teaching and learning methods in order to improve science and technology, and improving the quality and welfare of teachers and other education personnel. According to Roux and Ferreira that the teacher will need to adapt effectivelly to rapid and pervasive changes in educational policy and the provision of education as determined and directed by the educational authorities, if the education system is to meet with success and guarantee That children's learning embodies the principles of social justice, human rights, a healthy environment and inclusivity. This means that teachers need to effectively adjust to changes quickly and pervasive in educational policy and provision of education as prescribed and directed by the education authorities, if the education system is to meet with success and ensure that children's learning includes the principle principles of social justice, human rights, a healthy environment and inclusivity.
2. The strategy used to learn each individual's success as the implementation of a learning culture in SMA Negeri 1 Pamekasan
Superior learning strategies conducted by SMA Negeri 1 Pamekasan student learning activities that begins with face to face in-class activities are supervised directly by the respective subject teachers. Then the second child directed and developed in the course of adaptation of learning activities based on interests and talents of study that begins by charging interest in the study form, then performed the test so that the child is determined based on the results of interest, namely: a) physics, b) biological, c ) mathematics, and d) chemical. Options that interest children can learn by study clubs, which involves all teachers in SMA Negeri 1 Pamekasan who have competence in all four areas. The third revision is tutorial is a structured intensive program organized by the school to prepare students for the tests in either semester, public examinations and national tests. In addition, students also learn independently by road lessons or courses to supplement the deficiencies that are not found in school and at home, from observations during this research activity the kids SMA Negeri 1 Pamekasan scattered on courses that interested agencies, among others; Primagama , NEC, Ganesha, CGN, Mercury, and several other courses institutes. Concentration and seriousness of learning does not necessarily grow up and become a culture in the child, but should the effort to cultivate and develop the learning culture. Because as well as readiness to learn that occur in each individual, will happen when it starts to increase in the developmental age and the number of learning exercises that accompany tasks progres. Culture of learning that occurs in children is closely linked to a willingness to learn as the developmental tasks of each individual and the attention surrounding environment to give effect to the child developing a learning culture.
Individuals of students who have good study habits, if the individual has to learn the proper technique as a series of planning processes of learning, the learning activity itself and the last is after learning. Learning activities are divided into three component activities of Ronald Gross mentions, among others:
a. Before Learning:
1. Proactive reading a technique to get exactly what you want from book and article
2. The Vee Heuristic Techniqu, to preview in your mind the key questions you want to aswer in any learning situations
b. While Learning:
1. Mind-mapping a technique That encourages the use of your natural mental associations to organize incoming information.
2. Probes the Kinds of questions you can formulate to become actively involved with your information by creatively anticipating where it is leading
c. After Learning
1. Memory impowerment, techniques to store factual data your memory is more easily
2. Instant replay, a technique for deep recall and reviuw of any experience to increase of wath you learn from it.
Base on the view above, that the study contains three main stages to achieve success in understanding the text of the books subjects and experience-hand experience that can be encountered. Stage activities include: a) the stage before learning, b) the stages when learning and c) the following stages of learning activities.
Activities before learning begins with collecting books that will be studied according to their talents and interests of student learning subjects and majors at each school, so the material can be available to be studied well and will gain a broader understanding and facilitate and not boring (enjoiment) in learning. Preparing for reading books to learn and read as much as possible before making pembelajaraan activity is a way to be active, and can steer themselves, as well as creative in dealing with problems of learning materials in schools.
Results readings from books that have been prepared in advance and the daily experience of the knowledge acquired by each individual, performed subsequent deepening of using the technique of "V" Heuristics, that any new knowledge is always questionable and will be studied by using a framework of understanding began; "thinking - action - a new experience ". That he needed to do a person in learning activities is not enough just to read but do interviews / interviews, field research, preparation of preliminary, do questions and answers, and read back from the books similar discussion.
Next are the core activities of learning, a person or students who conduct activities to learn and become his study habits, they always pay attention to three main aspects as patterns of learning, namely: read, listen and discuss. Patterns of learning that needs to be done every individual in understanding the subject matter is to do mind mapping or concept mapping learning materials were read and discussed so that finding a more convenient and precise in understanding such as formulas, the arguments or apply them in practical work in the laboratory. The next study is the core activity of the probes to investigate the subject matter being studied, students usually learn in class when the teacher who was teaching using the teaching methods of Inquiry is to take the children to learn to assess and find solutions themselves the problems found in teaching activities.
Learning activities that last one is post-process the core learning activity that is the efforts made by all students to maintain learning outcomes in order not to forget the knowledge and experience gained during learning activities. Some strategies to strengthen memory, among others: a) selecting the main purpose of learning, this is related to the expected learning goals of each learner or student when given a task to each subject, b) enthusiastic and comitmen, meaning that individual feelings of enthusiasm and commitment committed to the success of learning is an emotional impulse that can amplify gains on any subject matter, c) apply effective learning patterns, the choice of effective learning patterns will affect the strength to remember and maintain the knowledge already acquired in the learning activities that have been carried out, patterns of learning effective such as: 1) make a brief record of each material being studied. 2) make a record of the difficult words in each lesson theme.
3. Embody the norms of excellence to foster a learning culture in the SMA Negeri 1 Pamekasan
Building norms for excellence in developing a learning culture needed a set of lines the principal policy (education system) that encourages students to learn both from principals, teachers, and students. In addition it is also required and the horizontal pattern of structural relationships between students, teachers, principals of the values transmitted in building an atmosphere of academic excellence in the learning process.
In learning, teachers are one source of student learning that has a very important role in determining the course of teaching and learning process. The task of teachers as a profession demands on teachers to develop self competency in accordance with the development of science and technology. Educate, teach and train students is the job of the teacher as a profession. The task of teachers as educators is to continue and develop the values of life to the students. The task of teachers as a teacher means to continue and develop science and technology to the students. The task of teachers as a coach means to develop skills and apply them in life for the sake of future students. This is where a teacher is required to have competence.
According to Harris et al., The ability (competence) is a picture of the behavior associated with performance in the context of the work which contains a teacher's behavior pattern is a true functional performance that is truly relevant tasks, and work systematically with students in the learning period. Bachri argues that efforts to promote and improve the quality of education at least pick and choose teachers through competency test towards the establishment of a professional teacher, is an important indicator in improving the quality of education that will produce qualified human resources as well, will ultimately raise the quality of the nation.
While the competence according to Herringer's "competence can be defined as the ability of an individual to perform a task using his / her knowledge, education, skills, and experience". Competence is the ability of individuals to perform tasks using the knowledge, education, skills and experience. According Suparlan kompeks that competence is a combination of knowledge, attitudes, skills, and values are shown by teachers in the context of the performance of tasks assigned to him. Usman believes that competence is the ability and authority of teachers in implementing keguruannya profession.
Thus it can be understood that competence is a person's ability to perform tasks using the knowledge, education, skills and experience. While the definition of teacher competence is the ability to be possessed by teachers include: knowledge, education, skills and experience in the learning process. In teaching a teacher should have a set of capabilities, both in terms of attitude and ability to educate and teach. In order for effective learning, then teachers need to be competent and professional in carrying out their duties. If the teacher does not have the competence and professionalism in the teaching learning process will be ineffective, so that educational goals will not materialize.
Thus, a teacher competent to say when the teacher has the ability and expertise in conducting learning activities so as to achieve the target of achieving the objectives related to the subject matter and has a maximum capability. Ability in question is the ability paedagogik, personality, social, and professional.
Competence of teachers is related to the formation of teacher professionalism. Professionalism is a set of knowledge or expertise that is typical of his profession. Professionalism is a proprietary set of skills or expertise in specific areas of legalized by a certificate by an institution. Therefore a professionalism are entitled to decent and fair reward to become a major supporter of pioneering career forward. Teacher professionalism is a set of skills possessed by a teaching staff from planning, implementation, and evaluation of learning activities. According Suparlan that professionalism was not a matter of competence, but merely the attitude problem, namely the attitude of teachers to be willing and able to become a professional teacher development and coaching through the efforts of teachers with a system that prioritizes professionalism. Of opinion is understandable that the professionalism of teachers is not solely related to competence (ability) of teachers alone in teaching, but rather it is related to the professional attitude of teachers in learning.
Professionalism of teachers in terms that other called professional skills of teachers. Bafadal explain, teachers' professional abilities pengembangkan interpreted as an effort to help teachers who have not matured into a mature, are not capable of managing itself be able to manage themselves, which do not meet the qualifications to meet the qualifications, which have not been accredited to be accredited. Maturity, ability to manage itself, fulfilling the qualifications are the traits of professionalism. Therefore an increase in teachers' professional abilities can also be interpreted as an effort to assist professional teachers who have not become a professional.

Conclusions and Suggestions
From these results we can conclude that: 1) a pattern or habit learning students SMA Negeri 1 Pamekasan been disciplined since the beginning of a student to graduate from SMA Negeri 1 Pamekasan. It starts from the process of coaching at the time of the MOS new students, the use of independent learning resources, assignments independently by teachers to students through the Student worksheet, and utilization of information technology such as laptops and internet usage. Thus visible clearly that the independence of student learning has been implanted in both the SMA Negeri 1 Pamekasan. Likewise, students learn self-reliance is supported by an increase in the professionalism of teachers through the program and active follow-up study of English courses to offset the student's ability, 2) superior learning strategies conducted by SMA Negeri 1 Pamekasan student learning activities that begins with face-to-face activities in the classroom supervised directly by the respective subject teachers. Then the second child directed and developed in the course of adaptation of learning activities based on interests and talents of study that begins by charging interest in the study format, then performed the test so that the child is determined based on the results of interest, namely: a) physics, b) biological, c ) mathematics, and d) chemical. Options that interest children can learn by study clubs, which involves all teachers in SMA Negeri 1 Pamekasan who have competence in all four areas. The third revision is Binjar (Tutoring) is a structured intensive program organized by the school to prepare students for the tests in either semester, public examinations and national tests. In addition, students also learn independently by road lessons or courses to supplement the deficiencies are not found in school and at home, from observations during this research activity the kids SMA Negeri 1 Pamekasan scattered on courses that interested agencies, among others; Primagama , NEC, Ganesha, CGN, Mercury, and several other courses institutions, 3) to mengujudkan norms of excellence in developing a learning culture needed a set of lines the principal policy (education system) that encourages students to learn both from the principal, teachers , and students. In addition it is also required and the horizontal pattern of structural relationships between students, teachers, principals of the values transmitted in building an atmosphere of academic excellence in the learning process.
Based on these conclusions: 1) Head of Education Pamekasan District, is expected to monitor and evaluate the class RSBI in SMA Negeri 1 Pamekasan because RSBI in SMA Negeri 1 Pamekasan was the only junior high school at a level that will be initiated into international schools, particularly on the quality of learning, so it's really an icon of quality education in Pamekasan in the future, 2) the Head of State High School 1 Pamekasan, is expected to try to improve the quality of management at the existing RSBI class, so the learning process can run existing optimally. So that the class is ready to head SBI RSBI in the future, 3) The teacher in the classroom in SMA Negeri 1 Pamekasan, is expected to try to improve their performance in teaching, so that learning processes can run optimally and achieve the objectives as planned, 4 ) The students in the class RSBI in SMA Negeri 1 Pamekasan, is expected to be diligent and active learning in school and pay attention to the teacher's explanations to be able to understand the lessons well, so it can support the changing status of RSBI into SBI, 5) To the researchers, further research needs to be done about managerial skills of school heads from side to do with improving the quality of the school so the principal will tanpak performance in improving the quality of SMA Negeri 1 Pamekasan.

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PROGRAM DEDICATED BREAKING THE BEGGAR CHAIN OF CHILDREN IN THE VILLAGE OF LARANGAN TOKOL TLANAKAN PAMEKASAN

2011-11-24T21:57:00.000-08:00

A. Focus Issue Devotion
The results Supraptiningsih U, (2009:65) in the village of Larangan Tokol Tlanakan District showed that the village was inhabited by the people who work daily is as beggars, the beggars are women every day is generally leave in the morning after morning prayers toward chartering rural transportation to the city which is about 7 (seven) miles from his residence. Begging activity to the city made for 10 (ten) hours in a day with an average gain of Rp. 15.000, - to Rp. 20,000, -/day.

Easily earn a living from begging in the middle of difficulty of employment that can be provided by the Government Pamekasan, begging for a job is the easiest alternative to be done by the villagers Larangan Tokol Tlanakan Pamekasan District. Just to make a living with the category of poor people begging them to choose a job as a hereditary profession latency.
Professional begging villagers Larangan Tokol melatensi to their offspring, caused by the time they run aktifiats begging always bring their children to participate and do the work. The direct involvement of children also beg parents unknowingly been doing the learning "work" that is less productive and prospective for the future interests of the child, making them lazy, and the more tragic is to kill the child's future because it is not given the opportunity to enjoy playing and the compulsory age to learn.
Exploitation of child workers with jobs that are less promising prosperity for the benefit of future children, which in turn makes the child's condition has been established character (psychiatric) as beggars just like their parents.
The formation of character or soul beggar at a young age, then later when adults are not able to create job opportunities, then they would choose the same job as a child begging to do the job. On the basis of critical awareness and concern for changing the mindset of beggars in order not to bring her children needed assistance program to restore the age of the children enjoy playing and learning.

B. Reasons for Choosing Subject assisted
Breaking the chain of exploitation of child beggars as the subject of assisted program Pamekasan Dedication is P3M STAIN:
1. Mandate of the law /Undang-Undang 23/2002 on the protection of especially article 13, paragraph 1 and 2, parents have exploited child beggars by profession to participate in the work of begging, need awareness either structurally or culturally through mentoring activities.
2. Returns the child at the age of learning and play is a form kepelian all parties to the proper care in the member prepare a better future.
3. Tourism potential in the village of Larangan Tokol if empowered and involved community of beggars would be an alternative target business opportunity to learn the scale of productive family, so it can transform itself from profession to profession beggars entrepreneurial work.

C. Subject assistance Current Conditions
Condition of rural communities Larangan Tokol Tlanakan Pamekasan District today are:
1. Based on the results of the survey team P3M STAIN Pamekasan research results in 2009 that as many as 150 families have the activity of begging as a profession to earn a living, and moved up about 1.5 (one komah five) per cent until the year 2011 based on data from the village of Larangan Tokol nomografi Tlanakan Pamekasan
2. Work activities involving children begging ages learn and play, so that the children lose basic rights to learn and develop better.
3. So far there are no changes in lifestyle, there is no change in the mindset to look for a more decent jobs, whereas in the village there is a potential fire unflagging tourist.

D. Expected condition of assistance
Assistance programs breaking the chain of beggar children through a program-based service is expected to change the condition of beggars are:
1. The emergence of the awareness of parents to change gradually left the job of begging, and the reduced number of beggars in the village of Larangan Tokol Tlanakan Pamekasan.
2. Children are not happy anymore and go begging ages can enjoy learning and playing in the village of Larangan Tokol Tlanakan Pamekasan.
3. Beggar society aiming to grow its ability to scale productive business opportunities that families can transform itself from profession to profession of begging around the tourism entrepreneurs.

F. The Strategy Guide
Strategy Research Center and Community Services STAIN Pamekasan to provide guidance through program-based service activities through the "Community Development" which accompany the people to grow and develop awareness of themselves to make changes for themselves both the powerlessness caused by internal factors such as lack of knowledge so difficult to get access to information, lack of skill so it is less able to process and manage the local potential, or due to external factors such as rural development policies are rarely involves community of beggars, the influx of people from outside the village of Larangan Tokol easily master the strategic open lands entrepreneurship in the vicinity of the Wisata Api Tak Kungjung Padam.
Community development activities through a service-based program carried out by stages as follows:
1. Need Asesment
Phase asesment need an early stage of planning is dedicated jointly with the community that is trying to beggar mengidentfikasi fundamental problems with uncovering the question "Why did they become beggars?", Then continued the process of identifying needs as well as finding solutions to solve common problems encountered community of beggars.
2. Social Preparation
Social preparation stage of this nature is a description of the Community Organizer, people are invited to mengorganisi themselves to determine practical steps in implementing a program to make changes if the beggar profession related to: a) socio-economic aspects, or b) is caused by psychological disempowerment
3. Social Action
Social action stage is the stage of core service activities-based program to make changes with the community so that people can change according to condition expectations of the mentoring process. There are two social action activities, namely:
a. Regarding the psychological aspect of disempowerment namely awareness activities for the community to realize that professional beggars begging is not the only work prospectively to build empowerment in form: (recitation-recitation of the people, media images, movies are sourced from life in the community beggars Larangan Tokol
b. Regarding the social-economic aspects of the conduct of training family scale economy in accordance with local and tourist use of Fire unflagging.
4. Expansion and Development

G. Involved Parties (Stakeholders) and Forms of Involvement
The parties involved or the stakeholders who will contribute in the implementation of service-based programs by P3M STAIN Pamekasan:
1. Social Service Pamekasan
Actively involved with P3M STAIN TIM Pamekasan design programs to empower the community as a government responsibility to the community
2. Chairman of the Commission on Child Protection / PSW STAIN Pamekasan
Participate and be involved in child protection and awareness of the importance of parenting that parents should be given to children to prevent child labor eksplotisasi.
3. HIMPAUDI Pamekasan
Provide support programs fostering and development of children through early childhood program activities in Pamekasan
4. Community leaders especially religious figures in the Larangan Tokol
Participate actively involved from planning, implementation, and expansion of service programs
H. Implementing Mentoring Program
Implementing Activity-Based Services Program "Terminate Matarantai Beggar Children in the village of Larangan Tokol Tlanakan Pamekasan are as follows:
Coordinators: Drs. H. Saiful Hadi, M. Pd
Members: Ainurrahman Hidayat, M. Hum
Members: Buna'i, S. Ag, M.Pd

KOBHUNG AS ELEMENTS OF HOUSING TRADITIONAL IN MADURA

2011-11-21T22:37:00.000-08:00

In order Madura building, "Kobung" occupies an important position. This building became the center taneyan. Almost all buildings have kobung families in Madura. This is unique in Madura. Located next to the average Western besides indicating the direction of Qibla, also easy to oversee the security of the family environment.
Among kobung function, other than as a resting place and the gathering of family and relatives, as well as a place to receive guests and the family worship. Most importantly, of the many functions kobung - is as heir to the tradition of the noble values of Madura. Sublime is always emphasized the value of decency, honor, and religion. In this paper, kobung assumed to be able to form a strong generation of Madura tradition, has a noble soul, respect and courtesy, as well as a sense of belonging and responsibility towards the homeland.
If we walk in the country side Madura, we will find a house with buildings in groups. Inter-house group usually consists of one or two houses, “Langar” - in Pamekasan building is also called kobung violated - and the cage. Order of the building is usually called “Taneyan” or pages that surrounded the house and other buildings.
In rural-rural Madura, this building (kobung or langgar) almost certainly exist in each group and until now still exist function. Once the importance of this building so that there is the assumption that the Madurese community without kobung taneyan deemed incomplete or broken, or with other terms “camplang alias ta’ genna'.”
With so many langgar or kobung buildings, Hamka concluded that for the people of Madura, a custom break is a major addition to other traditions that have not been uncovered by the traditions of modern Western influences, which in other areas many have faded. For example do not wear cap or cap if the prayer in the mosque would have been cautioned or even stoned. Hamka want to mention that the Madurese are a religious community (Muslims) are at once unique, because such buildings are not found in other areas. Hamka apparently does not distinguish between Langar and kobung, he tends to equate the two functions. Though there are significant differences between the broken and kobung. Kobung Pamekasan people call it, or langgar kene’ in areas other Madura-a family retreat, a place to receive guests and accommodation, where the family worship, and sometimes also a gathering place youth. Almost certain that every home in Viet Nam - both devout Muslim or not - have langgar kene’ atau kobung. While the break is as devoted as non-formal institutions where chanting the Qur'an and other classical Islamic sciences. This building was home Kyai or teacher of the Koran.
Community Madura old days, kobung has significance in his life, not only serves as a resort and family gather, receive visitors, and places of worship, but also the inheritance of noble values of the Madurese and the Madurese to form a strong generation of tradition, have noble spirit, respect and courtesy, as well as a sense of belonging and responsibility towards the homeland. Now the building is experiencing a shifting function which functions as a resting place and the gathering of youths.
1. KOBHUNG IN PERSPECTIVE COMMUNITY LIFE OF MADURA
In contrast to the mosque, langgar and kobung history not widely known. However, history can be traced from violating the historical mosque itself, considering they are the same function. Surau linguistically means "place" or "place of worship". So surau is a small building, originally built for the worship of ancient ancestors. Therefore, this building was originally usually founded on the highest place, or at least higher than other buildings. Such buildings are commonly found in the villages so that it relates to cultural villages, although in its development surau is also found in the city.
Borrowing a term Gazalba, surau or langgar the first is an element of indigenous cultures, after Islam entered the mosque in the Islamic claim to be building, which then functions not only as a resting place, gather your family and deliberation, but also as non-formal educational institutions who teaches religious sciences and the Qoran.
Departing from Gazalba opinion, it is very possible Langgar and Kobung existed before Madurese know Islam, because in reality almost certainly all the houses in Madura there kobung. In other words, kobung the Madurese community needs, as well as serve as a place of worship, rest, and receive visitors kobung also needed when a family member died Madurese. Madurese said there kifayah for “menshalatkannya”.
In terms of location, in order kobung Madura building occupied an important position, he is the central of which is adjacent taneyan facing west with the East, followed by building a house next to the south and north facing kitchen with a south facing house. In addition to the kitchen-on the left or right, there is usually a cow or a goat pen. From this kobung entire yard can be monitored. For taneyan Madurese complete when it is said to have kobung. That is why later-term community Madura trying deliberately “ja ngaja” to build kobung.
Kobung also a place of separation between family members. Break (kobung)-separator or other separator (such as plant shrubs, wood walls) to sign (tandeh) that a family has had its own taneyan.
When viewed from the architect, Langar (kobung) berkolong shaped building with teak wood construction. The roof-shaped village with tile coverings. The roof overhang in front of him there under the lower floors of the main floor, an impression in it looks democratic because the building is open. Kobung (langgar) gives a typical picture for the Madurese who have an open nature and easily adapt to other people and the communities surrounding environment.
Usually the people who live in broken (kobung) is the father and the boys are old enough. This illustrates that a father is the head of the family who should be responsible for the family, a good security guard to protect members of the family and neighborhood safety. While the boy is the heir to the father who will replace the father and head of the family as a candidate for the job later the same with the father.
2. THE FUNGTIONS KOBHUNG: PLACE VALUE OF INHERITANCE
Functions langgar (kobung) in addition to the above is precisely the most urgent is the heir, conservationists, and the successor to the old values of Madura. The values referred to as implied in "Baboeroeghan Bettje '" (Advice commendable) that are still relevant and should be considered as the identity of Madura, such as:
Ghaghaman (Sandjhata otaba sekebbha manossa)
Sekebbha oreng anabarna: "Kerres, tombhak, peddhang, djambija, badiq, lantjor-adjam tire salaenna" Kep-sekep kasebboet ella se e above djarejakabbhi tadaq a bhagoessa ngongkole sekep so kep-e baba se esebbhoetaghi parings:
Tello parkara areja kodhoe e djaga: djila, adhat, kalakowan.
Tello parkara areja kodhoe ekaandhiq: ate sattja (esto), ate sottje, djodjoer.
Tello parkara parings kodhoe e kabhadjhiqi: mangghaqan, nespa, taq andiq panarema.
Tello parkara parings kodhoe e pejara (eomesse): bakto badja, pesse, kabarasan.
Tello parkara areja kodhoe e Gentlemen (e adjhiqi): omor, oewet (ondhang naghara), agama.
Weapons (Arms or human guidance)
Various human weapons: "kris, spears, swords, jambiya, the dagger, sickles, and others. The weapons that have been mentioned above, there is nothing that will surpass the guidelines referred to below:
Three cases which must be maintained: the tongue, customs, behavior
Three cases which should have: heart sincere, pure heart and honest attitude
Three cases that should be hated: the nature of butter, low self-esteem, never satisfied
Three cases which must be maintained (note): time, money, and health
Three cases which should be respected: age, state laws, religion
Inheritance kobung value through broken or at least lead to human nature and the character of Madura which includes courtesy, respect, and religion.

Courtesy
There are two things that always guarded and cared for by the Madurese character and nature. Madurese people themselves distinguish between a person's character and nature. Properties (Sepat) is the basis of inborn temperament, so he became the hallmark of someone who can distinguish themselves with others. He was not unduly influenced by the customs or manners.
While the character (babhateg) is estimated as a quality of mind that affects the whole mind, behavior, manners, and character. This is often called the personality or character. This is much influenced by the customs, rules, and local manners. Both of these (the nature and character) always forms one's style and influence how habitual customs There is an expression of interest to people of Madura “mon babhateg masok ka oteg ta 'kenning teg-oteg, ngalendhi” (if the character has been fused in the brain, can not be changed by any and by anyone).
Modesty is one of the customs or traditions that are important to people of Madura. Politeness is related to the fulfillment of the rules that have become customary that includes the relationship between generations, rank, gender, both socially and personally. Those who violate this rule will get scorn and they will be in the claim as ta'tao battonna langghar the people who never get broken and the Qoran, so he did not know the etiquette of politeness.
Modesty is often taught by a father as head of the family in every moment, especially when the end of the day before their children to sleep, usually through the stories as a child's bedtime and most importantly melalaui direct example of the Father (uswatun hasanah). Advice is often expressed by the father to his son, among others, how should the child be "ajagha Aeng e dalem Genthong" the necessity to maintain customs and norms of decency, and not do things contrary to the customs so as not to dishonor the family name.
Madurese in assessing a person is not just based on the assessment lahiriyah mere handsomeness or beauty, but the important thing is tatakramanya. This is often expressed by parents on their children "mon oreng reyah bhaghusse Benne, tatakramana tape, tape bhaghus sanajhan tatakramana jube ', ma' ceya ka ate", for the most important Madurese is not his good looks and her beauty, but tatakramanya, though he is handsome and beautiful but ugly tatakramanya can make bad hearts (eneg).
There is also a song that is often sung Madurese parents when carrying her son and daughter: “peng pelo’ ta’endhe’ nyimpang lorongngah, peng pelo’ lorongngah e tombuih kolat, peng pelo’ ta’ endhe’ ngala’ toronnah, peng pelo’ toronnah oreng ta’ pelag” phrase indicates how greatly appreciate the courtesy Madurese than good looks and beauty of a person's face. Even if the person is handsome or beautiful and wealthy but do not have the decency and manners, then surely it will not matter in the eyes of the Madurese. That then is why the parents in the Madura has always emphasized and cautioned his son and daughter so they always andep asor respect others and be able to position itself pataoh ajhalan, pataoh acaca, pataoh neng- enneng, kennengnah kennengih lakonah lakonih.
Honor
Besides the customary courtesy inherited by parents to their children Madura is an honor yourself and your family should be maintained throughout his life. Therefore respect and respect for others is a necessity that must be possessed by every Madurese. In social hubunngan Madurese always appreciate and respect each other and always keep each other not to hurt other people regardless of social status even though his opponent was a poor man. The expression of Madurese who always inherited by the parents to their children is Jha 'Nobi' mon oreng aba'na etobi 'sake' (do not hurt others if he himself felt pain when hurt by another person).
Madura is an honor for the noble values that must be upheld, if it is belittled or demeaned even then it will appear offended nature that eventually leads to conflict and violence (carok). Honorary include: self-esteem (ego), women, property (rights have) and religion.
Decency, the honor was set up or structured social situations such that a violation of the honor that can be prevented. Because the rules of decency and honor this addition, the relationship between man most strongly regulated. They are the keepers of the rules of the rules of the waveguide.
Question of honor, dignity, and status is a family matter. Therefore each family member must maintain the good name of his family, even to be willing to sacrifice for the family name. Thus, in resolving conflicts are not uncommon and involve close friends and even family. Unresolved issues by the parent is usually passed on to his son. To evoke emotions of a child, usually told to the child about the problems their parents and even items such as clothes bloody diperlihatkannya no evidence. Thus comes the emotion and feeling like back in the child's self. That was then that bring assessment streotype Madurese community in the eyes of others and then aggravate the bad image of Madura.
Leads are the Dayaks Kanayatn - as if he did not believe in what is seen and experienced, about the violence that appears on the Madurese community, especially when conflict arises Dayak-Madurese in Kalimantan. For Lure, Madurese figure he knew was friendly, helpful, and respectful of others. Even Lure ever lived at home and the family considers the Madurese. When the Dayak-Madurese conflict began in 1977 extends to Pontianak between children boarding (Dayaks) and the Madurapun often patrolling together, even between the two should be separated because of incitement. So since that's the image of violent Madurese more prominent than the nature of piety, as described above.
Violence typical Madurese (carok) and the conflicts that occur seem to greatly affect the relationship between Madurese with other tribes such as the Dayak tribes - and created a fear of other tribes, though they never interact directly with the Madurese. Though carok for Madurese occur due to violations of the honor of the Madurese for example with regard to the rights, women, families, and religion. In other words, Carok not just happen, but it happens when it comes to harassment of self-esteem and capacity.
The capacity of a person socially can not be separated with the role and status within the social structure. In practice, role and social status is not enough simply realized by the individual concerned, but must receive recognition from the people or their social environment. Therefore, in the social relations between one person to another must be mutual respect, mutual respect for social status and roles of each. Madurese people are so very careful (jijip) against tengka and honor. Kennengnah kennengih lakonah lakonih, je 'arandat tabhunnah oreng is one thing that must be followed by Madurese, if it does not mean he will be someone who can not ajaga aeng e genthong.
For Madurese action does not recognize or deny the role and social status is tantamount to embarrass him so he tada 'ajina which in turn arises feeling “maloh. People who are treated as such-abused-esteem will always perform acts of resistance (carok) to recover his self-esteem, according to them tembang pote matah aAngo 'poteyah tolang (than life dogged by embarrassed, it's better to die berkalang ground).
Kobung is one form of Madurese efforts in keeping the family honor, especially women. One kobung function is as a place to receive guests of the inn and good man who was known and even more unknown. Abstinence for Madurese receive guests in the house except for female guests. This is merely a preventive effort does not happen the things that are not dingingkan, such as flirting or even trjadinya infidelity that ultimately the loss of family honor.
Religion
One of the three cases which must be respected Madurese is a religion. Religion is a sacred thing that must be defended and the guidelines for human Madura. Anyone who insults the religion then it should diperangi.Agama Madurese are Muslims. This religion is pervasive and coloring social life, ranging from how to behave, dress, eat, and sleep the way to follow religious teachings. Madurese sleeping position like the position of the body and stretch out to the north and facing the Qiblah direction. For the Madurese, sleep is to die for a moment until he rose from his sleep.
Abhantal creed, asapo 'iman, apajung Allah, asandhing Nabbhi is a phrase that describes that Madurese Madurese spirit of Islam. Hamka describing it as "... .. poor and barren soil, but the people rich in faith ". Insulting religion as well as insulting dignity. Madurese has not found himself not a Muslim state, or declare themselves moved from Islam to another religion, even their Muslim identity card only standard Islamic (Muslim le 'kole'na, superficially Islamic, Islamic minimalist, abangan-in concept Cliffortz Geertz) Islam ongghu (true Islam, Islam maksimalist).
Islam became the spirit of the Madurese. The expression bhuphpha ', bhabhu, ghuru, ratoh respect not only describe the structure of Madurese, but also describes the process of social relations Madurese. Bhuppha'-bhabhu is the first natural pendididikan a child receives. In this environment of social processes within the scope of their little known.
Ghuru or kiai, is a figure that is highly respected by the Madurese. With the advantages that have kiai as magical spiritual advantages, foster sincerity and piety and obedience the people running the place of worship to God kiai at upscale social position for the Madurese.
Kiai and Islamic world is inseparable from the life of the Madurese. Every parent has a tendency to put his son to boarding school. Kiai Madura is an informal leader who always used as a role model. All family and community problems difficult to solve submitted to the kiai to finish, both economic, social, cultural or political. On the nature of social consciousness began to grow extensively in children through interaction with fellow students from different regions. In the world of this reason, children Madura studying Qoran and Islamic religion so that the values of Islam into the spirit of his life.
Image of obedience, obedience, or bigotry Madurese professed the religion of Islam has long been established. They are very obedient running the Shari'a of Islam such as: perform five daily prayers, fasting, alms, charity and jihad for the sake of religion. Their desire for such a great pilgrimage, together with the passion they put his son to boarding school. That is why a kiai and pilgrimage as a role model teacher gets a place of honor in the eyes of the Madurese, so the teachings of Islam as a whole is very concentrated dye Madurese culture and civilization.
While Ratoh addition to including people who should be respected because he was a leader as well as recognition as a citizen on the Madurese are etched, so the attitude of submission and respect to all rules relating to position himself as a citizen is a necessity that must be met.
As mentioned in babhuruqan bethje 'above that Tello parkara areyah kodhoe e Gentlemen (e adjhi'i): omor, oewet (ondhang naghara), aghama. Compliance with oewet (state law) is an obligation which is not negotiable by the Madurese. For Madurese Indonesia is a country's final form, because he experienced a long process of its formation on the basis of diversity. Why then in our country recently emerged ashabiyah primordial real-ashabiyah have long erased? One reason is because awareness is less well-managed pluralism that resulted in disruption of valvular-valvular public safety. As a result, people no longer know how to appreciate the objective reality, namely that there is diversity, so that people's attitudes in any case less-if you do not want to say "no" - can be grown primarily political attitudes.
Democracy echoed this during a true-to encourage the whole society to participate in the entire development process - much of its essence. Cultural values that live in a society of "fraternity and mutual respect" that penetrates barriers primordial proven capable of creating a relationship of brotherhood and mutual respect. Dynamic social interaction between all levels of society can take place in the nuances of a high sense of brotherhood and mutual help, as a manifestation of a social obligation, moral and ritual. These values are degraded due to development policy that emphasizes the quantity. Result in a fragmented society berbegai primordial bulkhead.
Increasing fanaticism ashabiyah (tribal) can actually be overcome by ensuring justice, increased prosperity and ensuring the livelihoods of independent nationhood. Because after the building of nation-states should be based on an agreement state to live while providing freedom for national elements to maintain and develop their identity in accordance with their respective cultural contexts.
Indeed transpormasi national values above the long-standing Madurese children through kobung as the medium. Counsel parents to their children in order to promote brotherhood and ethnic indiscriminately, respect for others, obedience and loyalty to the kiai ratoh is a concrete manifestation of consciousness Madurese in the nation, though at a certain level of ethnic bigotry and violence sometimes feel more prominent if it it is concerned with honor.
Cultural whatever name it has undergone changes in line with internal and external dynamics-it-yourself community. Changes in the melting process of the community showed a tendency to space limits (physical), physical mobility is also equipped with social and intellectual mobility is much more dense and intense. Similarly, the increasingly sophisticated communications media have led to community integrated into a larger order, from the local to global. Many villages are no exception to be part of the global village that shows how the values are learned and believed, then not only derived from the locality where the person is located, but also the values of the center of the world or even a region.
The world is increasingly integrated with the global order, the boundaries between countries, regions to be melted due to the flow of people, goods, information, ideas, and values are increasingly smooth, dense, and intense. That is also the cause why the local traditions, including Madura-changing tradition and tend to be abandoned by society.
Another cause is due to inheritance mandegnya values (local tradition) is the next generation, as indicated by the above kobung function, besides that there is no tradition of pride from the owner. Madura is a true community of people who clung to the traditions which are considered single-frame sublime imagined in terms Bennedict Anderson, currently undergoing a change of tradition that has undergone the gap with the virtual frame.
There are always interesting songs sung by people who have the source Arum Jombang resemblance to what happened to the people of Madura "Kathok little kecilken, kathok gedhe kegedhenen, better ghak kathokan". Kathokan not turned out to be an alternative lifestyle, way of life, which is deemed in accordance with their situation at this time. The song describes the turmoil as a result of the collapse of the grip of traditional values and the emergence of new values not yet fully accepted by society. These conditions become a concern of us all. Hopefully this article can be a stepping penggugah and how we adhered to the noble traditions of our society - not at all-away or accept and reject outright to new traditions.

TRADITIONAL PUBLIC HOUSING IN MADURA

2011-11-21T20:40:00.000-08:00

Ecological systems in Madura moor, seems to affect the pattern of rural settlement. Madurese people who work in agriculture in general as farmers fields, therefore in Madura ecosystem is characterized by dispersed settlement pattern and clustered on a small scale, also referred to the village meji.
A typical village in the area tegals Madura consists of a group of very small units each with its own fields and livestock, such a pattern borrowed Kuntowijoyo language more akin to a farm or small hamlet in the Netherlands.Most rural residents live scattered in the countryside in farmers' homes, they are incorporated in small groups. The groups were located between the housing and paddy fields. Housing groups are usually called "tanean lanjhang" ("yard long"). Housing was set up side by side with the direction parallel to the house (the north) and stables / kitchen (south), there is also a dipekarangan is violated (kobhung) which is adjacent to the west as a cover pekarang. Tanean possible naked is a form of the oldest settlements on the island of Madura.Around the yard (residential Madura) there are usually trees, shrubs and plants that make housing was mostly covered from the eye. Besides these plants also artifacts that in split bamboo fence that serves as protection. In the far distant interior fences kind of life is intertwined with thorny bamboo fence that is not easily traversed. This was reinforced with bare tanean layout that has only one entrance to the east. Thus people who entered through another door --- --- path that deviates is considered rude, even a tamupun may enter when authorized by the owner of the yard through the door of the official.The discovery of the kampong-kampong meji a single housing with other housing mutually isolated, indicating that the social conditions in rural Madura --- --- past, because in the present settlements in both rural Madura, especially in urban areas have many embrace modern residential layout including building model houses, except in certain villages in the interior that still maintain the tradition of kona provide a sense of insecurity in the population. Indications are not safe can also be seen in the structure of Madurese traditional houses that have only one front door, so there is no other way to get in and out of the house, even to the kitchen to go through that front door. The other side also indicates that the Madurese are always alert to the security of the family. This can be traced from the way they always stretch out to sleep with the north facing south (the entrance) as the position of the corpse. This can be interpreted that in a state of sleep the Madurese people can always keep an eye on the door of the house and always alert to the security environment.History and composition of the family who settled in "tanean lanjhang" can be known from the way the yard was built. Girls who are married stay at home parents, while boys who are married are usually moved into the yard of his wife. The first house is located in the northwest is home to the origin (nucleus) by parents, followed by the first daughter married. This indicates that parents are the head of the family while the children are "as the body that lies under the head" Determination of shelter for girls who are married is usually a wedding day, but rarely seoarang younger children will marry first of older sister-kecualai due to certain things, because parents usually have to find a candidate when his son was young.Although tanean naked inhabited by one or more extended family, nuclear family remains the single most important social unit. The residents tanean naked is the most important social figuration in the countryside after the nuclear family. The social solidarity of each occupant is very strong. In the event of harassment against one of his self esteem family member, is always interpreted as harassment esteem the whole family. The more so if the abuse happened to the woman (wife), if that happens then the whole family will react, the reaction is usually in the form of violence which is often called carok - .. On the other side of the strong family solidarity, solidarity ties among same wider villagers (sense of community) tend to be low, in other words, social cohesion among villagers became very fragile. Semavcam social conditions that gave a great chance of social disintegration, often conflicting, so that it is impossible not to be very potential "carok".

MANAGEMENT OF SCHOOL SOURCE FINANCIAL

2011-11-21T19:31:00.000-08:00

Finance and funding is one of the resources that directly support the effectiveness and efficiency of education management. It is more felt again in the implementation of MBS (School-Based Management), which demands the ability of schools to plan, implement and evaluate and be accountable for the management of funds in a transparent manner to the public and government.

In education, finance and financing is a potential that is crucial and integral part in the study of education management. Finance and funding component in a school production is a component that determines the implementation of teaching and learning activities in schools along with other components. In other words every school activities require a fee, be it conscious or unconscious. Financial components and financing need to be managed as well as possible, so that existing funds can be used optimally to support the achievement of educational goals. This is important, especially in the context of MBS, which authorizes the school to seek and utilize various sources of funds in accordance with the needs of each school because the education world in general is always faced with the problem of limited funds, what else in a crisis situation at present.
1. Sources of Finance School
Financial resources and funding in a school can be broadly grouped into three sources, namely:
a. the government, both central, regional or both, which is general or specific and intended for educational purposes;
b. parents or learners;
c. community, whether binding or not binding.
With regard to financial acceptance from parents and community emphasized in Act no. 20/2003 on National Education System that because of the limited ability of governments in fulfilling the funding needs of education, responsibility for compliance with education funding is a shared responsibility between government, communities and parents. The dimensions of the cost of routine expenditure meliputin and development costs.
Routine cost is the cost to be incurred from year to year, such as employee salaries (teachers and non teachers), as well as operational costs, maintenance costs of buildings, facilities and teaching tools (consumable goods). While the cost of development, for example, the cost of purchasing or developing land, building construction, repair or rehabilitation of buildings, the addition of furniture, as well as fees or other expenses fatherly items that are not consumables. In the implementation of MBS, financial management component should be implemented properly and carefully starting from the stage of budget preparation, use, until the oversight and accountability in accordance with the provisions applicable to all school funds actually utilized effectively, efficiently, there are no leaks, and free from the disease of corruption, collusion and nepotism.
2. Main Components of Financial Management Covers,
a.    budget procedures;
b.    financial accounting procedures;
c.    learning, warehousing and distribution procedures;
d.    investment procedures; and
e.    examination procedures.
In the implementation of financial management is embracing the principle of separation of duties between functions otorisator, ordonator and treasurer. Otorisator is the official who is authorized to take actions that lead to revenue and expenditure budgets. Ordonator is an officer authorized to perform the test and ordered the payment for any actions taken based on the authorization that has been set. The treasurer is authorized to perform official receipt, storage and expenditure of money or other securities that can be valued by money and are required to make calculations and accountability.
Principal in this case, as a manager, serves as otorisator, and overflowing with functions ordonator to order payment. However, it is not justified because it is obliged to carry out the functions of the treasurer to supervise into. Treasurer, in addition to having the functions of treasurer, is also overflowing with ordonator function to test the right to payment.

3. The principles of accountability Financial Management Education
The use of budget and finance, from any source, whether it be from the government or of society should be based on the general principles of financial management as follows:
a.    Saving, not luxurious, efficient and in accordance with the technical requirements required
b.    Directed and controlled in accordance with the plans, programs / activities.
c.    Open and transparent, in terms of finances and to what agencies will need to be recorded and accounted for and accompanied by evidence of its use.
d.    Wherever possible using the abilities / production in the country as far as it is possible
Implementation of the above financial principles in education, particularly the school environment and harmony between education in families, in schools, schools and in society, then the source of funds for the school, the school was not only derived from the budget and facilities from government or donors still, but from the source and of the three components above
For that school is actually also a need to build an organization of parents that their implementation is done by forming school committees. The committee consists of representatives of guardians of students, community leaders, managers, government representatives and representatives of scientists / scholars outside the school and can also enter the world of business and industry.
Furthermore, the school committee or school assemblies at the beginning of each fiscal year to jointly formulate the budget as a reference for school administrators to implement good financial management.
a. Definition of School Budget
A budget is a plan formulated in the form of dollars within a period or periods, as well as the allocation of resources to each activity section. The budget has an important role in planning, controlling and evaluation of school activities. Then a charge of the program activities in schools should record and report the realization that the budget can be compared to the difference between the budget to the implementation and conduct follow-up for repairs.
There are two main parts of the budget that must be considered in the preparation of budgets, namely:
1. Plan of the source or target revenue / income in one year, including finance sourced from:
a.    contributions of parents,
b.    donations from individuals or organizations,
c.    donations from governments,
d.    from the results of operations
2. Financial plan within one year of use is concerned, all use of school finances in one fiscal year need to be well planned so that school life can work well.
b. School Budget Preparation Steps
One thing to note in the preparation of budgets is a must to apply the principle of a balanced budget, meaning that revenue and expenditure plans should be pursued not happen balanced budget minus revenues. With a balanced budget is the life of the school will be solid and really solid in terms of finance, the centralization of financial management need to be focused on the school treasurer, in order to facilitate financial accountability.
Its compilation should follow the following steps:
a) Inventories of the plan to be implemented
b) Develop plans based on their implementation priorities
c) Determine the work program and course details
d) Establish the need for implementation of the program details
e) Calculate the funds needed
f) Determine the source of funds to finance the plan
The plan after discussion with administrators and school committee, then the next set as the income and expenditure budget of the school (APBS). In each budget prepared to explain whether the budget plan to be implemented is a new or continuation of activities that have been implemented in the previous period with the previously mentioned sources of funding.
In each budget prepared for the activities of the school environment, must contain at least 6 things or information as follows:
1.     Information activity plan: objectives, description of activities planned, the responsible, rsencana new or advanced.
2.     Description of program activities, work programs, program details
3.     Information needs: goods / services required, volume of demand
4.     Data needs the unit price, total cost needed for the entire volume needs
5.     Number of budgets: the budget amount for each program details, program, plan activities, and the total budget for all planned activities
6.     Source of funding: the total sources of funds, each source of funds that support the financing of the program.
c. Realization of School Budget
In the implementation of activities, the amount realized is not the same could happen with the budget plan, can be less or more than was budgeted. This may occur for several reasons:
1. The existence of efficiency or inefficiency of spending
2. The occurrence of savings or waste
3. Implementation of activities that do not match those already programmed
4. The existence of unanticipated price changes
5. Lack of proper budgeting
d. School Financial Accountability
All school finance expenditures from any source should be held responsible, it is a form of transparency in financial management. However, the principles of transparency and fairness in accountability must still be upheld. In regard to financial management, which need to be considered by the treasurer are:
1.     At the end of each fiscal year, bendara must make a financial report to the school committee to be matched with the School Budget
2.     The financial statements must be accompanied by evidence of existing expenditure
3.     Receipts or proof of purchase or proof of receipt and proof of other expenditure
4.     Balance sheet also must be presented for inspection by a team of financial accountability of the school committee

REFERENCES
Mulyasa, School Based Management. 2007. Bandung. Teens Rosda work.
Dimock, ME. Dimock, GO, State Administration. 1992. Jakarta. Rineka Notices.
Sulthon, M. Khusnuridlo, M, School of Management in Global Perspective, 2006, Yogyakarta, laksBang PRESSindo.

IMPLICATIONS OF IMPLEMENTATION INFORMATION TECHNOLOGY AND COMMUNICATIONS TO DEVELOP OF EDUCATION IN INDONESIA

2011-11-21T19:04:00.001-08:00

A. INTRODUCTION
Information technology (information technology) and communication began to develop rapidly in the early years of the 1980s. The rapid development of technology is supported by the rapid development of the processor (chip) that serves as the brain of a personal computer (Personal Computer).

The development of hardware technology was followed by progress in the fields of software, although its development is far behind the development of hardware. At first, processors and software designed for a stand-alone personal computer (stand alone PC). However, in line with its development, these PCs can eventually be integrated via a network (network) physically. So now we know different types of networks that integrate multiple PCs. Tissue samples that we often encounter is the Local Area Network (LAN), Wide Area Network (WAN), and the Internet. The Internet is one popular type of network used, because the Internet is an information technology that is able to dial-in to computers around the world, allowing information from various types and forms of information can be used together. When this has been a lot of private companies in Indonesia that provides Internet connection services, for example IndoInternet, NEW YORK, D-Net, Idol, and others.
Information Technology is a technology used to process data, including processing, obtain, compile, store, manipulate data in various ways to produce quality information, ie information that is relevant, accurate and timely, which is used for personal, business, and government and is a strategic information for decision making. This technology uses a computer to process data, the network system to connect one computer to another computer as needed, and telecommunications technology is used so that data can be distributed and accessed globally
In education, the presence of information technology is an unbiased negotiable, and is the primary support in the development of education which is increasingly complex, so the need for reliable media, innovation and being able to gave the solution of all existing persolan.

B. DISCUSSION
1. PROBLEMS AND POTENTIAL OF INFORMATION TECHNOLOGY DEVELOPMENT
Utilization of information technology, especially internet among educational institutions at various levels and types seems to still not evenly distributed, except in universities generally have access to this Internet technology. On the other educational levels and pathways in which the learning process is still relatively conventional (face to face), which is already no longer able to meet the educational needs of an increasingly complex society, requires innovation and the media are capable menangulanginya. The presence of information technology, a solution that can overcome the obstacles faced by the world as represented above education. The statement is quite reasonable, karenal first, it is almost certain that every office has to have and use a computer. Similarly, in every family, especially in urban facilities has become a regular computer and can be operated by virtually all members of the family. The number of families who have a computer showed an increase as a result of progress of economic development. This means that the number of people who have access to computers increased from time to time. Therefore, computer-based education programs can be developed for the group (society) is.
Second, the process penyampain teaching materials that will be transformed to the participants can learn more effectively and efficiently, because in Indonesia has created many educational software by computer experts, although belonging to the phase of "early stage" and is sporadic and not well coordinated. Currently suda many high-quality educational software, but usually the software is made overseas so there is a new constraint that is the problem english. Some examples of educational software that are known include: computer assisted instruction (CAI), which generally is very good software for remedial purposes. intelligent instructional computer assited (ICAL), can be used for material or concept. Computer assisted training (CAT), computer assisted design (CAD), computer assisted media (CAM), and others.
The second reason mentioned above made perfect sense, because if studied from the concept of innovation characteristics (Everett Rogers, 1981) both from the aspect of relative advantage (relative advantage), equivalence (compability), complexity (complexity), the possibility can be tried (triability), the possibility can be observed (obsevability), changes in education with information technology approach and taking into account the potential that exists in the community is feasible.

2. IMPLICATIONS OF IMPLEMENTATION OF INFORMATION TECHNOLOGY IN THE WORLD OF EDUCATION
a. Education System
The central point of all systems of education, both formal and informal want any non-formal, is a human relationship formed between educators and participants-students. This relationship could technically be reduced to a "learning process", but clearly the teaching-learning process alone can not reflect the overall educational system. Processes occurring in the education system also can not be reduced to merely a process of transfer of knowledge or skill alone. Moreover, the education system is clearly not possible simply regarded as just a mere information distribution process. But the learning process, the transfer of knowledge and skills as well as information distribution process are some key elements in the education system. The joint goal (common goal) all processes in the education system is the development of human civilization on earth from one generation to the next. The development of any civilization, can not be narrowed to a mere "inheritance of values", but more than that, is the effort and human cultivation in order to maintain its existence through the land the main function, namely to build a thorough devotion to the Creator as the enactment.
That way the quality of the education system is highly dependent on the "empathy" that formed in the relationship between educators with participants-students respectively. Without the formation of "empathy" is, any process in the education system as mentioned above, among others, will be dry from the real meaning, just a mere technical frameworks. No wonder the quality of the education system the best products it acquired through the processes of "traditional" in the education system, such as teaching-learning method "talk and chalk" in the leading universities in the world and ties-chaplain students in traditional pesantren in ground-water.
Education experts may agree that the use of non-conventional technologies to run the processes in the education system will not improve the quality of education. But - of course - it does not mean the introduction of non-conventional technologies it has no use at all. Although there were not significantly improve the quality, the use of educational technology can obviously increase the quantity of education system (which means expansion opportunities and the opportunity for participants-students) without reducing the quality too much.
Without the intervention of non-conventional technology, quantitative improvement of processes within the educational system - which means opening up opportunities and opportunities for more learners-learners as well as more widespread education materials - self-contained logical consequence declining quality (degradation) in the education system drastic. Expectations on the application of non-conventional technologies in a variety of educational process lies only in the minimization of this degradation only. In other words, non-conventional technology empowered and utilized for the development of the education system, just to help ensure that the quality system of education is not such a drastic decline than when performed without the introduction of quantitative efforts to increase the non-conventional technologies.
b. Education System On-Line with Internet
The main obstacle of quantitative expansion of education systems is the limited space and time. Educators who meet the standards and in accordance with the need not always be in one dimension of space and time with our students who require his presence. Thus, participant-learners the opportunity to obtain high-quality education directly through the processes of conventional education ("talk and chalk", students-chaplain, usrah) of the appropriate educator was very limited and rare. Data communication technology innovations can be empowered to penetrate this time and space constraints. Educational materials are sorted into packets of information can be transmitted and transferred here and there across the room via a data communication system bit by bit without any difficulty. With the filing system (filing-systems) electronic data, educational materials of quality can also be stored and accessed at any time required, across the time dimension.
Internet technology is cored packet data communication systems, has opened the possibility of an almost unimaginable before about the "globalization" of information systems. World into one without limit, the time span becomes meaningless, yesterday and tomorrow, today, same thing. Hundreds of millions of data terminals have been connected to each other - either permanently want any temporary - all over the world with a total capacity of trillions of bits of information which at times can be transferred and on-access thither. In the period in the future that will not be too long, we will witness the convergence of media, all based data communications. TV, radio, newspaper, telephone, telegraph, facsimile, all would blend with the banking system, the travel-bureau, supermarkets, publishing, shopping centers, all to be "on-line" with the data communication system. Then what about the education system? Universities, libraries, skills courses, schools, now it had been able to "on-line", thanks to a data communications system. Theoretically meaningful constraints of space and time are resolved, the capacity of the education system becomes infinite, the quantity can be increased to the maximum possible. Increasing the maximum quantity that is clearly not going to necessarily be followed by an increase in quality, even to defend it alone would be extremely difficult.
It should be fully aware that the empowerment of the data communications system for the development of education system will only increase the quantity and capacity of the education system with minimal degradation preventing its quality, but occasionally will never be able to improve the quality of the education system itself. A university "on-line" can be constructed by applying intensive sophisticated data communications systems, but that will be generated only a "virtual university" or university apparent in cyberspace, not at all a real university. But on the other hand, responding to the existence of this fictitious university with a negative attitude alone will not solve the problem. In any case, the utilization of data communication systems to develop an educational system obviously will increase capacity and expand opportunities for young learners acquire more material and get access to information centers which have never imagined before will accessible due to limited space and time, although was all this still will not ever be an alternative substitute of the conventional education system. His analogy, though even with the data communication system it is possible to read newspapers "on-line" with the computer through the Internet, it is not necessarily subscribe to the newspaper people would stop and instead subscribe to an ISP (Internet Service Provider) only, because reading the newspaper "on -line "is still different from reading the newspaper that" real "over a cup of coffee waiting terhidangnya breakfast at the dining table.
With data communication systems through the Internet we can access universities and enjoy world-class presentation materials from the lectures of the leading professors in their fields. It should be understood clearly that enjoy this dish professors via the data communication system is still different to sitting alone "in person" in class the professor and watched playing with the "talk and chalk" it. while her "chit-chat" about the course material on its merit. "Real education" still requires a direct interaction between educators and participants-learners in the same space and time. But the thing is, how many participants-students get a chance for a luxury air-"chit-chat" directly with educators, as well as how much material can be covered in such a short meeting? The system allows data communication developed more breadth of opportunities and chances for participants-students are more to come just to taste a variety of "luxury" education system, even though it was never going to give an opportunity to educate participants to experience "the real education" of his . Proverbial, could have been made imitation crab meat (artificial crab) are cheap, so it could be more festive and more people who can taste the delicious crab meat, crab meat but felt that the original would be a privilege for only small part of it.
Empowering the use of data communications systems for the education system simply can not be intended as an alternative to the existing education system, but merely a supplementary (additional) supplementary and complementary) to the existing education system, which has been built for centuries with roots and traditions methods that have been standard, in accordance with the dignity, the dignity and human nature are his own.
In summary, the data communication system has great potential for development as a means of supporting the education system, particularly to enhance the capacity of educational services, to increase the chances of access to educational information centers and increase the chances of young learners to overcome the limitations of space and time constraints in interacting with educators, but this is all just increase the quantity of the education system, and did not improve its quality.
The existence of the Internet open source information previously inaccessible. Access to information resources not be malasah again. The library is one source of information is expensive. (How many libraries in Indonesia, and how the quality?.) Existence of the Internet allows a person in Indonesia to access the library in the United States. Library access mechanisms can be done using a special program, telnet applications (such as the application hytelnet1) or via a web browser (Netscape and Internet Explorer). There have been many stories about the Internet's help in the research, the final task. Exchange of information or the frequently asked questions by experts can be done via the Internet. Without the Internet many of the final project and thesis which may require more time to resolve.
Cooperation between experts and also with students who are physically located far apart can be done more easily. In the past, one must wander or walk long distances to see a specialist to discuss a problem. Currently this can be done from home by sending an email. Papers and research can be done by mutual exchange of data over the Internet, via email, or by using a mechanism Sharring file. Imagine if a student in New Guinea can discuss medical issues with seoran experts at leading universities in the island of Java. Students anywhere in Indonesia can access the best experts or lecturers in Indonesia and even in the world. Geographic boundaries is not a problem anymore. Sharring information is also needed in the field of research so that research is not repeated (reinvent the wheel). The results of research in universities and research institutes can be used together so as to accelerate the process of development of science and technology.
For Indonesia, the benefits already mentioned above can be a powerful reason to make the Internet as an educational infrastructure. To summarize the benefits of the Internet for education in Indonesia:
a. Access to the library;
b. Access to expert;
c. Providing cooperation facilities.
Given the population demographics tofografi and Indonesia that are less profitable, so we have time to think about the education system that can be reached by residents of the most remote and least minimal resources. Judging from the application of the technology effort, really a lot of potential that can be used as the basis of capital application of information technology in public education.
There are several reasons that can be raised, that information technology can be applied in public education, among them: First, because people have a lot of reasons that have their own computers. then allow the development of Interactive Personal-learning package. This package is done by utilizing educational software such as Computer Assisted Instructional (CAI) or Computer-Based Training (CBT). On the utilization of this type, information or teaching materials encapsulated in a software. Participants learn can learn how to run a computer program or software on the computer independently and at their respective locations. Through this learning program package participants can also perform simulations or feedback to teach participants about the progress of learning.
Second, for reasons of state of Indonesia consists of thousands of islands scattered in a vast area, and inhabited by more than 200 million pendiuduk the distribution is not homogeneous. This condition is realized when the constraint will be applied to the conventional education system (face to face). Then the information technology that may be applied to these conditions is through the Internet. There are several alternative educational paradigms over the internet this is one such system "dot.com educational system" (Kardiawarman, 2000). This paradigm can integrate multiple systems such as;
a. Virtual paradigm of teacher resources, which can overcome the limited number of qualified teachers, so students are not thirsty intensively teachers need support, because the role of teachers' virtual (virtual teacher) and largely taken over by the learning system.
b. Virtual school system, which can open up opportunities implement basic education, secondary and higher that do not require space and time. The advantages of this paradigm students unlimited capacity. Students can do activities to learn anytime, anywhere, and from anywhere.
c. Paradigm cyber educational system resources, or the dot com leraning system resources. The second paradigm is the boosters above, in assisting access to articles or journals are available electronically free of charge on the Internet.
All of the above paradigm can be integrated into a system of distance education (distance educational) with the use of internet technology. One form of utilization of Internet technologies in distance education is a Web-based teaching is known by the term e-Learning. Through this medium learning process can be run on-line or on-down-load. For the purposes of off line. Learners can access the system whenever necessary and as often as possible (time independence), not limited to the hours of study and does not depend on the place (place independence). Another function that can be used for the learning process through e-mail or discussion groups, which can interact and transmit the electronic manuscript. In college, the utilization of information technology has been built into one system called the e-University (electronic university). The development of e-University aims to support the provision of education so as to provide better information services to the community both within (internal) or outside (external) College.
Third, because the reason for the similarity in the quality of the material gain, ikembangkan distributed learning package. Teaching materials can be packaged in the form of Web pages, or an interactive learning program (CAI or CBT). Learning material and then placed disebuah server that is connected to the internet so it can be retrieved either by teaching participants to use the Web-Browser or File Transport Protocol (file transfer application).
3. INFORMATION TECHNOLOGY-BASED LEARNING MODEL
In order for the learning process more communicative and interesting and provide motivation for participants to learn, then used a device called the media to achieve the quality of teaching and learning process.
The media here interpreted as a means to convey or deliver messages of teaching. Heinich et al put forward the medium term as an intermediary that transmits information or the source and receiver. Thus, television, movies, photos, radio, the projected image, printed materials and the like is a medium of communication. If the media was carrying messages or information that aims to contain instructional or teaching purposes then the media is called media learning. Learning media in principle is a communication process, namely the process of delivering messages that are created through an activity delivery and exchange messages or information by individual learners. Messages or information may include knowledge, skills, ideas and experiences so forth.
In order for the learning process can be successful, learners should be encouraged to utilize all the tools senses. Teachers have tried to portray the stimulus (stimulus) that can be processed with a variety of senses. The more sensing devices used to receive and process information the more likely the information is understandable and can be maintained in memory. Thus, pserta students are expected to receive and absorb with ease and good messages in the material presented.
Learning by using multiple senses, view and hear will benefit the community. Communities will learn more than if the subject matter is presented only with the stimulus of view or just by hearing the stimulus. The experts have a direct view of it. Comparison of the acquisition of learning outcomes through the sense of perspective and sense of hearing is very notable difference. Approximately 90% of the results obtained through the sense of one's learning of view, and only about 5% is obtained through the sense of hearing and 5% again through the other senses. Meanwhile, Dale estimates that the acquisition of learning outcomes through the senses of view ranges from 75%, through the senses of hearing about 13%, and 12% through other senses. Instructor's team seeks to provide a stimulus to learners in the form of multimedia that can be absorbed through the senses of perspective and sense of hearing.
The use of multimedia here is simply defined as more than one medium or in other words some of the merging of media, can be any combination of text, graphics, animation, sound and video.
The combination and the combination of two or more types of media in general is concerned with the overall control of the computer as a driver of the combined media. This merger is an entity that is jointly displaying information, messages, what lesson content.
The concept of merging this in itself requires some kind of hardware equipment, each of which shall perform its main function as usual, and of course the computer is controlling the whole equipment. Types of equipment such as computers, video cameras, cassette recorders, overhead projectors, Multivision (like), CD player, compact disc and can now be used also flash disk. Through the utilization of information technology (computers), as if the teaching materials can be accessed by anyone, anytime. Access to the actual teaching materials can be arranged if desired because the available security facilities where the only people who have signed up just to be able to access the teaching materials. Given the state is responsible for the intellectual life of the nation, then the state needs to provide teaching materials to employ experts who are dedicated to advancing higher education in Indonesia. The high cost of making fees and teaching materials is not a problem, because it can be justified, if the teaching materials can be used by all members of society in Indonesia. Fundamental problems with regard to this teaching model, teaching the participants are limited to Internet operates a computer in the teaching process. Therefore there should be action to prepare people (ready for lerning), that is by involving the extension field of the relevant departments, say agricultural extension, extension of industry, local government officials, etc.. They are officers who have been trained and know the teaching materials are available and how to access or obtain it. They are responsible for helping the community, including communicating the teaching materials that are not understood so that people can learn it in a certain time.
4. ICT for Improving Education Quality Improvement
Global information age that we will soon face a promising variety of stunning sophistication in the application of data communication technology. Many things that a few years ago just a fantasy would soon become a reality. Various innovations in the field of information systems will be very useful if applied as a means of supporting the education system, especially to enhance the capacity of the educational process quantitatively in overcoming various obstacles due to limitations of space and time. But the quality of the education system can only be enhanced by improving the quality of direct interaction between educators and young students. The communication system somehow sophisticated data will only be reduced to a minimum degradation of the quality of the education system when the quantitatively enhanced.

C. CLOSING
Global information age that we will soon face a promising variety of stunning sophistication in the application of data communication technology. Many things that a few years ago just a fantasy would soon become a reality. Various innovations in the field of information systems will be very useful if applied as a means of supporting the education system in Indonesia, especially to enhance the capacity of the educational process quantitatively in overcoming various obstacles due to limitations of space and time. But the quality of the education system can only be enhanced by improving the quality of direct interaction between educators and young students. The communication system somehow sophisticated data will only be reduced to a minimum degradation of the quality of the education system when the quantitatively enhanced.

REFERENCES

Irawan, Budhi., Implications of Internet Development and Information Technology Education in Indonesia Against the World, Essay UNIKOM Information Engineering Faculty of Engineering, 2004

Nasution, Zulkarimein, Information Communication Technology in Perspective, Institute Publisher FE-UI, Jakarta. 2005

Prayitno., Overview of IT development in Indonesia, Newsletter Goechi.Com, 2004.

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DYNAMICS AND PATTERN OF PRODUCTIVE EDUCATION ORGANIZATION

2011-11-21T18:58:00.000-08:00

As we all know, that the problems and challenges in entering the globalization of national education should be faced with the approach and methods in accordance with the conditions of society and the changing demands in the future.
Phenomena occurring in the world of education in this global era is always lagging behind when compared with developments in technology, information and business world. ''For the world of education has not always been able to develop themselves on the basis of income and the principle of efficiency alone. Education also carry a vision of humanity.''(Suyanto, 2008:2). Decentralization of education, there are many parties, especially schools and local governments, not to understand what should be done. Yet according to Law no. 32/2004 on Regional Government, a lot of things that should be a task in managing primary and secondary education. That is related to the management, budget, curriculum, supervision, evaluation, career coaching teachers, quality control, and the establishment of schools.
The organization is a gathering place for many people to perform activities in order to achieve common goals. Given the organization is made up of many people, then of course its institutions should be subject to the rule or regulation is adhered to in the organization. Without regulation, not the organization. Because of that no arrangement is capital for disunity or disorganization (chaos). That rule can be through a system of democratic deliberation or through keterpimpinan by a figure who is respected and obeyed.
Given the importance of setting in the organization, an organization should try to govern themselves well. Enter the members discussed together. Board delivered with a good idea to members, so that they understand, understand and are willing and able to carry out the regulations of the organization. Organizations also can not run properly, even degenerate, when his team is not solid, that is, they are not subject to the line setting or policy organization.
Current general terms, between each other like "SMS", "glad to see someone difficult or impossible to see other people happy", his mind was always dirty. Because he did not receive an achievement of his team members and champions. Instead he was delighted when his wretched (hard) Trust in the Indonesian language is defined as a trust or a trust is the core of the progress of the organization, following the success of its objectives. Without trust then there is the destruction of the organization. The concept of trust itself in the religion of Islam is said to be a mandate. Amanah as the mental attitude required by religion to borne in organizational and leadership activities. Almost certainly happen anyway, when there is no mental mandate, even hypocritical attitude that comes up then oerganisasi be chaotic. Because within the organization is not solid, if there are certain togetherness togetherness that only a camouflage, because it all wrapped up by hypocrisy.
Education in the context of efforts to reconstruct a civilization is one of the needs (services) required by the rights and obligations that each human being shall be borne by the state in order to form a community who have an understanding and ability to perform the functions of life in harmony with nature and be able to develop life better than any subsequent time to time. Education is basically an attempt by humans to be able to acquire knowledge and skills in order to meet their survival, which would not be meaningful if it is not tailored to the needs and conditions of existing Problems of Education in Indonesia.
A. DYNAMICS OF EDUCATION
Education is still believed to be a process capable of pumping the productive forces of our nation. Productive labor (productive / Pre 'daktiv force / fo: s) is a community's ability to produce a form of action and good products that are economical, technological and intellectual. Generally people's earning power more widely known as a science and technology. As society increasingly making progress in science and technology, in which many individuals who have the ease of living, welfare, and convenience to express their humanity. In the face of these social developments, UNESCO tried to accommodate the social demands of education by asserting pillars recommended in education, namely: learning / leuning to learn, learning to know, learning to do, learning to be, learning to live together. In Indonesia, the pillars are yet to be confirmed, even from the viewpoint of discourse have still not heard. Whereas the principle of education is very comprehensive and if it can be applied correctly and consistently will be able to make students become beings who in addition to master the information and knowledge also have moral responsibilities of the Indonesian nation. Pupils do not just have to have knowledge, but also able to apply them in society. In addition, they also must be able to see the ultimate reality. As such, they must also be able to engage directly in the community.
As happens every year, towards the turn of the new school year, the issue of expensive education back sticking out. Of course, expensive education is not something desired by most people, especially among the grassroots. For the upper middle class, perhaps expensive education is not a problem, even considered as reasonable as it may be that the demands of globalization. ''How could quality if not expensive ", they said. In fact, children conglomerate, is rarely a school in the country, which he considered''cheap'', but preferred to study abroad, or schools in the country belonging to the elite and begs nice and comfortable. For the economy up, the child of the conglomerates and officials, of course, education is not only to improve the economic status (vertical mobility), but more significantly as a prestige lifestyle or affirmation, to expand cultural knowledge to be commensurate with the Western culture which is considered as a benchmark of cultural and civilization. Cultural perceptions such as this can take a look at the artist-celebrities, a representation of the upper classes, among whose life is dedicated to celebrating the''lifestyle''(life skills) as a reflection of class consciousness that dominate the economy. Unlike the majority of the poor who in kesehariannnya must face a difficult time in meeting the needs of life. For the down economy, education is not just a means of social prestige, but more as a means of upward social mobilization, namely to improve the skill in order to generate better economic income. Education is to condition the knowledgeable and skilled labor as capital to be sold to the job market so that it will earn more than people who are not educated and who rely solely on physical exertion, such as workers, peasants, and others.
As reported by Human Development Index (HDI) or the Human Development Index in 2003, Indonesia is in the order of 112 (.682) from 175 countries. This position is far below Singapore at the 28th position (.888); Brunei Darussalam to-31 (.872); Malaysia 58th (0.790), Thailand 74th (0.768), and Filipinos all 85 (.751) . How pathetic! In this connection, the quality of education also relates to equity of access and lack of budget allocation. The second thing that makes the education to be expensive, so the brain must be moved to the knee, not in the head.
Pendidiikan always be trusted to shape society in order to become a person who can participate in development. However, these ideals seem to be very far away when we see what happens in everyday life. The aspiration to create a better human being as if it is an illusion. In fact, we stutter face of rapid change. And education could not answer at all that tendency. Government policy in education actually restrict people's access to get it. Policy of privatization of education has been discriminated against people in getting an education, only the moneyed class of people who can attend school and receive education. Clearly the assumptions used is a philosophy of injustice. Compensation fund fuel price increases for education and health will not be effective enough to reduce the impact of privatization of education has done well in advance and will also be able to pay the impoverishment of the people due to rising fuel prices and then followed by other prices, as well as other policy . In conditions like that worst-educated, productive power of the people as the energy is expected to build the nation's progress.
In fact, pessimism towards school education or who are unable to change the state of life has long made, including by educational experts themselves. Even the schools are considered only to make the younger generation shackled and fooling the public. They are apathetic, it's not just an ordinary person, but also philosophers and historical figures. Everett Reimer stated that''school / SKU: l is dead '/ ded', and Ivan Illich initiated the''deschooling / dischooling society''/. A number of other initiators also threw their pessimism on the school institution. Top books or best sellers seperrti of Robert T Kiyosaki (2000) banwa:''If you want to be rich / ritj and happy / Jam, do not go / Gou to School''(if you want to be rich and happy do not school), and''Rich dad, poor / Pua dad also voiced pessimism over the formal schools that are currently difficult to reach by the people. In Indonesia, Andrias Marefa (2002) writes,''School is never enough'', and '' Success without a degree. Darmaningtyas write : about that impoverish'' 'Education,''Education''broken-damage; Edy Zageus wrote''If you want rich, doing school'', and so on.
The problem is, no matter where education never stand alone without dialectically related to the environment and social system where education is held. Nonetheless, education has always trusted to shape society in order to become a person who can participate productively and creatively in the development. Education strategy should be chosen so as to create the systems and methods of education are able to answer the question, and not just a supporter of the economic system - not politics that is now increasingly siding with the people and away from the humanity of individuals in it.
Currently, when the system is still broken''''the damage, the interest of parents to send their child is still very large. This happens because education is a basic need for every human being is a necessity. However, some parents tormented by the fact that there are high entry fee. In fact, some are also forced to suppress the desire to send their children. The reason they use, but find it impossible to be able to finance their children, because the assumption that the more people go to school was also not able to change things. Character and conduct of the political elite and governments are still suffering to the people added to the belief of the people that many smart people and high school was also never raised the nation's condition is good, it even adds to damage and suffering of the people.
It seems unnecessary wisdom and knowledge gained from school. In fact, the school only features luxurious buildings but commercialized. Educational model that is also alienated from the reality of public school community. Is not, therefore, to be smart and knowledgeable people who can face the future and not have to go to school. An anthropologist from Norway, Oyind Sandbukt, who had conducted research among the Kubu tribe in Jambi reveal about the socialization, the transmission of knowledge about the life of one generation to the next. Shown by the anthropologists that the tribes are considered primitive or isolated proved to have an amazing knowledge about their environment in tropical forests. In this case, knowledge that has become one package to be ready to live in the wilderness, must be obtained through a long learning process and confirmed in the''curriculum''. When some people this faction 'resettled' like in general, then they suddenly deprived of life's deepest roots. Rural children, rural, fishing, partly in the city, the outskirts of the children who escaped the attention of the curriculum. They are accustomed to learning by doing.
Extreme view that we do not need schools certainly can not be seen as pessimism, but should be viewed as a critique on our education. Social reality should be included in the educational world. That is, everyone should be able to go to school and everyone should be able to mengeskpresikan interest in education. Education must be owned by the community, without the boundaries of class, race, religion, or physical form (defect or not). Essentially, to improve education begins by opening the education community for the community to the true reality of education is able to see what happens, then give the answer to the problem. Integrating social reality into education practice will make the output of education is not merely memorize and know a lot of information knowledge, but also be able to provide practical value of information obtained. This is consistent with the expression of Paulo Freire (1972) which asserts that teaching is not just transferring knowledge by rote. Teaching can not be reduced to teaching students, but teach a new function when students learn to learn (learn to learn). That is, students are able to learn the reason (why) of the object and the contents are studied. Students learn to be creative and independent. They have to translate and explain the real problem facing both himself and society.
To free ourselves from the shackles of oppression long learning model, it is necessary dimumculkan this educational model. To students not only given an example, the theory as well as the formula, but also accompanied by a variety of behavioral understanding. Translating content and content into the social reality will be the entry point of the so-called Freire as the education of the problem (problem / prablem possing / posem education / edju 'keijen). For what if there are humanitarian issues of education remained entrenched in the earth.
Problem of dynamics and patterns of educational organizations productively, especially in Indonesia of which are grouped based on three things:

1. Performance and Welfare of Teachers Not Optimal
Welfare of teachers is an important aspect that must be considered by the government in supporting the creation of improved performance among educators. Undang-Undang Number : 14/2005 on Teachers and Lecturers, article 14 to 16 mentions on the Rights and Obligations of them, that the rights of teachers in gaining income is above the subsistence minimum and social welfare, get promotions and awards, various facilities to improve competence, various allowances such as professional allowance, functional, special allowances for teachers in special areas, as well as various additional benefit to the welfare
Teachers as educational staff also has a central role in the implementation of an educational system. As a job, of being a teacher is also expected to obtain adequate compensation for the necessities of life. In the theory of motivation, provision of appropriate reward and punishment is a matter that can affect the performance and quality in work, including the need for welfare benefits for educators in order to improve the quality and the quality of education that still sinking. In terms of benefits, it is proper humane teacher an allowance to meet the various needs of life given the role of a teacher who was so heavily in trying to educate a generation.
2. The Conventional Learning Process
In terms of implementation of the learning process, as long as these schools provide education to all the limitations that exist. This is influenced by the availability of infrastructure, availability of funds, as well as the ability of teachers to develop models for effective learning. In Government Regulation No. 19/2005 on national education standards mentioned in articles 19 to 22 on the standard of the educational process, that process of learning in the educational unit organized in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with the talents, interests, and physical and psychological development of learners. The existence of exemplary educators, the planning, implementation, evaluation, and supervision of effective and efficient in the learning process.

3. Number And Quality Book That Not Sufficient
Availability of quality books is one of the most important educational infrastructure needed to support the success of the educational process. As in PP No. 19/2005 on SNPs in article 42 of the Standard Facilities and Infrastructure stated that each unit of education is required to have facilities which include furniture, educational equipment, educational media, books and other learning resources, consumables, and other necessary equipment to support the learning process is orderly and sustainable (paragraph 1).
B. PATTERNS OF PRODUCTIVE EDUCATION ORGANIZATION
Problems Teachers In Indonesia
In education, the existence of the role and function of teachers is one very significant factor. The teacher is an important part in teaching and learning, both in the formal education, informal and nonformal. Therefore, in any effort to improve the quality of education in this country, teachers can not be released from a variety of issues related to their existence.
Socio-cultural philosophy of education in Indonesia, has put the function and role of teachers so that teachers are not uncommon in Indonesia has been in the position it has a dual role even multi-function. They are in demand not only as educators to be able to transform the values of science, but also as moral guardians of their students. Even sometimes, teachers are regarded as the second person, after the students' parents in the education process globally. Currently there are at least four things related to the problems faced by teachers in Indonesia, namely: first, issues of quality / quality of teachers, second, the number of teachers who felt still less, the third, the problem of distribution of teachers and teachers' welfare issues.
Teacher Quality Problem
Indonesian teacher quality, as is presumably very alarming. Based on data in 2002/2003, from 1.2 million elementary school teachers today, only 8.3% of them are level scholar. The reality of this kind, will ultimately affect the quality of students produced. Not to mention the problem, where a teacher (especially elementary), often teach more than one subject (classroom teachers) are not uncommon, are not the core of its knowledge, something like this can certainly lead to the learning process to be not optimal or less productively.
Number of Teachers Who Still Less
Number of teachers in Indonesia is still felt less, when linked with a number of existing students. Therefore, the number of students per class by the number of teachers that are available today, felt still less proportionate, so that not infrequently the wailing classes often fill in more than 30 students. A figure that is far from ideal for a process of learning and teaching that is considered effective. Ideally, each class is filled no more than 15-20 students to ensure quality teaching and learning process of the maximum.
Teacher Distribution Issues
Problem of uneven distribution of teachers, is a separate issue in education in Indonesia. In remote areas, still often we hear of a shortage of teachers in an area, either for security reasons as well as other factors, such as problems with facilities and welfare of teachers who were deemed to be much expected.
Teacher Welfare Issues
It's not common knowledge, that the welfare of our teachers are very apprehensive. Income of teachers, is seen still far from sufficient, especially for those who still existed as teacher aides or teachers. Conditions such as these, has stimulated some of the teachers to look for additional income, regardless of their fundamental duty as a teacher, including doing business in the school where they teach. Increased teacher kesejahteaan reasonable, it can increase profesinalisme teachers, including teachers can prevent business practices in schools.
Role of Teacher Education In The World
Daoed Yoesoef states: “ that a teacher has three main tasks of professional duties, human duties, and civic duty (sivic mission). If the associated discussion about culture, then the first task relates hear the logic and aesthetics, second and third tasks related to ethics”. Professional duties of a teacher that is continuing or the transmission of knowledge, skills and other values that kind of unknown children and should be known by the child. Human tasks are tasks help students to meet the main tasks and the human future with the best. Human tasks that are self-transformation, self-identification and understanding of oneself. Business help in this direction should be given within the framework of understanding that humans live in a single organic unit in the overall integralitasnya such as those described above. This means that the first and second task should be implemented in a comprehensive and integrated
C. DYNAMICS AND QUALITY EDUCATION ELEMENTS AS PRODUCTIVITY
Quality
Quality is a subjective and relative term which can be interpreted in various ways in which each definition can be supported by an equally good argument. Quality can be defined broadly as the aggregate characteristics of the products or services that satisfy the needs of consumers / customers. Quality characteristics can be measured quantitatively and qualitatively. In education, quality is a successful learning process fun and enjoyment. Subscribers can include those that direct the recipient of products and services or those who will feel the benefits of products and services.
Autonomy
Sense of autonomy in education is not fully get an agreement of understanding and implementation. But at least, can be understood as a form of delegation of authority such as the acceptance and management of learners and teaching staff / non-academic staff, curriculum development and teaching materials, as well as the determination of academic standards. In its application in schools, for example, at least that the teacher / teachers should be given the rights of a profession that has authority in the classroom, and not merely as the representative of the bureaucracy on top.
Accountability
Accountability is defined as the ability to produce outputs and outcomes that satisfy the customer. Accountability requires equivalence between goals that institution with the reality in terms of norms, ethics and values (values), including all programs and activities implemented. This requires transparency (openness) of all parties involved and accountability for the use of all resources.

Accreditation
Accreditation A control from the outside through the evaluation process of the development of quality educational institutions. Results of accreditation needs to be known by the public that shows the position of the institution concerned in producing a quality product or service. Implementation of accreditation conducted by a competent authority.
Evaluation
Evaluation is a systematic effort to collect and process information that lead to the conclusion about the value, benefits, and performance of educational institutions or work units evaluated, then use the results of these evaluations in decision-making and planning. Evaluation can be done internally or externally.
HOW TO MAKE QUALITY EDUCATION
To be able to produce quality, according to Slamet (1999) there are four fundamental business needs to be done in an educational institution, namely:
1.     Creating a situation of "win-win" (win-win solution) and not the situation 'lose-win "between the parties concerned with educational institutions (stakeholders). In this case, especially among leaders of institutions with agency staff must take place conditions that mutually benefit from each other in achieving the quality of products / services produced by that institution.
2.     Grown the need to develop the intrinsic motivation to everyone involved in the process of reaching quality. Each person in the educational institutions must grow the motivation that results reach certain quality activities that increase continuously, especially in accordance with the needs and expectations of users / customers.
3.     Every leader should be oriented on the process and long-term results. Implementation of integrated quality management in education is not a process of change in the short term, but long-term effort that is consistent and continuous.
4.     In moving all the educational institutions the ability to achieve the specified quality, should be developed cooperation between the elements of process agents achieve quality results. Do not be among them there is competition that interferes with the process of achieving quality results. They are entities that must work together and can not be separated from one another to produce a quality as expected.
D. DYNAMIC BUSINESS-BUSINESS IMPROVEMENT AND EDUCATIONAL INSTITUTIONS PRODUCTIVITY
To face the challenges and problems of national education which is very heavy today, would not want education to be held by managers and leaders who are able to face various challenges and problems that exist, both at macro and micro level in school.
Here are described briefly about 20 businesses increase productivity dynamics and educational institutions
Able to Inspire Through The Contagious Enthusiasm
Education should be managed seriously, therefore the managers (leaders) education should be able to demonstrate enthusiasm and sincerity in carrying out all duties and his job. Zeal and earnestness in the work is then transmitted to everyone in the organization, so they can work with passion and besungguh it.
Has Integrity And The Ethical Standards High
Mastery of ethical standards and integrity are highly valued by their managers or leaders of education is not only related to the interests of the leadership in the organization, but also can not be separated from the nature of education itself. Education is an attempt to create human beings who have ethical standards and honesty. Therefore, education is supposed to be held by the managers (leaders) who have a standard of ethics and honesty are high, so in turn everyone in the organization may have standards of ethics and honesty.
Have a High Energy Level
Take care of education is not really deal with things that are simple, because the business contained therein to prepare a generation that will take the baton viability of a bangsa.di the future. Educational failure is the failure continuation of a generation. Energy needed to take care of education and high motivation of the managers and educational leaders. Education requires managers (leaders) who have the fortitude, endurance (endurance) and high sacrifice in managing education.

Have Courage and Commitment
Current educational environment that is always confronted with change, which demands the courage of the managers (leaders) of education to make changes in order to adapt to demand changes. In addition, educational need managers (leaders) who have a high commitment to their work. Her presence as a manager (leader) really can make a significant contribution to the progress of the organization, the foundation of his love of education.
Creativity Has A High Level And be Unconventional
Current issues and challenges facing the education is very complex, so demanding in ways that the settlement would have been impossible through conventional means. Managers (leaders) who have high creativity education leads to a variety of innovations in educational practices, both at the level manjerialnya itself and innovations in the practice of student learning.
In goal-oriented, Realistic, however
Different educational goals with objectives in other areas. Therefore, a manager (leader) must understand the educational goals of education. Under kepemimpinnanya, all efforts should be directed to the organization's educational goals by executing management functions and all its substance. Achievement of educational goals realistically drawn, with the expectation that affordable by organizations, not too low nor too high.
Organizations That Have High Ability
Educational activities are activities that involve many components, in which requires organizing efforts appropriately and adequately. How to optimize the existing human resources, curriculum and learning how to optimize, how to optimize resources, and how to optimize the environment are the important things in education that must be organized in such a way that requires special skills of the managers (leaders) to organize education.
Able to Develop Priorities
So many activities to do in education so that the demands of managers (leaders) education to be able to pick and choose what is important and should be implemented immediately and which ones can be delayed or may be ignored. The ability of managers (leaders) in setting priorities will be education related to the effectiveness and efficiency of education.
Encouraging Teamwork And Selflessness, The Organized Effort
Activities and education are very complex problem unlikely to be resolved in solitary and partial. Manager (leader) education should be able to cooperate with various parties, both located in the internal and external environment. Similarly, the manager (leader) education should be able to encourage his subordinates to cooperate with the team work to form a compact and intelligent, and can put the interests of the organization above personal interests.
Have Confidence And Will Have High Interest in Knowledge
Problems and challenges of education is not simple, requiring the managers (leaders) education can have a strong self confidence. In a sense, he believes that he has the ability and the ability to solve existing problems. He also has a belief that what he is doing can be justified legally, socially, morally and intellectually. Strong self-confidence does not mean he necessarily becomes an "over confidence", leads to arrogance and considered trivial others .. In addition, education has long been regarded as an intellectual activity. Therefore, a manager (leader) education should be able to demonstrate a high intellect, with a strong interest in knowledge, good knowledge of the managerial, knowledge about the development of general education knowledge even more.
Appropriate and alert mentally and physically
Managerial tasks and work readiness education is complex and requires mental and physical toughness of educational managers. Such a heavy workload and beyond its capacity which can interfere with mental and physical health. In order to run the organization well, one manager (leader) education should be able to keep and maintain physical and mental health is excellent. In addition, the manager (leader) education should be able to pay attention to mental and physical health of all members of the organization.
Be Fair And Respect Other People
In educational organizations involve many diverse characteristics, the personality, beliefs, perspectives, knowledge, skills, experience and so forth. All of them should be treated and placed proportionally by the manager (leader). Managers (leaders) have to look at education and diversity makes these characteristics as a force in the organization, not vice versa.
Rewarding Creativity
To improve the quality of education needed a touch of creativity from everyone involved in it. Not only menajer (leaders) who are required to think creatively, but everyone in the organization must be grown creativity. Creative thinking is usually different in ways of thinking in general. In this case, the manager (leader) education should be able to accommodate the creative minds of everyone in the organization, which might have different thoughts to the point of view it has.
Enjoying Taking Risks
When the decision to change and innovate has been taken and all the risks have been carefully calculated. But in implementation, it is impossible not appear the things that taste out of suspicion before, so in this case, the manager (leader) of education must still show calmness, confidence and trying to control the risks that arise. If it must deal with a failure, the manager (leader) education should still be able to demonstrate its responsibility, without having to look for scapegoats of failure. Next, learn from the experience of such failure for improvement in times to come.
Develop Long-Term Growth
Educational activity is not the event but has a time dimension that far ahead. A manager (leader) of education is required to prove the results of work that has been achieved during his leadership, but also must be able to provide a solid foundation for the development of the organization, far ahead after he had completed his term. The tendency to practice "scorched earth policy" should be avoided. The term "scorched earth policy" here is the dirty practices that do managers (leaders) of education at the end of his tenure, for example by spending budget in the middle of the road, or changing the organizational structure which can inadvertently cause chaos in the organization, so pass on the problem- new problems for managers (leaders) who succeeded him.

Open To Challenges And Questions
Being a manager (leader) education means he will be faced with a number of challenges and problems to be faced, which ranged from mild to very severe nature at all. All of that is not to be avoided or delayed, but to be resolved completely.
Not Afraid To Challenge And Questioning
In addition to be able to solve the problems that already exist (current problems) completely, a manager (leader) of education should have the courage to bring up new challenges and problems, which reflect innovation in organizations. Thus, the manager (leader) education is not just implement the standard work routines and standards, but also bring something innovative to the progress of the organization.
Encourage understanding of the depth For Many People
Educational activity requires every person in the organization can understand the purpose, content and strategy to be developed within the organization. Manager (leader) of education shall ensure that every person in the organization can understand it clearly, so that everyone can memamahi roles, responsibilities and contributions of each in the organization. In addition, the manager (leader) education should be able to develop each person in the organization to do the deed so that organizational learning education truly become a learning organization.
Open To Ideas And A New View
The views are mistaken if education is viewed as a monotonous and routine activities. Education should be delivered many innovations that are not needed for educational purposes only itself but also the interests of outside education. To give birth to innovation, the manager (leader) education should be open to new ideas and new views, both of which come from internal or external, especially the ideas and views which originate from the service user (customer) education.
Acknowledging Mistakes And Adapt To Change
The underlying assumption is the manager (leader) education is a human, not infallible. If you make a mistake, a manager (leader) of education should have the courage to admit mistakes without having to sacrifice the other party or seek scapegoats. Evaluate and correct any errors in times to come. If indeed he did a very fatal mistake, whether moral, social, and juridical or even he too often make mistakes may be the best is the self-awareness that he did not really fit with the tasks and jobs diembannnya, and that is the best choice for themselves and the organization.
CONCLUSION
The role of teachers is expected because the teacher is to guide and friend dialogue for students, not just the person in charge dictates. Globalization is waiting, let the students know the kids enjoy the freedom of the world with diversity. Let us encourage them to boost productive forces and creativity in the face of the pengglobalan (not penggombalan). So a bit of thinking that I can convey, hopefully be useful for solving problems facing the nation and beloved country. At the very least, become the input to the problem of our education in the face of global challenges, which ultimately the quality of education we would be equivalent to the countries in various parts of the world.
Through education teachers should be able to help students to develop the power of thinking or reasoning in such a way as to be able to participate creatively in the process of cultural transformation toward civility for the sake of improving his own life and the lives of the entire community where he lives. The task of society is a consequence of teachers as a good citizen, helped carry out and implement what has been outlined by the state and nation through the 1945 Constitution and the Guidelines of State Policy.
The task of teachers is when viewed in terms of students then the teacher must provide the values that contains the knowledge of the past, present and future, the option value of life and communication practices. The knowledge that we give to the students should be able to make the students were eventually able to choose the values of life are more complex and must be able to make their students communicate with others in the community, therefore, these students will not live in seclusion. We know the way people communicate with others not only through language but can also through the motion, the form of dance, voice (songs, singing), can be through the colors and lines (the paintings), through a form of engraving, or through symbols and signs are usually called formulas.
By upgrading the quality of education is expected graduates will be better able to be educational staff who can carry out their duties properly. The work is done properly, accompanied by appropriate education and skills that will promote the progress of each business, which in turn will increase revenue, either individual, group and national levels. The role of each vareabel against the ups and downs as well as productivity is not fixed but dynamic.
Mobilize all the educational institution's ability to achieve the specified quality, should be developed cooperation between the elements of process agents achieve quality results. Do not be among them there is competition that interferes with the process of achieving quality results. They are entities that must work together and can not be separated from one another to produce a quality as expected.
To face the challenges and problems of national education which is very heavy today, would not want education to be held by managers and leaders who are able to face various challenges and problems that exist, both at macro and micro level in school among them
Enjoy taking risks, Valuing creativity, Develop long-term growth, open to challenge and question, is not afraid to challenge and question, Encouraging a deep understanding for many people, open to new ideas and new views, Admitting mistakes and adapt to change, Be justice and respect for others, Match and mentally alert and physically, has a confidence and have a high interest for knowledge, encourage teamwork and unselfish efforts of organized, Able to set priorities, has a high organizational skills, goal-oriented , but realistic, has a high level of creativity and being unconventional, has the courage and commitment, has a high energy level, has a standard of ethics and high integrity, able to inspire through enthusiasm are contagious.

REFERENCES

Buchori, Mochtar. 1995. Transforming Education. London: Midas Surya Grafindo.
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Wen, Sayling. 2003. Future of Education: The Future of Education. Batam Centre: Lucky Publishers.
Udin Saefudin Sa'ud, Ph.D.2008. Educational Innovation.
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Prof. Dr. Made Pidarta .1997. Platform for Education

Family Education in the Context of Social Change

2011-10-09T23:04:00.001-07:00

Social change comes from the English term that referred to social change, some experts define social changes such as Laurel (1989), Wan Hashim (in Garna: 1992) is followed by Anwar (2007:51) mentions that social change as a change in the social phenomenon various levels of human life, ranging from individual level to world level. Social change as adjustments applicable to the distribution patterns of interaction between individuals as a social unit within a society.

Another sense according to sociological theory that social change is: "social change is the significant alteration of social structure through time". (Harper CL.1986: 5) that changes in social structures that occur concerning aspects of social roles, groups, organizations, institutions (which also contains the family), and the community. While the levels of these changes from the level of: a) individual (personal), b) concerning the parts of the social structure, c) changes concerning the function of social structure.

Closer to understanding the discussion of family education in the context of social change put forward by Smith (1971) in Zaltman and Duncan (1977:8) states that social change is: "... social change as the differentiation, Reintegration, and adaptation of social systems, and other terms according to the theory of social psychology Triandis (1972) states :"... social change is a new set of social relationships and social os behaviors That Is most Likely to lead to rewards ". (Zaltman and Duncan, 1977: 4-5).

Social systems that occur in the family dynamic and experienced ongoing changes in relation to the institution either family functioning or behavior change will involve elements that exist within the family. Behavioral changes in the social structure related to institutional innovation in the context (renewal) that social change has a purpose for the development of social structures that exist, so that will happen as Rogers and Shoemaker (1971) in Zaltman and Duncan (1986:7) that :"... as the level of knowledge and adoption in a increase of social systems, there is acummulatively Increasing pressure on the nonadopter to aim of adopting ... "

The process of adoption in soaial system changes, due to changes in the behavior of either individual or group of people because of the innovations of the individual institutions as part of a community group or due to social pressures that arise in the vicinity. Along with the adoption process, social change itself occurs in two types according to Bhola in (Lippittt: 1973), quoted Zaltman and Duncan, namely: "a) trasmitted social change-evolutionary change That Occurs without deliberate guidance, and b) transformed social change Pls Occurs individuals, groups, and Organizations change themselves or the other through conscious actions or decisions ". (Zaltman and Duncan: 1997:8)

The first type of social change or social change that is transmitted through the transmission process that occurs slowly but surely there is social change through educational activities, social changes in social structures caused by lack of innovation among one of its forms is through educational activities, both the education that occurs in a small institution of a family or larger social institutions, like schools and education that occur in society ..

Tilaar, HAR, (1999: 28) asserts that the function of education is :"... a process that fosters the existence of learners who socialized, entrenched in the governance dimension of life locally, nationally and globally ".

The dimensions of governance in local, national and global level, the essence is the result of the acculturation of educational activities aimed to realize the purpose of elevating life of the country and the people and the most important is to overcome ignorance and poverty.

Form of social change in the form of one of the cultural contents according Koentjaraningrat in Tilaar H.AR. (1999: 68), namely: "... livelihood systems ...", life ... is the foundation of the praxis of education then not only the entire educational process berjiwakan national culture, but also all the elements of culture should be introduced in the educational process ", which gives them about learning life skills (livelihood alive ) in family life.

Education has a functional relationship with other areas of life outside the education system, because the aspect of education is the foundation stone of progress and social change (culture) that occur in society. Through the educational activities of individuals or citizens and the nation grow towards a better quality of life that is prosperous, because the higher level of education and experience received by the individual, the higher the spirit of life and social changes desired one of them is the ability and knowledge of the settlement of problems facing the economic life.

One among several functional aspects that can be influenced by the activity patterns of family life education is, that with adequate family education can make internal changes to improve the well-being and fulfillment for ourselves and other family members. Internal changes in domestic life involves living parents or children affected externally to close relatives, neighbors and the neighborhood.

Likewise the social changes that occur in society have an impact on the family environment. Lie A. (2004:1): "... changes that occur in society and the impact of changes in the structure, as well as the values in the family ".

Family education as an educational institution must be able to pass normative systems and instilling knowledge, beliefs, ideas, and cultural value system of society where a family took place. Educational efforts in family life should consider and harmonize environmental conditions, in addition to education in family life can provide insight into the science and concepts of social value that is always evolving and changing so the impact on social change in society itself.

Social change in the fast paced society demands more intensive educational role in order to influence the pattern of changes that occur in society, and therefore family education should emphasize the development of capabilities include:

a. ability to approach global issues with the multidisciplinary capability

b. ability to select such a heavy flow of information, to then be used in everyday life

c. ability to link events to each other creatively

d. improve the independence of children as economic level personal life and family life higher.

... Wahyudin I., (2008:19)

Education of responcibilities in the family encourages the child to have the ability and understanding of the problems of life which is too complex, because the social changes faced by the society takes place when individuals are unable seporadis understand swift currents of change. Parents are required to provide real understanding and experience of everyday life experience of overcoming the problems of the economic needs of families that earn a living to support his family. The task of earning a living is not just rely on the potential in the surrounding environment, but when it did not find anything around him, the experience of migration or migrate out of the region of origin can be transmitted to children.

Family life education contains the normative values to prepare children to live in society and able to put himself in a good social bonds. Therefore the task of family education is to equip children with religious beliefs and social norms, Lie A (2004:1) "... globalization has brought many advances as well as bringing social ills ... "Education conducted a parent families are required to always reflect and reinforce the role and function as a figure of a wise and know enough ways to care for and educate children. The task of selecting parents in such a torrential flow of information is so that children can reflect on the choices parents the information provided, and further can be used in everyday life.

Child's ability to choose good information from the surrounding environment, face problems, and negative phenomena, then by the ability of the child can act and behave in accordance with the views of self and personality to make her social changes were deemed incompatible with her.

Event or incident either a positive or negative requires the ability to face both creative, creativity in the form of behavior and positive attitude so that events that occur can be learned are important elements in order to develop an increasingly competitive life, full of challenges and barriers caused of the individual's own self or caused by external factors as the inability to cope and avoid it so unable to compete with others.

The pattern of family life in both parents and children with soft skills that grow in family life can be utilized to deal with situations, events and social facts that are less favorable. Examples of the lives of children in less-favored agricultural land, barren, and penghasilanyya was not able to meet the needs of everyday life. Thus the attitude of positive behavior that can be used as capital to face the challenges of life, like children do not complain and apathetic attitude toward events in the social fact of existing. But being creative and trying to get out of an unpleasant environment and trying to find a new environment that is more prospective in laying out a productive life.

Education in the household environment has a major responsibility in developing self-reliance in the economic field, the values are relative is never lost in the learning environment at home is the adoption of economic values in the family. Parents or the father and mother are not directly provide learning activities that can be replicated economy by children, these activities are activities for a living to support his children and family members is a direct learning model that can provide experience, knowledge and shaping the values of life, and vocational competencies in economics.

Vocational competence and independence of a person in connection with the family and parents, its features can be seen as argued by Lehman, Clark, Bullis, Rinkin, & Castellanos, (2002); Halpern, (1985) in D. Unruh, Kirk TP, and Yamamoto S., (2009), namely: ".... In general societal expectations of all youth as They manage the trajectory to Adulthood are to: (a) live independently, (b) Establish a career path, (c) Obtain and maintain competitive employment and / or continuing education, and (d) engage in healthy social relationships and leisure activities.

The results of family life education viewed from an economic perspective that the educational activities undertaken by the father's mother is shaping behavior and attitudes and personality of moving towards maturity is essential either physically or psikhis, maturity is psikhis be known if the children can be separated and independent from the life parent households. Children have the ability to make ends meet, have an income, and can determine their own future that it faces.

Independence of children facing various life situations and economic problems in the community itself can be formed if the mother's father in family life can be:

a. Growing develop knowledge and skills of family economics, that adopting the model of economic education in formal schools that can be applied in family education, that children can economic literacy, namely: "... use to MOTIVATE a pedagogy for active learning:" the process of education is self-development ... learning is truly meaningful only taken Pls Their knowledge and made it own ", by familiaryzing student with the process of applying knowledge to every Situations, then requiring then to practice the skill ..." (Mathews LG., 1999:4) Simply put parents in providing learning and entrepreneurial economy by providing games that relate to the family economy, providing literature on economic activity and give the task of writing together, or tasks in the environment are related to family needs.

b. Provide opportunities and assistance for entrepreneurial family practice, a way to cultivate children's creativity in understanding the ins and family economic life. This activity is essentially an instrument that was developed in the education of families so that children have life skills. The main purpose of these life skills are: "... a) provide job skills, and b) encourage the child to be able to nurture entrepreneurial self ..." (Suryadi A., 2009:136).

Bibliography

Anwar, (2007). Management of Women's Empowerment (Social Change Through Family Learning Vocational Skill At Fisherman), Bandung: Alfabeta.

Garna, JK. (1992). Theories of Social Change, Bandung: Padjadjaran University Postgraduate Program.

Happer, CL, (1986). Exploring Social Change, Englewood New Jersey, Prentice Hall.

Lie A., (2004). Alternative Education and Social Change, Available http://www:komunitasdemokrasi.or.id. [12/12/2009] pm.11: 11.

Mathews LG., (1999). "Promoting Economic Literacy: Ideas for Your Clasroom". Paper prepared for the 1999 AAEA Annual Meeting Nasville Tennessee. Available: sp99ma07.pdf. (Scured).

Suryadi A., (2009). Realizing Community Learners: Kosep, Policy and Implementation, London: Widya Literacy Press.

HAR Tilaar, (1999), Education, Culture and Civil Society Indonesia, Bandung: Youth Work Rosda.

D. Unruh, Kirk TP, and Yamamoto S., (2009), Perceived barriers and protective factors of juvenile offenders on Their developmental pathway to Adulthood, Journal of Correctional Education 60.3 (Sept 2009): P201 (24). Available: Web. 8http: / / find.galegroup.com / GTX / start.do? ProdID = SPJ.SP01 & Usergroup Name = kpt07065.

Wahyudin I., (2008), Pesantren, Culture and Social Change, Seminar Papers University of Education Graduate Program in Indonesia.

Zaltman G., P. Kotler, I. Kaufman, (1972). Creating Social Change, New York Chicago San Frascisco Atlanta Dallas Montreal Toronto London Sidney.Holt Rinehart and Winston, INC..

Socio-cultural grounding in Family Education

2011-10-09T22:42:00.000-07:00

The family as a unit of education, is the smallest unit of an informal institution that has the social values and culture as a cornerstone in shaping attitudes, behaviors, and provide knowledge of the basics of life to children by parents.
Values that grow naturally in family education, namely: "... a) the value of a vital, b) aesthetic value, c) the value of truth, and d) moral values ...". Diyarkara SY., (2001:8). These values are reflected in family life through social and cultural phenomenon that takes place naturally in activities of daily life in the family.
The phenomenon of life that occurs in family environments is an educational process, these phenomena are based on the socio-cultural aspects that exist within families and neighborhoods. Culture is the foundation that can affect the activity of education in the family, because culture is a symbolic element of either physical or non physical influence can be felt by each individual in everyday life.
HAR Tilaar, (2002:418) explains that: "... there are interactive relations between individuals, social institutions (family environment) and culture influenced the surrounding natural environment ... ", Which all three are affected by the natural environment of the natural environment the material, spiritual natural environment, and cultural patterns, cultural values influenced their natural environments, while also influenced by external environment.
Individuals and families in her life influenced by the surrounding natural environment that shape the culture and cultural values that arise due to the surrounding natural environment. An example of the natural environment is barren, less profitable, many people or community members to leave his residence (migration), migration behavior of bringing external experience may influence patterns of family life and culture in educating children and membelajarkan the particular purpose desired family education by parents .
Family life education aims to prepare children to adjust to the socio-cultural environment, to master the knowledge and ability to live and work in various environments. Educational goals are practical that is to equip children to be able to apply social values and cultural patterns of family life.
Apply social values and cultural patterns in everyday life, namely to establish and develop the knowledge, skills and attitudes fundamental value given by the father's mother, to be implemented concretely in solving the problems faced especially with regard to subsistence and development individually to design the future life better ..
Living needs and interests of a better future is the goal of family education in the form of soft skills that produce values that grow and develop in the mental and personality of each individual in the family, soft skills possessed by the child or individual setap produce two broad outcomes namely: a) social capital, b) financial capital, which in the development and progress of a person can live independently.
Independence man in family life can be measured by the behavior of everyday life that can decide and take steps to resolve the problem, and no longer dependent on the environment, however the ability of individuals to shape their environment. Abilities to form a good environment when they are at home environment where he was born or when they are in new surroundings, although they had to deal with the culture, customs are different than before.
Family education desired goal, achieved by creating a learning environment in the household that supported the process of educational interaction between children and parents, created in an authentic learning process and experience in socio-cultural context, namely the child presented in real situations that children are ddalam environment households and the environment. The learning process in the family performed continuously without stopping, not only in the form of internalization and acculturation, however transmission is emphasized in an effort to learn by interacting with the surrounding social and natural environment.
The social environment has a very strong influence on patterns of community life, because the dynamics of community life is going well and thought out or planned and which will always be guided by the existing social environment such as geographical conditions, the potential of nature, culture and local wisdom that grows and develops , the basis and determine how a person thinks or groups of people who are in that environment, social environment shape the thought processes that are part of the development of the individual.
Socio-cultural aspect is a factor that can provide reinforcement learning process in family life, children with parents make the process of interaction with the background and the social culture that flourished in the community. For society as a macro-environment system comes from a small unit of family life, in family life is going efforts to make the transmission and maintenance of a growing culture of the community in the form of education and learning is done by parents to children.
The process of learning that takes place in the family, that the position of children in the process ie they are a living person and react and react to stimuli that appear in an interactive role in the phenomenon in the household environment can not be separated from social and cultural environment around it.
Culture as a source of fundraising conformism of individual behavior on a group of community supporters that culture, because every human child born in a specific natural environment (nature) and in one particular cultural environment (culture) which are both environment a priori determine his custody process (nurture) in its development as a human child, in the learning process, so in reality, cultures tend to repeat certain behavior through parenting and learning process which raises the average personality, or a stereotype that is the hallmark behavior trtentu community that reflects the personality of capital in the environment is, from this understanding then appear on a group of stereotypical behavior insividu. (Poerwati E., nd: 3).
Kids have a mindset in accordance with the socio-cultural environment is experienced, when they are in a society characterized by migrants living, then they will react and behave towards the migration behavior and culture is like asking the people in the household members about the work father, maternal employment and other family members in the new place.
Life experiences and daily work in the migrant is a socio-cultural aspect that is always remembered by the children as the knowledge of informal learning in family life, either directly is never invited to follow the activity of migrating to new places or indirectly concerned life experiences of other family members. This is knowledge that can influence the attitudes and behavior of children's lives.
Mardliyah S., (2009:15) states: "... a strategy to involve all family members to work mostly done by poor households to maintain their survival (survival strategy) ... the involvement of children in the world of work is very prominent, their occupations entered are the jobs available in the village with working hours that are not bound search for used goods that can be sold directly to collectors at the village .. "
Socio-cultural aspects can affect the mental process of emotional, mental emotional process for every child growing into manhood as they confront and resolve many of the events of life in accordance with the existing socio-cultural realities. The involvement of children in mental development can be viewed emotionally when they have the attitude and behavior adapatif living with the household environment and surroundings.
Social life and cultural conditions experienced by these children, bringing them: "... direct the child to learn about aspects of the economy, despite the economic life of the community group lasted only from hand to mouth, all of them out to eat and not get involved in a market economy ..." (Suparlan P, 1995:90) However, later when towards the village and social communication in family life and community environment children will learn the economic domains in detail regarding: "... a) scarcity, b) Productive Resources, c) Economic System, d) Exchange, e) Economic Intencive, f) Market, and g) Economic Management ... ". (Kotte D & R. Witt, tt: 160-164)
Bibliography
Mardliyah F., (2009). Women seeking Alternative School Dropout in Community Service still relies on Participatory Action Researh, New Delhi: Ministry of Religious Affairs Directorate of Islamic Higher Education.
Kotte D., & Witt, R., (tt). Chance and Challenge: Assesing Economic Literacy, Paper on Discussion of the International Association for the Evaluation of Educational Achievement (IEA), Technical University Dresden School of Economics.

Poerwati E., (tt), "Understanding sikologi Indonesia Community Efforts For Bridging Cross-Cultural Issues". Cultural institutions - University of Malang. Malang.
HAR Tilaar, (1999), Education, Culture and Civil Society Indonesia, Bandung: Youth Work Rosda.
HAR Tilaar, (2002), Social Change and Education (Pedagogic Transformative Introduction to Indonesia), Jakarta, Grasindo.

FAMILY EDUCATION

2011-10-09T22:30:00.000-07:00

Family Education as a System of Informal Education
Education as the life activities of individuals or community groups take place continuously, educational activities can occur in the environment
(a) formal or educational institutions of both levels and types, organized by the government and society, or (b) the non-formal units government education and society that provides opportunities to individuals or groups to participate in education outside the school system due to lack of opportunity in Indonesia known as Special Education Schools and (c) informal or family educational institution which has an important role as a place or educational environments The main and first for each individual.
Family education is the education outside school because included in the units of education in national education systems, especially the education unit in the family, Sudjana D, (2000:47) and Rifai MSS, (2007:81) that: "... Informal education program focuses its activities center in the family with the family unit ...", which contains the meaning of education in the family, the education that goes on within families or children who were born in the family or children who become responsible family responsibilities ".
Educational process that occurs in informal educational environments, is education in family life, learning activities that occur in family life (informal) Lynch in Rogers (2003: 76) state that :"... Informal education is spontaneous learning by individuals as They Interact with Their social and physical environment in day to day living They ".
Informal education that occurs within the family as part of a special education school, because learning occurs in individuals interact with others or the environment that exist in family life spontaneously from time to time. Learning process that occurs naturally very enabling each individual to find the optimal learning creativity to change and the dynamics of life and development experience possessed.
Family education institutions have an important role in creating a natural learning process and progressive, that is to prepare children to become a family in the future according to demand changes and the times. Therefore Rifai, MSS., (2007:82) asserts that: "... The family as the smallest social institution developed into institutions of economic, psychological, educational, social development, development of religious life that needs to be executable in the direction and goal of achieving a happy and prosperous family ".
Family education as part of special education schools learning doing proceses between parents and children in the household environment, parents provide the knowledge, experience and skills to their children those things that relate to everyday life: "... to give confidence religious, cultural values, moral values and skills. "(Rifai, MSS., 2007:93)
Content or materials developed in the family education is a material that can provide sufficient knowledge, skills (life skills) and attitudes to develop themselves, develop a professional, working, independent business. PH Coombs. (1973: 14-15) and Mulyana E. (2000:18) The Minimum Essential Learning Needs or family's role to meet the minimum basic learning needs such as: "a) instill change in attitude, mental, and positive behavior, b) functional literacy, c) be scientific, d) family skills, e) skills to earn a living, and f) understand the lives of citizens ".
Basic needs related to the sustainability of a family that is developing and directing the children to have the skills to earn a living, this is a fundamental aspect that will be the starting point for parents provide entrepreneurship education and learning towards a goal is: "... members of the family and the child can later be live independently, be responsible and accountable in the community environment in accordance with the values prevailing culture and religion. "(Rifai, MSS., 2007:92)
The purpose of education so that families are able to live independently through informal learning in the family institution based on the Act number 20 of 2003 in particular article 27 paragraph 1 states that: "... informal educational activities undertaken by the family and the environment in the form of self-learning activities ". Ministry of Religious Affairs., (2006: 19).
The purpose of education as a form of family unit out of school education, the learning process takes place in a family environment in an informal set of education activities outside of school refers to the 73-year government regulations 1991.bahwa number one among the goals of education outside the school is: "Serving the residents learned to can grow and develop as early as possible and the rest of his life in order to enhance the dignity and quality of life. "
Role and Functions of the Family
Family life education (family life education) appears in the world of education that is based on two phenomena, (1) family life affect the life of the community, nation and state. (2) the circumstances and the changes in society have an influence on family life. Sudjana (2004: 54). Both of the above phenomena indicate that family life has a close synergy with the changes and developments in the vicinity.
The family is the smallest unit in the social order in society, has the role and function that may affect the pattern of life of the community at large, mainly to children in order to get along and live in their communities. The role of family in affecting the lives of children can be done well if supported by knowledge, experience, and strategies in fostering and developing family life, so it can meet the educational needs of children.
Meet the basic educational needs of the family environment, can be measured by the ability of all family members, especially fathers and mothers and children literacy (family literacy), because without the support of the minimum knowledge, then the head of the family or parents are less able to carry out the roles and functions maximum in building communication, creating a learning process in family life, and develop a more prosperous family life.
Families have a role to provide a channel that inborn experience as a form of responsibility by nature to attempt a change of personality changes in mental development as well as the talents of their children. Nature of life and education that takes place is required to appear continuous social interaction of mental processes independently (self-generating) and self sustaining and gradually break away from dependence on family life, and moved to socialize themselves with a community environment armed with experience gained from the learning process in family life.
Ongoing learning process within the family by nature and nature is due to the commitment, values and culture as well as trust between the elements that exist within family members. Suarez C. in L. Naldi, (2008:4) explains: "... attribute of family involment, Such as, commitment, shared values, culture, and trust ... "
Those values are the glue between the elements that exist in families, so enable children can learn, grow and develop their knowledge and experience of his life, as repiklasi of the acculturation process of the role of the parents and older family members as well as the surrounding environment.
Changes and developments occurring in the community life may affect the interaction between father, mother, and children as family members, interactional relationship has become strained due to external factor the changes and development of society and internal factors are increasingly open social friction in the association of children , so that it can affect to the waning commitment, values and beliefs of children in the family lifing joints.
Increasingly tenuous and waning commitment, family values and trust between children and other family members to parents, it has caused a rift and waning of the role and functions of the family in educating and developing the behaviors of children's lives.
The role of parents with the values of family owned, closely related to the characteristics of children involved in domestic life, this: "... need to realize that every child is born with talent, potential and abilities, talents and attitudes and different properties. Therefore the potential of children who are very diverse in different areas with different level and intelligence, who also grew up in a variety of social, economic, psychological, cultural, natural and should be pursued different biological needs fulfilled by the family for guidance in accordance with the level of development children (developmentaly appropiate practice model). Semiawan C.R., (2002:66).
Specific characteristics possessed child is an aspect that must be considered by parents in providing guidance in improving his personal mental development in the interests of the wider development for the betterment of the nation and society, Semiawan RC (2002: 18) "... Human development in the interaction with the family environment through various media and means of physical or non physical to determine a strategic concept that therefore man is the most essential resource for the development of the nation. Nation-building that should be sourced from and start from the home or in family life, because at home should be nurtured mutual concern, awareness and basic understanding about the environment outside the family and surrounding environment.
The role of families in the life of children is a big responsibility for parents, and therefore there is need for awareness of the father and mother in preparing yourself with knowledge and experience sufficient to create a conducive learning environment family.
The family as an educational institution that was born and developed in the community can run its social functions, capabilities and experience of all members of the family, so parents can menajalankan function as head of the family. Family environment as a medium of education has a function in family education, namely: Sudjana D, (2004: 57) and the Indonesian Government Regulation No. 21 year 1994 Article 4, paragraph 2 mentions the family function in the social order kehiupan among others: ".. a) function educative, b) economic function, c) protection function, d) recreational function, f) religious functions, g) socio-cultural functions, h) function of love, i) reproductive function, j) functions coaching environment
Family functions as an educational institution that grow and develop in society for the child or the family's generations, its realization depends on the quality of the leadership of the household and cultural patterns that exist in the vicinity. Entire functions realized in daily life showed the breadth of quality family institution. Sometimes families are able to carry out the 4 (four) to 5 (five) family functioning, while exercising the other functions performed in conjunction with the development and the family's ability to meet all their needs without depending on others.
The reality of life in the community many families are not able to do and realize the role and function as a family institution, especially those in families below the poverty, backwardness and ignorance. Social conditions of family life such as this should be empowered level aspects of life especially in education, economics and health. The third aspect is key for families who will perform the role and function properly and optimally.
Fill in the Family Education
The family as an educational institution, has the responsibility to provide the knowledge, skills and values or attitudes to children or any family members present in the household. Responsibility in activities conducted informally through family ties, habituation, and other activities to perform the duties and obligations of each.
Knowledge, skills and values or attitudes that are given to children through family education activities sourced from the experience of everyday life, life and educational backgrounds, and socio-cultural environment are elements that make up the personality, the foundation of thinking, life orientation of the future, essentially the educational content that will be transferred to the child.
Experience everyday life in the form of parental activity associated with the task and responsibility of family members in directing towards maturity and independence, to later be able to takes needs. Parents can be a life experience employment history for a living to make ends meet household, work experience is essentially a naturally acquired knowledge and also the skills (skill) is always a learning content that can be adopted directly by the child.
Work for a living is a source of knowledge for children, such as, parents who work as entrepreneurs easily imitated by children, because they can be directly put into practice in daily life. Of course not all families can mimic anggtota and develop entrepreneurship work for a living, for working as an entrepreneur requires a personality, skills and experience, which in the end the content of education in relation to family economic responsibilities of family and parental duties is to prepare mentally and shaping the personality of the child in order has the confidence to achieve the life of a better future.
Educational background of parents is not only formal education, informal and non-formal education also became an integral part as the content of family education. For as long as there are fathers and mothers in domestic life has done household activities that have been built by their parents, so that the learning process itself before adulthood and become responsible for their families and separated parents are provided with informal learning experiences and patterns like this to be the content of family education later, as the learning of religious life, learning the family's economic activity, moral values and social order.
Socio-cultural environment is one among the factors that can be used as the basis for determining the content of education in family life. For socio-cultural aspects is the basic element which is owned by any individual or groups of people within a particular community, social and cultural traits provides direction in establishing and membelajarkan children in the household in accordance with the demands and challenges of life around it.
Social environmental factors have diverse characteristics and cultures different from one community to other communities. An example of the social environment of migrant civilized society, that is the parents conduct economic activity outside the home to go to another area to earn a living is a socio-cultural caracteristical that affect the pattern of domestic life, social or cultural environment of other societies such as the culture of peasant life, a culture of life fishermen, traders cultural life and cultural life of civil servants and government. These factors are taken into consideration to fill the process of learning and socialization in family life education.
The learning process in family education is not only limited attention to external aspects as factors that could affect the sustainability of education in the family, but also pay attention to aspects of the development of the individual (human) in a broad context of life so that it will materialize humanize the learning process of human character and berkemandirian.
The learning process in a family environment in the realization of character and independence of individuals based on their own individual learning needs both to development itself or for the benefit of community or social duties and obligations of life. Learning needs that need to actualized on individuals as family members, Phillip H. Coomb (1973) in Arthur Lewis (2007) and in Mulyana E, (nd: 18) in particular: "... the skills to earn a living (functional knowledge and skills for raising a family and operating a household), family skills (functional knowledge and skills for earning a living), ... ".
Individual learning needs that need to be given by parents in the wider family environment, Sudjana D. (2004: 45) describes some important areas in the main family education: "... human resource management and family wealth, health education (individual, family and environment), inter and inter-family interaction, and the influence of environmental changes on economic education in the family. "
Selection of the content of family education people can articulate the experience and knowledge they have over the years, such as the background of her life, such as if a farmer is farming and gardening principal activity is the main content so that children have the competence or self-employment in agriculture, if the merchant families trading activity can be used as fill or load shape entrepreneurial behavior in trade, if family fisherman at sea activities can then be used as content or content so that children and future generations have the knowledge and entrepreneurial fields of maritime affairs.
Family education that parents do is emulate the behavior and the principle ideals of the future that are believed by parents, which has a higher quality future. Suyono H., (2001:2) states that:
"... quality family is a family that is able to establish himself independently, each family at least able to have and play a role in the eight main functions of the family who is steady and rewarding ... and make the families who have an obligation to develop a culture of lifelong learning that really took root and continued to perfect in order to be packed and picked up the dignity of the family foundation that is building an economy ...", families using life skills (vocational skills) to foster entrepreneurial behavior.
Family education supposedly able to foster entrepreneurial behavior that provide the knowledge, experience and understanding of aspects of economics or economic education, because without the experience and knowledge in economics, it is very unlikely to have to find herself as an entrepreneur. Therefore, in the early family environment of children and family members were introduced on the knowledge and economic practice although simple is true and correct. Walstad (1987b, 1990) Soper & Walstad (1988) in Kotte D & Witt R (nd: 164) that: "... these basic economic concept, develop The Necessary Attitudes and Perceptions with respect to economic thinking, ... there is no complete agreement on Attitudes the which are to be taught in school, at home or at the workplace ... ".
Family education is expected to instill the basic principles of economic life, especially family values entrepreneurship is an important element that needs to be given to children through the experience of living and daily work, because the values of entrepreneurs become a valuable lesson either directly or indirectly be observed and emulated in the daily family life.
Breadth of educational content is influenced by factors within the family dynamics of family life itself, the higher the mobility of the family, the more numerous and extensive experience and educational content that will be obtained by the children, otherwise if the dynamics and mobility of a low family, then the children will acquire knowledge and educational content that is not too broad and very simple.
Education in the family through parents supposedly able to develop the entrepreneurial spirit and behavior in order to create jobs on their own, in the family was Sadli S. (2010:145) the role of the family: "... as the successor to the central values will be required to do two things, namely a) continue the old values that need to be conserved, b) actively introduce new values that are considered good", especially regarding efforts to improve the quality of family life that is all the family members had one day of productive economic resources to generate income.
Whatever the pattern of family life are used as guidelines in carrying out the role and functions of the family, the role of parents is still important, and always needed to grow the skills and creativity of children in the face of change and solve problems at hand.

Bibliography

PH Coombs & Ahmed M., (1973). Attacting Rural Poverty: how NFE can help, Baltimore: John Hopkins University Press.

Kotte D., & Witt, R., (tt). Chance and Challenge: Assesing Economic Literacy, Paper on Discussion of the International Association for the Evaluation of Educational Achievement (IEA), Technical University Dresden School of Economics.

Mulyana E., (2008). "Approach to Develop Life Education In Entreprenur" Papers in the National Seminar Entrepreneurhsip for the 21st Century and Marketing Strategy In Educational Institution, London: Business Seminar Committee Program Studi Tata Boga / Business Man FPIPS-University of Education Indonesia.

Mulyana E., (tt). Out of School Education in the Context of Sustainable Community Development (S-3 Course Materials Study Program Special Education School), New York: Graduate School of Education University of Indonesia.

Rifai, MSS., (2009). Family education, in Ali M., Ibrahim, R., Sukmadinata, D., and Rasjidin, W (Editor). Application of Science and Education 4. New York: Pedagogiana Press.Halaman: 81-94.

Sudajana D., (1993). Learning Strategies in Special Education School, New York: Archipelago Press.

Sudjana D., (2004). Non-Formal Education, Bandung, Falah Productions.

Sudjana D., (2004). Management Education Program for Informal Education and Development Resources Mansusia, Bandung, Fallah Production.

Sudjana D., (2007). Non-formal education, in Ali M., Ibrahim, R., Sukmadinata, D., and Rasjidin, W (Editor). Application of Science and Education 2. New York: Pedagogiana Press.Halaman: 11-36.

Sudjana D., (2008). Academic Paper Development of Non Formal Education Forward, Jakarta, Directorate of Public Education Directorate General of Non Formal and Informal Education National Department of Education.

Sudjana D., (2008). Literacy Education For the World movement, Jakarta, Directorate of Public Education Directorate General of Non Formal and Informal Education National Department of Education.
Sadli S., (2010). Unlike But Equal: Thoughts about the Study of Women, New York: Compass Books Publishers.

Suyono H., (2001), Building Families Qualified: Available: http://www.personal/ website of Haryono Suyono. [November 12, 2009].

Community Empowerment As an Integral Part of the Complete Development Process

2011-10-09T21:14:00.000-07:00

Before we discuss the key points about the concept of empowerment, we should first review the development concept which basically aims to improve human welfare in the broadest sense.
Development according to the literature of development economics is often defined as a continuous process of increase in real capital income through increasing the number and productivity of resources. In view of that was born the concepts of development as economic growth. The theory of economic growth can be traced at least since the 18th century.
According to Adam Smith (1776) the growth process begins when the economy is capable of performing the division of labor (division of labor). The division of labor will increase productivity which in turn will increase revenue. Adam Smith also highlighted the importance of economies of scale. By expanding the market, will open new innovations which in turn will encourage periuasan division of labor and economic growth. After Adam Smith's ideas emerged that seek review of growth boundaries (limits to growth), among others, Malthus (1798) and Ricardo (1917). After Adam Smith, Malthus, and Ricardo-called classical flow, developing modern economic growth theory with its variations which basically can be divided into two, namely that emphasizes the importance of capital accumulation (physical capital formation) and increase the quality of human resources (human capital ). One view of the huge impact and then until now is a growth model developed by Harrod (1948) and Domar (1946).
In essence, this model rests on the premise Keynes (1936) who emphasized the importance of encouraging the growth of demand in the long run. In the Harrod-Domar model, economic growth will be determined by two basic elements, namely the level of savings (investment) and capital productivity (capital output ratio). In order to grow in a sustainable, people in an economy must have a savings that is a source of investment. The greater the savings, which means the greater the investment, the higher economic growth. Conversely, the lower the higher the productivity of capital or capital output ratio, the lower economic growth. Unlike the Harrod-Domar is apply pressure to the importance of the role of capital, Arthur Lewis (1954) with a surplus model of labour put pressure on the role of the population.
In this model there is assumed that labor supply is highly elastic. This means employers can increase production by hiring more labor without having to raise the level of wages. Increased revenues can be obtained by the owners of capital will encourage new investments because this group has the desire to save and invest (the marginal propensity to save and invest) higher compared with the workers. High levels of investment in turn will promote economic growth. Meanwhile, developing a so-called neoclassical growth model. Neoclassical growth theory began to incorporate elements of technology that is believed to be influential in a country's economic growth (Solow, 1957).
In neoclassical theory, technology is considered as exogenous factors that are available for use by all countries in the world. In an open economy, where all factors of production can move freely and technology can be utilized by every state, the growth of all countries in the world will be converging, which means the gap will be reduced. Subsequent growth theory tries to find other factors outside the capital and human work, which encourages economic growth. One theory holds that investors tation of human resources have a considerable influence on the increased productivity.
According to Becker (1964) improved labor productivity can be encouraged through education and training and improving health status. Human capital theory is further strengthened by various empirical studies, among others, for the United States by Kendrick (1976). Furthermore, growth varies between countries that build views on technology delivery rather than as an exogenous factor, but as an endogenous factor that can be influenced by various policy variables (Romer, 1990). Sources in the theory of endogenous growth is the increasing stock of knowledge and new ideas in the economy that encourages the growth of creativity and initiative embodied in innovative and productive activities. These all require quality human resources are increased. Transformation of knowledge and new ideas can occur through international trade, investment, licensing, consulting, communications, education, and activities of R & D. Regarding the role of trade in growth, Nurkse (1953) show that trade is an engine of growth during the 19th century for countries that are now included in the group of developed countries like the United States, Canada, Australia and New Zealand. In that century the most advanced industrial activities are concentrated in the UK. the rapid industrial development and population growth in the UK are poor natural resources has increased the demand for raw materials and food from the countries mentioned above. Oengan Thus, the growth that occurred in Britain spread to Fain countries through international trade. Then we see that economic progress in the newly industrialized countries are poor natural resources in the second half of the 20th century, such as Korea, Taiwan, Hong Kong, and Singapore, also driven by international trade. In group theory this growth there is an important view shared by many thinkers of development, namely the theory of the stages of growth. Two of them are important is of Rostow (1960) and Chenery-Syrquin (1975).
According to Rostow, the transformation from a backward country into the developed countries can be explained through a sequence of levels or stages of development through which all countries. Rostow suggests five stages through which a country in its development process, ie the stage of Traditional Society, Preconditions for Growth, The Take-off, The Drive to Maturity, and The Age of High Mass Consumption. According to the thinking H.B. Chenery and M. Syrquin (1975), which is the development of thought from Colin Clark and Kuznets, development of the economy will experience a transformation (consumption, production and employment), from an economy dominated by agriculture sector to be dominated by industrial and service sectors. The views developed in theories of development especially in the economic field is flowing more profusely in the direction of human (and in the context of the plural in the direction of society or people) as the center of attention and target as well as the main actors of development (subject and object at once). One of expectation or belief of followers of growth theory is that the growth will be enjoyed by the public until 'at the very bottom layer. However, the experience of the construction in three decades (1940-1970) shows that what happens is people in the bottom layer does not always enjoy the stream of development results as expected that. Even in many countries widening socioeconomic disparities.
This is due because even if income and consumption is increasing, community groups sudan good condition and more capable, more able to take advantage of the opportunity, partly because of the favorable position (privileged), so it will get all or most of the fruits of development. Oengan Thus, the rich get richer and the poor remain poor could become even poorer. Way of looking at the top dominate development thinking (mainstream economics) decade of the 50's and 60's with its main characteristic that development is a planned effort to pursue economic growth in aggregate. And, should also be aware that this kind of thinking is still a lot of followers and supporters to date, although the evidence suggests that the theoretical test empirisdan trickle-down process never materialized, especially in countries that are developing. Therefore, developing a variety of thought to look for other alternatives to the paradigm which is solely a member! emphasis on growth. So growing school of thought known as social development paradigm whose goal is to conduct a more equitable development. One method commonly used in assessing the impact of development on the welfare of society is to study the distribution of income.
Revenue sharing based on income classes (the size distribution of income) can be measured using Lorenz curves or Gini index. In addition to income distribution, impacts and development outcomes can also be measured by looking at poverty level (poverty) in a country. Unlike the income distribution that uses a relative concept, analysis of the concept of absolute poverty or absolute poverty. Development be fair, it was realized that the growth remains important. Efforts to integrate the concept of growth and equity is a challenge that the answer is not constantly sought in development studies. A model, called the equity with growth or redistribution with growth (RWG) was developed based on a study dispensed by the World Bank in 1974 (Chenery, et al, 1974;. The idea basically is that the government should influence patterns of development in such a way that the producers low income (which in many countries beriokasi in rural and urban small producers) will have the opportunity to increase revenue and simultaneously receive the necessary economic resources. Still in search of answers to the challenges to justice paradigm in development, evolving approach to basic human needs or basic human needs (BHN) (Streeten et a /., 1981). BHN strategy structured to provide basic goods and services for the poor, such as basic food, water and sanitation, health care, basic education, and housing. While the RWG and BHN have similar goals, they differ in terms of policy are taken. RWG emphasis on improving productivity and purchasing power of poor communities, while BHN emphasis on providing public services with a guarantee to the poor in order to obtain such services. The problem of unemployment is also increasing in order to get shutdown economic development requires the availability of equity. Todaro (1985) suggests that there is a strong correlation between unemployment, income inequality, and poverty. In general, those who can not get a job on a regular basis are those that are included in the group of poor people. Those who obtain jobs they are continuous medium and high income. Thus, solving the unemployment problem can solve the problems of poverty and income distribution. Some experts also argue that the equitable distribution of income would increase job creation (Seers, 1970).
According to this theory the goods consumed by the poor tends to be more labor intensive than the consumption of higher-income communities. Thus, the equitable distribution of income will cause a shift in the pattern of demand which in turn will create employment opportunities. In the framework of developmental theory of political economy and development should also be noted that ideological and political aspects also influence the thinking of developing. One of these is the dependency theory that was developed primarily based on the state of development in Latin America in the 1950s. The main characteristic of this theory is that his analysis is based on the interaction between internal and external structure in a system.
According to this theory (Baran, 1957), ketertoelakangan Latin American countries occurred in precapitalist society when incorporated into the capitalist world economic system. Thus, society loses its autonomy and become the "periphery" (periphery) countries of the capitalist metropolis. Region (country) edges become "the colonies" the metropolitan countries. They only serve as a producer of raw materials for the needs of local industry (country) metropolitan area, and vice versa is finished consumer goods produced by industries in the metropolitan countries. Thus, the dependence structure which arises is that almost no obstacles can be overcome and also impede the development of the self. It is noteworthy that there are two streams in the theory of dependency, namely the flow of Marxist and Neo-Marxist, as well as the flow of non-Marxist.
Marxist and Neo-Marxist analysis using the framework of the Marxist theory of imperialism. This flow does not distinguish sharply which includes the internal structure or external structure, because both these structures, regarded as a factor derived from the world capitalist system itself. In addition, this flow takes the perspective of international class struggle between the owners of capital (the capitalists) on the one hand and workers on the other. To improve the lot of workers, it is necessary to take the initiative to topple existing power. Therefore, according to this flow, recipe development to the countryside is a revolution (Frank, 1967). While the second stream, saw the problem dependency of national or regional perspective. According to this flow structure and internal conditions are generally seen as a factor derived from the system itself, although the internal structure of this in the past or present are influenced by factors outside the country (see for example DosSantos and Bernstein, 1969; Tavares and Serra, 1974; as well as the Cariola and Sunkel, 1982). Therefore, a subject that needs to be built is the "nation" or "the people" in a country (nation building).
In the face of development challenges the concept of country or nation is necessary as a basis to conduct reforms. The view that development should not only pay attention to socio-economic objectives, are widespread. The issues of democracy and human rights became the talk also in development studies (among others see Bauzon, 1992). Goulet, (1977) who studied philosophy and ethics of development, for example, explores the development process must provide (1) the creation of "new solidarity" which encourages development that stems from below (grassroots oriented), (2) preserve cultural diversity and the environment, and (3) uphold the dignity and freedom for mankind and society. In discussing the various paradigms that seek the path towards equitable development also needs to put forward the theory of people-centered development
Postindustrial era to face the conditions that are very different from reality-industrial era and the present condition of potentials that are important to stabilize growth and human welfare, equity and sustainability of development itself (Korten, 1984). The dominant logic of this paradigm is a human ecology is balanced, with the main power sources in the form of information resources and creative initiatives are not inexhaustible, and whose main purpose is human growth is defined as a higher manifestation of the potential -human potential. This paradigm gives a role to individuals rather than as an object, but as actors who set goals, control resources, and direct the processes that affect their lives. Development of people-centered initiative to appreciate and consider the people and local distinctiveness. The latter paradigm, which can not be removed from the paradigm of social development and the various views on it which has been discussed earlier, is the paradigm of human development.
According to this approach, the main goal of development is to create an environment that allows people to enjoy life creative, healthy and live longer. Although simple, this goal is often forgotten by the desire for increased goods and capital accumulation. A lot of development experience shows that the linkage between economic growth and human development does not happen by itself. These experiences reminded that the growth of production and income (wealth) is only a tool only, while the ultimate goal of development should be human himself. According to this view the principal goal of development is human choices (Ul Haq, 1985).
This understanding has two sides. First, the establishment human capacities as reflected in health, knowledge and expertise increase. Secondly, the use of capability that is already held to work, to enjoy life or to be active in cultural activities, social, and political. Human development paradigm yangholistik disebutsebagai a concept has four important elements, namely: (1) adding produktivitas, (2) equal opportunity, (3) sustainability of development; and (4) human empowerment. The concept was initiated and supported by UNDP, which developed the Human Development Index (Human Development Index). This index is a composite indicator / composite which consists of three sizes, namely health (as a measure of longevity), education (as a measure of knowledge) and zero income levels (as a measure of living standards). Still in the early stages of development now muncuf also the idea of sustainable development are closely related to the growing prosperity continues to increase from generation to generation, collateral development equality between generations.
In this concept the use and results of the use of natural resources and environmentally damaging sources does not count as a contribution to growth but as a reduction aseet. Important to notice this, because the rich nations today, could become the most impoverished in the hereafter, like the Egyptians, Palestinians, and India. Thus, different schools of thought in development studies, which evolved over the years. Although not satisfactory to some, the concept of human development can be considered the most complete and already is said to be a synthesis of previous approaches. Actually a similar view of this we have started since the beginning of development.
Therefore, since GBHN First in First Long Term Development (PJP I), we have formulated the essence of national development is human development as a whole and the whole society. Since Repelita II, we have confirmed the development strategy that rests on the Trilogy Development, which combines growth, equity, and stability, as the keys to the success of development. Equalization program in the framework of this trilogy in PJP I we describe the eight distribution channels.
b. Inequality Problem
The reality is that despite the many results achieved in the PJP I, the gap problem fundamentally we can not solve. One out of every seven poor people of Indonesia at all. From the 1990 Population Census is known 3.2 percent unemployed labor force, approximately 36.6 percent of the working population, work less than 35 hours per week or underemployed, and more than 77 percent of workers only educated to primary school. More than 97 percent of business units in 1992, multi less than Rp 50 million per year. One in two (51.6 percent) households are smallholder farmers, who controlled the agricultural iahan less than half a hectare. The number of landless farmers is not reduced, but even increased. People in rural and lagging regions such as in many parts of eastern Indonesia and also in some parts of the western region, living in another world, a very backward and very far away from modern life. In terms of income distribution as measured by household consumption expenditure, it appears that high-income people's income levels have increased more rapidly than the increase in incomes of low-income population groups.
SUSENAS data indicate that the average growth rate of household consumption expenditure for 40 percent of the lowest monthly income in the period 1984-1993 was 3.8 percent per year, while the average consumption expenditure of households nationwide during the same period increased 4 , 8 per cent per year. Further socio-economic system data sheet (SNSE) in 1980 and 1990 showed no significant shift in the percentage of the population of the upper class and lower class. The percentage of upper class population remains around 42 percent and a population of about 58 percent lower classes. When compared with the average income of the poor, the poverty line based on the average expenditure rataper capita per month in rural areas around Rp 13,300 and Rp 20,600 in urban areas in 1990, the number of poor people there are as many as 27.2 million (15.1 per cent ). In 1993 the poverty line per capita per month in rural areas around Rp 18,250 and Rp 27,900 in urban areas, the number of poor was reduced to 25.9 million people (13.7 percent). Although the number of poor people continues to decline, but still quite large, because one of every seven people in Indonesia are still living below the poverty line. In addition, the slower rate of decline for three years only a decline of 1.3 million, and in terms of percentage decline only 1.4 percent.
By comparing these figures it can be concluded that, first, the number of poor is reduced, secondly, the percentage of lower and upper class groups has not changed much, and third, the level of income of the poor population increased but high-income groups increased more rapidly. Thus, it can be said that although the building has been widely demonstrated success, but there are gaps Intergroup income residents who felt increasingly widened. The issues we must confront this gap in the PJP II. Though dalarrf PJP II era we've entered a new world, different from what we know so far. This new era will be characterized by openness and competition, the odds may not be put to good use by the economically weaker groups.
In such circumstances, the more likely melebamya immense gap. Iwan Jaya Azis, for example, in his inaugural address as professor at the Faculty of Economics, University of Indonesia also indicate his concerns that free trade should not be beneficial temadap improvement of income distribution (Azis, 1996). And we take responsibility to achieve social justice for all citizens as one of the goals we create an independent state. If the 1945 Constitution reads well, understood the history of its compilation, and studied the background of the thinking of the constituent, it is clear that the republic is based on the spirit of democracy. In the economic sphere expressly mandated by the Economic Democracy. Economic Democracy literally means the sovereignty of the people in the field of economic life. With more pointedly, economic democracy is the economic activity carried out from the people, by the people, and for the people. Or with the formulation of the Constitution 45: "Production is done by all, for all or inspection under the leadership of members of the community. The prosperity of society that preferred not prosperity of a people". Progress to be pursued through the national development, economic development, should improve the prosperity on the basis of social justice, or in the words of the Constitution 45: "prosperity for all people!" Direction of economic development as desired by the constitution it can not happen by itself. That is, progress is measured through national production does not automatically guarantee that this growth reflects the increasing prosperity evenly.
The main problem, as has been shown above, is the imbalance in the ability and opportunity to take advantage of opportunities that are open in the development process. With the development process that continues berianjut, precisely the imbalance that can lead to further expand the growing gap. In an attempt to overcome the challenges of community empowerment strategy was laid. Basic view is that efforts should be aimed directly at the root of the problem, namely to increase the ability of the people. Baojan left in the community should be enhanced by developing and potential dynamically, in other words, empower them. In practical effort is the deployment of resources to develop the economic potential of the people this will increase people's productivity so that both human resources and natural resources around the existence of the people can be improved productivity.
Thus, the people and their environment in a participatory able to generate and foster economic added value. People are poor or who are in a position not yet fully exploited its potential to increase not only economic, but also dignity, dignity, confidence, and pride. Thus, it can be interpreted that empowerment does not just grow and develop value-added economy, but also the added value of social and cultural added value. Thus, popular participation increases people's emancipation.

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Community Empowerment: Combining Growth and Equity

2011-10-09T20:24:00.000-07:00

Community empowerment is a concept that summarizes the economic development of social values.
This concept reflects a new paradigm of development, namely that is "people-centered, participatory, empowering, and sustainable" (Chambers, 1995). This concept is broader than merely meet the basic needs (basic needs) or menyediakah mechanism to prevent further impoverishment process (safety net), whose thinking lately been developed as an effort to find alternative temadap concepts of growth in the past. This concept evolved from the efforts of many experts and practitioners to explore what is, among others, by Friedman (1992) called alternative development, which requires "inclusive democracy, Appropriate economic growth, gender equality and intergenerational equity". This concept does not polarize the growth with equity, because as said by Donald Brown (1995), they should not be assumed to be "incompatible. The concept is trying to extricate themselves from the trap of" zero-sum game "and" trade off '.
He starts from the view that the equity created a broader foundation for growth and that will ensure sustainable growth. Therefore, as said by Kirdar and Silk (1995), "the pattern of growth is just as Important as the rate of growth". Sought is as Ranis said, "the right kind of growth", ie not in the vertical produce "trickle-down", as it proved unsuccessful, but that is horizontal (horizontal flows), which is "broadly based, employment-intensive, and not compartmentalized "(Ranis, 1995). The results of the assessment of various projects undertaken oteh International Fund for Agriculture Development (I FAD) showed that support for production resulting in lower layers of society have given sucnbangan in greater growth than the same investment in sectors that larger scale. That growth is generated not only by a smaller fee, but with a smaller foreign exchange as well (Brown, 1995). This last point is of great significance for developing countries are experiencing shortages of foreign exchange and balance of payments position weakened.
Taiwan experience suggests that growth and equity can go hand in hand. Taiwan is one of the countries with the lowest levels of inequality in terms of various sizes (1987, Gini ratio 0.30, among the lowest in the world), but with high growth rates can be maintained by an ongoing basis (Brautigam, 1995). The concept is economic development that relies on the growth generated by the efforts of even distribution, with an emphasis on improving the quality of human resources. In the frame of mind, efforts to empower people, can be viewed from three sides. First, create an atmosphere or climate that allows the potential for developing community (enabling). Here the point of departure is the recognition that every human being, every society, has the potential to be developed. That is, no society is completely without power, because, in that case would have become extinct. Empowerment is an attempt to build a power that, by encouraging and motivating to its potential and strive to develop it. Secondly, strengthening the potential or power possessed by the people (empowerment). In this framework, measures are needed more positive, instead of just creating a climate and atmosphere. This includes strengthening the concrete steps, and the provision of various inputs (input), as well as opening access to the various opportunities (opportunities) that will make people become more empowered. In the framework of this empowerment, efforts are increasing the level of very basic education, and health status, and access to the sources of economic progress such as capital, technology, information, employment, and markets.
Put this form of empowerment involves the construction of basic facilities and physical good, such as irrigation, roads, lamp, as well as school, social and health care facilities, which are accessible by people on the bottom level, as well as the availability of funding agencies fembaga, pefatihan, and marketing in rural areas, where concentrated populations keberdayaannya meager. For that, there should be special programs for the poor helpless, because public programs for all, not always able to touch the layers of this community. Empowerment not only includes the strengthening of individual members of society, but also institution-pranatanya. Instilling the values of modern culture such as hard work, thrift, transparency, and accountability is an essential part of this empowerment. Similarly, reform of social institutions and integrate into development activities and the role of community in it.
It is important here is to increase popular participation in decision making processes concerning self and society. Therefore, community empowerment is very closely related to the establishment, cultivation and practice of democracy. Friedman (1992) states "The empowerment approach, the which is fundamental to an alternative development, places the emphasis on autonomy in the decision-marking of territorially organized communities, local self-reliance (but not autarchy), direct (participatory) democracy, and social experiential learning ". Thirdly, contain well meaning empower protect. Oalam process of empowerment, have prevented the weak becomes increasingly weak, because in the face of strong unempowering. Therefore, protection and siding with the weak nature of fundamental importance in the concept of community empowerment. Protect not mean isolating or covering of the interaction, because it will only stunt small and weak. Protect should be viewed as an effort to prevent an unbalanced competition, and exploitation of the strong over the weak.
Community empowerment is not making people increasingly dependent on a variety of programs giving (charity). Because, basically what every enjoyed, must be produced on one's own (which results can be exchanged with other parties). Thus, the goal eventually is empowering society, enable and build capacity to advance themselves toward a better life is continuous.

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Patterns for Community Empowerment.

2011-10-09T19:54:00.000-07:00

Empowering (empower) is often translated as an effort to give strength to people or groups who are weak or poor, to make them aware of the situation himself and in turn they can take action to get out of the circle of poverty.
Another view relates to power. According to this view of empowerment is to divide the power of the person or keompok people in power (powerful) to those who do not have them (powerless) to enable the balance anatara rulers and ruled, so the trick conditions (disempower) does not occur. In terms of empowerment (empowerment) can be contained either view it.
The concept of empowerment emerged from the idea that a man is as weak as any, certainly has potential, however small, in him. This potential can be developed so that they can escape from weakness, ignorance, poverty, and squalor. Some experts define empowerment as a process of helping individuals, groups inividu, or society, in creating new understanding while providing the freedom to make choices (Weissglass, 1990);
The process provides an opportunity to create a variety of special contributions in the form of knowledge, skills, specific energy, or in the form of giving attention to others (Irwin, 1995);. The process of increasing the forces from within the person, such as competence and creativity, as well as improving ornag freedom in action (Robinson, 1994); The process of improving internal controls in the ability to solve problems independently (Glickman, 1989).
The concept of empowerment gives the connotation of its own determination on an individual basis on his life, and participate democratically in the life of the community through straktur are available, such as schools, houses of worship, oragnisasi-social organizations, and other environments. Empowerment implies a psychological (or a view on the effect of self-control) and concern about the actual social influence, political power and truth are essential. It is a multilevel construct that is applied to individuals as citizens, organizations, and the environment.
Of some definitions and understanding of the concept of empowerment in the above - and many others - Torre (in Parson, 1994) suggests the following definition, that of empowerment: A process through the which people Become strong enough to Participate within share in the control of, and influence Their events affecting the institution and live, (And that in part), empowerment necessitates That particular people gain skills, knowledge, and sufficient power to influence Their lives and the lives Those They care about.
Goals To empower local communities.
Ditujuakan empowerment to vulnerable groups or kuramg lucky, namely:
1) The weakness is structural (primary structural disadvantaged groups), covering class (poor, unemployed, low paid workers), gender (female), and race / ethnicity (pribumu residents who are a minority;
2) Group specific weak (for other disadvantaged groups), such as old people, children and youth, disabled, isolated communities, and
3) Group in a personal weakness (the personally disadvantaged), namely those who are experiencing a personal and family problems.
Judging from the groups that need to be empowered, empowerment strategies and objectives are to meningkalkan power of these groups. The process of empowerment of disadvantaged groups (helpless) is performed starting from the level of policy and planning, social and political action, to directly through education and awareness. The purpose of awareness itself is so keompok disadvantaged groups have the ability to do: or power:
1) Power to determine pitihan-personal choices and life opportunities.
Many people who only memihki little power in determining his own life, make decisions about your lifestyle, where he lived and the type of work. PiMhan choice was strongly influenced by structural factors, so the strategy seeks penberdayaan meniaksimalkan effective options to increase the power in taking decisions, including decisions about its future.
2) Power to define needs.
It often happens in cases of community development, community needs is more determined by others, such as elite, expert, but what they decide not to touch the needs of the community the truth. So Haras empowerment perspective seeks to provide knowledge and skills to communities so that they are able to identify danmendefinisikan needs.
3) Power to give him ideas.
The idea involves a desire that is in oneself, that not everyone is easy to express them. The process of empowerment of trying to make people capable of thinking and devote their views and ideas, and not dictated from the other party. Disclosure of the idea by them were encouraged to be expressed in the forums, to engage in dialogue with others.
4) Power to take advantage of institutional sources and other sources ..
Powerlessness often arise from institutional influences, such as system: education, health, family, social welfare, media, and others. Because of this empowerment strategy aimed at increasing empowerment of these institutions and their effects, by transforming it to be accessible and utilized by everyone, not just by those in power only. Often found condition, in which some people have limited access to resources that are available. There Kalupun kases to the source, was less flexible in their utilization, such as banking monetary sources, and non-monetary sources of education, recreation, and others. Peoses empowerment seeks to optimize the empowerment of all persons within the distribution and use of available resources, and improve the gaps in access to those resources.
5) Power to conduct economic activity.
Due to economic activity directly affects the person's life, then society should be empowered to exercise control and access to economic activities and mechanisms.
Experience and Model and Case in the Community Empowerment Program
Although not the only group targeted empowerment activities, but the focus of the main goals of community empowerment is the bottom layer of society, suburbs, and rural areas. Why the group preferred?. Because the group is still much reflects the weaknesses and deficiencies in self-reliance, independence, participation, social solidarity, skills, critical attitude, personal communication systems, transformative insight, the low quality and standard of living (Karjono, 1988: 33).
Community empowerment efforts must be made in three ways. Pertarna, or ikhm create an atmosphere that allows the potential for developing societies. This condition is based on the assumption that every individual and community groups memihki potential can be developed. The process of community empowerment is deeply rooted in the potential of each individual's independence, which then extends to the family, and community groups. Secondly, strengthening the potential or power dimifiki by citizens by implementing concrete measures, accommodates various inputs, provides a variety of facilities and infrastructure. Opening of access to various opportunities will make people more helpless, as the availability of funding institutions, training, and marketing in rural areas. Third, also means empowering communities to protect and defend the interests of the weak. In the process of empowerment should be avoided, even more marginalized and the weak weaker, while the strong hertambah strong.
Community empowerment programs launched by both govern-ers as well as by non-governmental institutions, such as NGOs or NGOs. Empowerment programs that launched the government is that through the programs of government departments or non-departmental agencies.
In the new order of government we know the efforts to empower the poor through gprogram Instruction underdeveloped villages (IDT) known at that time as a program to alleviate poverty in communities, villages, remote, or underdeveloped. Department whose role is the Ministry of Home Affairs. Blueprint for the IDT program had actually contains a lot of theoretical aspects as expressed in the future. In its approach, there are two important sapek, namely participatory and decentralized. Participatory aspects of community involve citizens, especially the target groups in decision making from the planning, implementation, control, until the utilization of the results. Concerned with aspects of decentralized decision-making authority decrease in development planning and implementation to the government (the village). Implementation of both approaches, among others, appears from the effort of "left entirely" pemanfataan IDT funds to the poor. The poor are considered the most knowledgeable and most urgent needs of the business they can do. In this case the poor are placed as "objects", ie subject to the program, but even more as a "subject", namely the ruling (and able) to make and execute its own program, through the steps of: participation, namely the stage of decision making (the program ), the implementation of decisions, utilization of the results, and evaluation .. With demikiatf empowerment is an attempt to build a power (which exist in society) to push to motivate, and raise awareness of their potential and strive to develop it. IDT funds themselves are used as an inducement for the poor to cultivate, strengthen the ability, as well as open up opportunities in order to improve his life.
The main components of the empowerment process are:
(1) The establishment of the group,
(2) Mentoring,
(3) Planning and implementation of activities.
Group formation, ie Self-Help Groups (SHGs), is the first step of empowerment, where the poor are given the freedom to form and move in a group which it set up, and instead imposed a group formed by the other party.
Pembetnukan emphasis on the principles of community groups to realize the spirit and cooperative activities. Group formation provides a foundation for the creation of social cohesion of group members. Each individual in the group given the freedom to determine the drain group, chosen by musywarah together. Further members of the managers hold regular meetings to formulate measures and activities to be conducted, including address and overcome the problems facing the group or each member.
Advisory function is very crucial in fostering group activities. Companion serves as a facilitator (guide), communicator (liaison), and dynamist (activator), in the formation and smoothness of group activities. Assistance activities can be done in several ways, including by:
(1) local Consort composed of community leaders, PKK cadres, officials of local dea, Leader of Rural Development, or any parties who care about the problem of rural poverty, such as university, NGOs and so on.
(2) technical assistants from FEA technical departments, such as the Agricultural Extension Field (PPL) and the Agricultural Extension Specialist (PPS) from the Ministry of Agriculture; District Social Officer (PSK) from the Ministry of Social Affairs, including the Karang Taruna; Family Planning Field Officer (PLKB) of BKKBN; Self Employment Professionals (TKMP) of the Department of Work Tanaga; Bachelor Mover Rural Development (SP3) from the Ministry of National Education.
(3) special assistants provided for the poor in underdeveloped villages with special pemtjinaan, which is programmed through the Graduate Assistance Puma Time (SP2W) aengan Bappenes coordination, naker, Ministry of Social Affairs.
Ministry of Internal Affairs of the overall program, Dipdiknas, Dep being waged for the alleviation of rural poverty that exists behind a successful, albeit small only. But that does not work the numbers so much. This means that the process of empowerment is lacking or even not running properly. As for the cause among other factors:
(1) No helplessness role of companion and other levels of government to the practice of personal interse ranks of village government. Companion is less intensive in interacting with members of the group as they often did not attend the group meetings. Kepentingah conflict between society at large by village officials who won by village officials.
(2) cohesion of the group is not formed, which is caused by the failure to form a homogeneous group as a layer, or because of too large number of group members. Similarly aduknya mixed group members who came from poor and not poor, plus chairman KSM specified / designated by village officials resulted in a conflict of interest between group members can not be avoided.
(3) Selaim struktral problems of the poor who beat up a personal interse village officials or coating that is stronger, well mechanisms of supervision, coordination, monitoring and evaluation have not or do not even walk properly.
(4) The dimensions of the structural-cultural and systemic dimensions that exist in understanding the nature of poverty akari is still too strong to be penetrated. Structural dimension of poverty is the poverty atmosphere that originates mainly in the social structure prevailing in a society. And cultural dimension is the resignation of a group of people because it caught on a variety of shortcomings so that they appear not to have the initiative, passion, and not dynamic to change their bad luck. Dimensional structural-cultural validity implies social relationships and social interactions are typical in the community - patron-client - which resulted in the persistence of customs that restrict initiative and community spirit to flourish. The description of structural-cultural dimensions are supported by the systemic dimensions of poverty that sees certain patterns pengotrolan against a system-its political, economic, social, and cultural force in society, tend to benefit those who already are in a better position.
In the era of reform, community empowerment program in the same breath with the IDT program is a program of social safety net (JPS), which was launched in various sectors of life and community groups. In this kind of empowerment programs, funding assistance is directed and delivered directly to the target groups. The weakness of this program somewhat similar course with the IDT program, although there are many successful programs.
Speaking of community empowerment program, would not be released from the role of community organizations, particularly the Non-Governmental Organizations (NGOs), or Non-Governmental Organizatios (NGOs), or NGOs. Their role appears in the approach he used, namely the approach of community development or community empowerment approach, through the establishment of organizations, among others: Self Bina, Bina Desa, Forum for Environment (WALHI), Dian Desa Institute Dian Desa,
Bina Swadaya. Bina Swadaya focusing on developing non-governmental organizations and aims to keep the public are able to solve their own problems by forming and organizing Self-Help Groups (SHGs) are oriented increase in revenue (income generating). Strategy program developed by Bina Swadaya there are five, namely: (1) human resource development programs covering a wide range of education and training, (2) institutional development program groups, among which include help setting up the mechanism of the organization, management, administration, and household rules , (3) self-help program with a system of capital accumulation of savings and credit member, (4) Program development of productive enterprises, including production business, services, and marketing, (5) The program providing appropriate information.
Bina Desa. Bina Desa has a mission to participate actively in order to realize a just and democratic society. The general objective of Bina Desa is the realization of community life in a humane, equitable and prosperous society are achieved through the path of democracy both in the political dimension, economic, social, and cultural. While the aim in particular is, the creation of a state where a strong public position in determining the life of society, nation 'and bemegara, in the fields of social, economic, political, and cultural activities-kegiatnnay include, among others: (1) Serving the growth and development of community initiatives through facilitation and technical assistance, (2) Implement the togetherness and solidarity in diversity of the community for the development of access and empowerment movements, (3). Facilitating the creation of space for democratic activity, (4) To appoint the current voice to influence public opinion, (5) Develop educational system that strengthens the position of the people, (6) Reform the productive economic resources.
Forum for Environment (WALHI). WALHI was formed as a forum for communication, which generally mehputi training activities, research, public education, and communication. The main strategy used is to increase public awareness through seminars and activities, campaigns, and training. The orientation of the development of rescue and pemnafaatan adalaha environment.
Institute (Yayasan) Dian Desa (YDD). Foundation activities was focused on the transfer (transfer) of appropriate technology is applied into the lives of rural communities in the framework of efforts to improve their welfare, especially those oriented basic needs. Included in dalmnya development activities in the field of social and economic such as generating income, education, training, and marketing.
Other programs of community empowerment are also focused on peasant society, groups of workers, women's groups. Empowerment of farmers berlahan narrow - or even do not have land - is very urgent. The reason, the condition of the farming communities of this kind is, in addition to the ekomi helpless, also widened by the low level of their education, in addition to the external intervention. Then the farmer empowerment strategy include the transmigration program, increased education, and increasing the role of social institutions of society is seen as quite appropriate.
Empowerment groups of workers, in an effort to strengthen its potential and power that includes increased education and training, provision of access and fesflitas that workers obtain a 'better life, namely through improved wages and the provision of Social Security (Jamsostek), granting them protection and alignments . Meanwhile, the empowerment of women as equals to men, meUputi economic empowerment, psychological empowerment (making them aware of themselves and what diingjnkannya), pemerdayaan social-cultural, and political empowerment.
From the brief description on the face can be concluded, that the concept of empowerment is applied in the context of Indonesian society, still requires pencermatan, ke'uletan, and the long struggle of the parties who are competent, with a variety of structural constraints, cultural, psychological, and social faces. But it should be remembered that there is always a chance - to empower the people within the existing power structure - without the need - Challenging the existing power structure by disempowering the power elite.
Out of School Education in Community Empowerment.
The process of empowerment is a holistic approach, including economic empowerment, psychological, socio-cultural, and political. In the process of empowerment, education, particularly outside of school, a key factor and a very strategic position. From the standpoint of education, empowerment is suaru process, in which a person or group of individuals gain an understanding of the forces of social, cultural, economic, and political environment or outside the self or group, and can control / utilizing the power-keuatan to improve life position in society.
Thus, out of school education for empowerment is defined as: an approach or strategy of education (outside school) in which students or residents to learn inemperoleh a deep understanding of the forces of social, cultural, economic, and political environment or the outside environment , and use through: (1) the implementation of all aspects of the learning process, (2) studying both the content / materials and process skills to meet needs and solve his problems, and (3) Work together to solve common problems.
Education programs outside of school as a process of empowerment, containing eight common characteristics, which in some aspects relevant to the characteristics of the community empowerment program in general, namely:
(1) The structure of small groups. Early development of the program starts from the formation of small groups. Limited number of group members, about 10 to 15 people. The small group that formed it could be an entirely new group, or use an existing group. Its membership consists of those same age group, or combination of groups of different ages. Prose empowerment emphasis on action / collective activity, which menunutut a group have a particular child's stage. To arrive at a certain stage of development that often takes time and a solid framework for process maturity is achieved.
(2) The transfer of responsibility (the transfer of responsibility). Means the transfer of responsibility, which was originally the responsibility in the hands of the facilitator gradually became the responsibility of the citizens group learning. The transfer of responsibility occurs gradually, so it reached the stage of "full ownership group" by the residents learned, and overall responsibility of the smooth operation of the group. The transfer of that responsibility should start from the preparation stage of program planning, implementation and evaluasihya activities. Gradually the difference in status between the status of the facilitator should be reduced to the status of resident learning.
(3) Participatory Leadership (leadership participant) participatory leadership should be studied, because during this time residents are accustomed and conditioned learning in the community for passive culture. Citizen participation in the process of learning can be enhanced through active learner control and practice skills sharing.
(4) As a facilitator agent (agent as facilitator). Agents of community empowerment, such as counselors, mentors and so forth, should not act as an instructor or teacher, but as fesih'tator, which acts as an enabler, connecting, problem-solving path giver, catalyst, and so on. To have that kind fasilitaor not the only aspect of selection, but even more training given to them should be sufficient, both in terms of wakt or material.
(5) The relationships and processes of democratic and non-hierarkhik (democratic and non-hierarchical relationships and processes). Everyday life and personal relationships in the learning process between the facilitator and the citizens should learn to be democratic, and not hierarchical, where the facilitator put themselves no more important and higher than the residents learned, but in the same status as mutual-learning and membelajarkan.
(6) Integration of reflection and action (Integration of reflection and action). Reflection is an activity of awareness and understanding of issues outside of themselves (which is not recognized as a problem) to be a problem itself, which was followed by concrete action or activity. Both of these integrated Haras, and can be grown and improved raelalui learning experiences (experiential learning process), based on actual problems and needs of learning. Depth analysis of problems and needs is very important in the learning process, and it requires a trained facilitator.
(7) The methods that can increase the confidence of the citizens to learn (methods the which promotes self-reliance). These methods are often not designed from the beginning, but it appears in real conditions in the field. Misahiya become confident with practice in real activity that requires self-confidence. Capability for self-confidence is related to process skills: how to get information, how to use certain skills, and how to solve the problem. Learning methods that can improve self-confidence (discussion, brainstorming, simulation, etc.) can be used as an initial fertilization of confidence.
(8) Improvement in the position of social, economic, and / or politics. (¬ Improv ement in social, economic, and / or political standing). Improvements in social position, economic, political (and cultural), is a long-term goal, towards which the empowerment oriented. To achieve this it is necessary to have indicators, both short term in a short time-limited, jangja medium, and long term. Residents learn to be involved in compiling these indicators, so that they realize what they will accomplish.
By considering the eight common characteristics mentioned above, the dimensions of educational programs outside of school as a process of empowerment is as follows:
Group structure. Emphasis on the autonomous small group activities. Members of the group as the residents learned backgrounds, concerns, and interests, joined in a team that has its own identity and pride
Setting Time. Determined by the residents learned as a member of the group; informal meetings in a place / community of citizens learning environment.
Role of Citizens Learning. Coaching to develop the ability to make decisions together, collaborating with fasilitaor in various aspects of the program. Leadership, responsibility, and others sharing the role of (shared) among members and with fasilitor.
The role of facilitator. Encourage and help residents learn to perform their own activities, assist them in designing and implementing their own learning experience. No directive, emphasizing on the submission of the issue and questioned, so the ability to critically menganalaisis on residents learning increases.
Studying the relationship between citizens and the Facilitator. Not stressed and even avoided relations "guru-disciple". The relationship changed gradually throughout the learning process goes, the residents learned growing activeness, while the less active facilitator. Based on mutual respect.
Asestnen / Needs Assessment. The need often arises is not a matter of real life people learn. Therefore need to be identified through a process of dialogue between citizens to learn, and between citizens learning with the facilitator. This activity is an ongoing process berlamgsung.
Curriculum Development. Ongoing sustainable, are open. The general objective formulated at wal learning, but the specific goals and learning plans drawn up from one meeting to the next meeting.
Subjects. Not a subject that children learn in school, but based on the problems facing residents learn. Facilitators help people learn to identify, develop, and assess their problems. Based on this analysis to determine what residents want to learn to learn, and identify resources available to learn it. Content / material includes two regions, namely goal-related process of group problem solving, and goal related material information, skills, or proek community activities in which citizens learn their own decide.
Pembelaiaran tool. Usually not packed. Developed by the facilitator and / or residents to learn as a tool to stimulate the identification and analysis of the problem, peninmgkatan self-expression. And help activities of the group. Included in this learning tool photographs, audio tapes, bulletins, game simulation tools, and so on.
Methods. The methods that support the structured group activities, such as discussion groups, mastery of skills, planning and project implementation.
Evaluation. Residents learn continuously evaluate their own progress, and its effect on communities, as well as making revisions to the program if necessary. Residents learn not evaluated, but they are the evaluator himself with rocks facilitator. Simple evaluation instrument could be developed with rocks facilitator, so that citizens can learn to use it 'with ease.

REFERENCES
Anonymous, (1994). Instruction Program Guide Villages', Jakarta: National Development Planning Agency - Ministry of Home Affairs.
-, (1995). Development Assistance Program and community groups IDT; Jakarta: National Development Planning Agency - Ministry of Home Affairs.
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TQM AS A PHILOSOPHY (Why HRD and Training Professionals To Do)

2011-10-08T23:54:00.000-07:00

What is TQM?
Total Quality Management (TQM) is a management process that seeks to satisfy custumer by optimizing the use of equipment systems, techniques, and integrated training.
TQM includes improvements made continuously in the process of organization, with the intention that the products and services of good quality.
For some experts, TQM is a philosophy, for others it is a draft. As for the people who engaged in the business world, TQM is a business strategy to achieve competitive advantage.
The main components of TQM that should be there are:
• Focus on custumer. Internal and external
• Improved quality of production systems and services in constant and continuous
• Improvements based on data
• Teamwork or employee participation
• Developing, communicating, and application of vision
• Senior management
• Institutionalize leadership
• Training methods are modern and robust for all levels of the organization
The above components is often said to be just as common. "If it's just something common, why ahrus we do?" The answer is:
Difficult to old habits. Everyone has their own way in running a job, and it is difficult to change this by other means. Giving award. The award gives a general driving force for managers to promote quality awareness and methods to improve quality. With TQM, you can not only improve performance continuously, but also can stabilize and strengthen the work process to run smoothly. Can also place and solve problems. TQM directs you to learn to appreciate and be appreciated.
TQM lead you to think different. For example we need to think whether that is good for the overall, and whether it is good for some. Invites you to adopt TQM systems thinking approach. The orientation of the hurry-bru and short term. TQM gives enough time to change one's culture and future-oriented company. TQM lead you to be patient and future oriented. There is fear that inhibits the opportunity. Usually people are afraid of failure, problem, change, management, system, or perhaps fear of success. It can cripple the creativity of work, and hinder the work that had been "normal". TQM lead you dare to take risks berikir different, and also dare to face the fears that can hinder success. The scientific approach. Especially for design work and process of making decisions and solving problems that berkaitann with the work being designed. TQM invite you to have the skills and knowledge and their use in real situations. TQM directs you to develop a sensible attitude, the need for hard work. No one is saying that TQM is easy. But TQM is an effective way the result of satisfaction. TQM invite you to work hard.
Why TQM?
The number of companies seeking to improve quality by:
• Increase customer satisfaction
• Improve customer property
• Reduce customer complaints
• Pulling or recruit new customers
• Improve the effectiveness of the course organization
• Reducing the budget, waste, and repetition of work
• Increase profits
• Seeking a broader market
• Obtain a competitive advantage
But why the Human Resource Developmen (HRD) or the Human Resources Development (HRD) is required in the implementation of TQM?
1. To improve internal customer satisfaction. Internal customers are people who are in the company and have an influence on performasi job or our company.
2. Improving the effectiveness of the course organization. TQM encourages companies to determine priorities and communicate them effectively. Thus, workers can do things well and in good time. TQM creates an opportunity for workers to develop a process that can contribute significantly to the company.
3. Help the company maintain a competitive advantage. TQM helps businesses to achieve success, increase profits and gain a competitive.
How to implement TQM? Philosophy of Learn, Live, and Lead
Implementation for quality improvement have two approaches, namely: First have to introduce the concept of continuous improvement and the means to support it. Secondly, we have to get used to the change or make improvements to civilize. The steps that must be followed as follows:
1. Learn the first step (learning). Learning is a step to acquire knowledge and broaden their horizons of thinking;
2. The second step Live (practice) is to take policy measures, and decisions;
3. The third step Lead (lead). To achieve a TQM culture based on leadership attitudes necessary experience (practice). The necessary leadership in science and attitude wise.
What can you expect?
1. TQM is more difficult than expected. TQM requires a mutual teamwork synergy, which is different from the way organizations work today. This difference will be very difficult, especially in changing or making policy.
2. The emergence of turmoil. Because of changes that include a variety of things, then so will result in positive effects or negative effects on each individual. In this case usually can lead to turmoil.
3. Can lead to complaints and frustration. Because TQM is not a recipe, then the answer is not immediately available permasalahanpun. This can lead to frustration for an unusual experience.
4. Can be time consuming and more effort than expected. Because not familiar with TQM, can be difficult to anticipate the time and resources needed to achieve success.
5. Sometimes experience difficulty in measuring the TQM implementation process.
6. The implementation of TQM strategy requires adjustment with a learned education.
In the implementation of TQM, at first the workers will feel as if doing one job was to do the job twice.
As a new company to step in the implementation phase, the method gradually implemented TQM. The length varies from organization to organization and from other departments to other departments depend on two things, namely: how organizations and departments that work together from the beginning and how much support there.
You will face challenges, both passive and active. "If you try to hold your breath long enough, you certainly will not be strong". It's natural. This needs to be socialized, as well as TQM. You have to use most of your energy to help the people who support change and expect success as expected.
Why HRD should Runs
TQM is a strategy for achieving success in the future for the HR department and your organization. As a professional training, TQM has added value to organizations such as, for directly assessing the role of training, as agents of change, and as a development organization.
TQM offers a significant opportunity for HRD. With an emphasis on systems approach and teamwork, opportunity for advancement for the company's very wide open. With an emphasis on training, the important role played by the company you will be lifted either. And with an emphasis on internal customer, your company can get the support of other parties are expected by you.
TQM open the widest opportunity to have a positive influence on changes in philosophy that will be brought into the company. The role of HRD is always changing. HRD has now gained recognition should be implemented. HRD is a chance that you looked forward to.

Motivations of Migrant Madurese

2011-10-08T23:34:00.000-07:00

Migration motivation Madura Community
Madurese community had a very long time associated with the attributes of poverty backwardness, ignorance, innocence, tempered rude, irritable, and other attributes that are less wear for him.
Attribute is obtained in addition due to natural conditions, as described above-a very barren and arid, so the carrying capacity of nature, especially the agricultural sector is inadequate, as well as his own good behavior Madurese in Madura earth and the more their behavior in the region overseas, that it became stigmatized behavior Madurese. All that is really a depiction streotipe taken from a collection of footage from various events, places and times that separate-separate. Carok mass events that occurred in the Middle Longitude Pamekasan (2006) or in some other places for example, it adds confidence to outsiders the impression that the Madurese Madurese like violence, Carok not rational, knows no compromise, etc.. Streotipe view of itself-in terms Huub de Jonge-really just a general opinion that is perampatan and evaluative, to some degree is required as a reflection of the type of group of people, so that an assessment is not detailed and deep as it only accentuates the visibility of it. Proven and in fact the Madurese have a high tolerance and adaptability to change, high employee tenacity, and firmness of principle adhered to the philosophy of life which he believed.
Madura Island as the earth's place of origin as well as shelter Madurese Madurese 3.25 million until now has not appeared kemajuanpembangunan meaning when considered with the proximity to the metropolitan city (Surabaya) and do not materially menjajnikan provide adequate welfare for its residents. So do not be surprised if about 10 million people now live on Madura to the outer islands spread across the archipelago even wandered abroad. Souls wander are inherent with the Madurese. In every society must know its history Alajar Madurese (sailing) to try his fortune and family living overseas. And fate is not necessarily always lucky sailor, they always wave abantal asapo 'wind salanjanga (always padded and covered wind waves) barriers and obstacles are always confronting.
Perhaps the legacy proverb songenep ta'abingker much unknown to the younger generation of Madura, but the spirit was still terhayati proverb right by them and practiced as a guide in the pursuit of basic needs, so do not know the distance in the work place. For them the distance is not an impediment, lautpun not be a barrier separating it into a means of connecting providers. Ketidakengganan they wander in search of a bite of rice by doing what was important halal and blessed God, find shelter, or find a soul mate (mate) showed their innocence on earth was framed and is infinite. They are not confined by the young since Tobin (homeland) or by the hamlet where he was born. Attitudes like this do not make them vulnerable longing for an easy home visit whenever they want.
The other side of natural factors that arid and barren as well as severe economic pressures, forcing Madurese merantau other stricken area in order to find a more viable livelihood. Madurese overseas territory is vast, but the most important and famous is the island of Java, which is known by the Madurese as Jaba laok, and then to other regions, especially Kalimantan, known by the Madurese as Jaba Deje. Java is the main region in the perception of the Madurese of shoreline. Especially the horseshoe area of East Java, such as: Pasuruan, Probolinggo, Jember, Situbondo and Bondowoso an important shoreline areas in the past. In this regard Graf and Pigeaud illustrates that small ports along the northern coast of eastern Java since before the 18th century became the purpose Madurese migrants, through the channels of trade, shipping and subsistence fishing, either selling merchandise or catch their fish.
Initially they intended to seek a decent livelihood through; sell their catch fish, sell the merchandise that was taken, the workers and others, but most of them are interested to continue to settle in areas where their migration by clearing forests for farming and setting up new settlements. Then slowly the sea more and more populated settlements gradually because new migrants from Madura, who has a good relationship with those who first settled in the area or who do not have the ties of brotherhood, by trying to tempt fate. Attraction of new migrants are not separated from the old information to migrants when they return home in Madura, especially the stories from their success in overseas areas as well as the lives of more promising than in Madura. No wonder then if in daderah-inhabited the area until now the majority of Madurese in Madura patterns of life and traditions are very dominant.
City Besuki-to mention just one example-originally named the Village Maduran. It shows that the place was originally a destination Madurese migrants. The first person on the land clearing is Kyai Wirabrata, a migrant from the Cape, as recounted in the chronicle Besuki, Bisri Efendi as excerpted below:
"Kawarnaa purwane Besuki, Kang akardi kyai Wirabrata, thought Tanjung asale pan, mulani sira iku, Marang soil ngalih Jawi, kang aneng Pamekasan, forbid panganipun, margane alarang food, little came minggah Marang banyu Sabin"
While the process of Madurese migration to other areas including Java since the past has many motives and through various channels such as: military expeditions, trade, fishing voyage, as the subsistence labor and so on.
Military expeditions undertaken both kings and colonial highly possible deployment to various areas of Madurese. And it is possible that they stay where they are assigned, for example, help people to Raden Wijaya Madura in dropping Jayakatwang and help establish the forerunner of the kingdom of Majapahit. Trunajaya also attacked the capital city of Mataram time Plered, as well as Cakraningrat IV in the Chinese rebellion in Kartasura year 1741. Even immigration through military ekspedesi has happened before majapahit stand. Graff and Pingeaud associated with this record illustrates that according to history books in Central Java, after the capture of Madura, many prisoners of war (men, women and children) were transported from the Gresik and Madura to Java was to dipekrjakan by the winners. They were assigned menial jobs, while the king and the family, relatives can enjoy and devote full attention to the task of government as soldiers or civil servants. since half of the 18th century Madurese migration to the tip of the island of Java, particularly the more rapid so that the natives of Java driven by it. These conditions also resulted in melting the old traditions of local tribes and villagers marital relationship
Arid natural conditions, as reviewed at length, the above-also be a factor of Madurese migration to another strip. It is intended to seek a better life and decent jobs. Least agricultural land due to the difficulty of water into rice fields and plantations raised in Madura not memadahi when compared with population density jumalah Madura Jawa.Tampaknya much more dense than the reasons of migration to the village of Kyai Wirabarta Maduran (Besuki) is also valid for other migrants.
Religion became the most powerful motive for the scavenge rizki Madurese. Instinctively, working for the people of Madura is worship. They will never feel ashamed of anything important work halal and blessed the Supreme Court. The term Oreng Madhure ta 'Tako' mate Tako tape 'which explains the hunger is ca'oca'an Madurese resignation to death not to be feared, because death is a necessity whenever death comes then it may be delayed. Other hand the statement stressed that they were afraid of hunger, starvation resulting from lazy attitudes. That was then one of the characteristics of Madurese impressive to outsiders.
Looking rizki not limited to certain areas, from the outset Madurese famous adventures. It can be seen from prebesan Songenep ta 'abingker are often used as motivation by the Madurese to go abroad in search of rizki.
Besides, the internalization of the values of religion (Islam) in the life of the Madurese to walk in a natural, natural and crystallized. Up to certain limits Madurese always working "abhantal Creed, asapo 'faith, apajung God". Madurese synonymous with Islam, so it sounds strange if someone who is not Muslim Madurese. Their daily life is marked by various religious rituals. Even so religious Madurese, order rumahpun very religious in the sense of providing building Madurese definitely violated in any home or Kobhung their religious knowledge and basic skills are taught to children from the earliest period in their lives. Their daily life is marked by various religious rituals such as salameten and implementation of the days of rousing Islamic implemented by all levels of society. In fact, every part of the life cycle (birth, marriage and death) is commemorated with ceremonies that are religious.
Departing from the religious values that the Madurese are always motivated to go abroad (migrant) to other areas. It was also intended to follow the Prophet as a role model for his people. Messenger experience in opening new land, new life, as well as the new society in Medina became a big inspiration for the people of Madura. The success of the Prophet in Medina to be able to form a Muslim society with dignity, have their own political authority without the intervention of other countries and create a society that admired the world and Islam itself is easily spread to all corners of the world in the not too long it could not be separated from the concept of hijrah ( migrants). For rejeke Madurese, pate and paste only God knows. So wherever they have died they are not worried much less fear, their obligation is sought, a decisive step that the Lord.
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Migrant Communities Madurese of History

2011-10-08T23:26:00.000-07:00

Arid expanse of dry land and rocky limestone mountain bumps along the road between Kamal until Sumenep can still be seen.

The first impression for people who witnessed the scene how Madura is a great place especially arid dry seasons are almost no longer shady greenery adorn the earth Madura nan useful for people, land and wildlife. Become stunted bushes leafless skeleton stay even-covered rocks not found.
That picture of the island of Madura, which has an area of 5168 km2, stretching to the east along the 200 km. Most of the land in this hilly island is geologically a yellow red Mediterranean soil (70%) and alluvial or clay (15%) that can be used for crops and tobacco, very few fields that can be harvested twice a year due to at least a source of water and low rainfall and long nemor season (dry)-It happens in the story said Madsura society - due to forest destruction that took place in the past. However, there is no one who says plainly informasipun when the destruction of the forest.
According to legend the records of the explorers from abroad illustrates that the earth Madura before the decade of eighties of the 19th century and segundul setandus not at the time afterwards. Although Madura rocky earth, but it is quite fertile. Small big trees grow everywhere. Rivers as a source of irrigation flows everywhere. Even the area which is now the city as never revealed Pamekasan. Soetjipto; was once a puddle. Later the swamps were considered sacred by the community. Pamekasan swamp, "padhadhekan langkung punang kramat". This indicates that the area before it became a city is a fertile area of many sources of water.
Is Domis, a Dutch explorer in 1836, when it passes through and explore various towns and villages in Madura, he discovered that the village Sumenep and Bangkalan a fairly regular basis, communities quite prosperous. Even home the crown prince (kroonprins) Bangkalan very nice and luxurious. Similarly, a very densely populated predominantly indigenous. While the settlement does not mean China and Europe.
It is not clear since when Madura was barren. According to the oral stories of the Madurese, that the earth Madura started since the Dutch colonization. Mohammad Noer eg: Madura said that deforestation began in the 18th century by the Dutch to lose some Madurese its natural resources. Thus Madurese easily retrieved and brought to Java to work on plantations, which opened the Netherlands, especially in some areas in East Java East as part of Banyuwangi, Jember and surrounding areas. Similar delivered by K. Thabit (Sumenep) that logging operations were meant to be easily persuaded Madurese and used as porters power in some areas in East Java, so that many residents found in the area: Banyuwangi, Jember, Bondowoso, Situbondo, Panarukan Lumajang, Malang and Pasuruan is Madurese .
The opinions above are then taken for granted without verifiable, so it is with some asumption that the Madurese who now in habit the eastern part of East Java are the remitants of Madurese who needs to be porters by the Dutch verifiable. In study ever done that Madurese migration to some areas is much happened since several centuries before the supposed beginning of the ongoing forest clearance by the Dutch.
Deforestation initially was intended to expand the farms and plantations. Forest clearing by the Dutch government through the process of considering the real potential of the Madurese to see who has the spirit and high work ethic to work on farms and plantations. Is not Dutch it as a colonialist nation in addition to mastering the area and the people of Madura, jugfa definitely want to enjoy the wealth of the area, one of which comes from agricultural and plantation? But the fact speaks another, after pembabtan forest and plantation agriculture was not obtained Madurese community, but rather a continuous soil erosion resulting damage and landslides due to the absence of forests as a reservoir of water and trees as a buffer land.
Businesses cope with these impacts actually been implemented. In 1923 for example, has implemented reforestation, once considered a threat due to the preservation of nature and people velfare, but the program does not run seriously so not significant. The fate of the Madurese even more tragic during the Japanese occupation that no longer care about the bawdy nature of Madura who already scarred. Reforestation efforts during the Japanese are no longer carried out, economic conditions become more critical. Such conditions result in harvesting the remaining plants, resulting in the barren earth Madura and heat, water debiet decline, many water sources dry up. The new reforestation efforts undertaken after the proclamation of independence, with the planting of trees that live long, such as: coconut, mango, kapok and other-assessments. It's reforestation purposes in addition to preventing soil erosion, increase water debiet, also to increase the income of fruit. But again, these efforts suffered the same fate as previous efforts. In the years 1962-1967 occurred on a large logging because of increased demand for wood fuel, the result being denuded and desolate earth Madura inevitable.
That's what then distinguishes the fate of the island of Java and Madura to the other islands. In contrast to Java, Madura less fortunate fate. Economically the island is left far behind the other neighbor. Natural conditions are so barren, forcing Madurese migration to other regions to seek new and better life. Plus more limited means of transportation that many rely on boats and ships of less verry allows smooth mobilization of the economic life of the Madurese.
It is very difficult to find a certainty when the beginning of the Madurese migration. Soetjipto suspect that the migration of both individual and group / collective has occurred in succession over the centuries. And certainly that the migration to Java is part of the Madurese. Kuntowijoyo in his research report that, in 1806 has there Madurese villages in the eastern corner of residency, residency of Java; 25 villages in Pasuruan, Probolinggo three villages, 22 villages in Puger, and a village in Panarukan, with a population of 1055. 915. The number of the population each year tends to increase (double). In Sumenep for example in 1867 recorded 20,000 people are officially excused migration. That amount does not include those who leave without permission. The highest numbers of migrant Madurese population found in the eastern districts of East Java. It happens especially after the opening of plantations in East Java and Madura to attract people to become workers in the new land. In Probolonggo for example, in 1855 the number of migrant Madurese population growth of 281,294 occur at about 10 560 (39%) from the previous year (1844) which amounted to 270,734. Even the official government report reported that the new settlers in Probolinggo Madurese totaled 13 974 (5.19%).

Tradisi Kehidupan Masyarakat Madura

2011-10-08T23:21:00.000-07:00

Tradisi Kehidupan Masyarakat Madura
Terdapat satu pandangan bahwa Madura merupakan “ekor” Jawa, secara kultural kebudayaan Madura hanyalah variasi dari kebudayaan Jawa.
Secara ekologis Madura merupakan kelanjutan dari Jawa, sekalipun antara keduanya (Madura dan Jawa) secara ekologis pula terdapat perbedaan. Jawa didominasi oleh sawah, sedangkan Madura didominasi oleh tegalan. Perbedaan ekologis itulah yang membuat struktur sosial-ekonomi Madura tidak sama dengan Jawa.
Kuntowijoyo berpendapat bahwa sejarah jawa dan Madura tidak bisa dipisahkan, dengan alasan bahwa Madura juga memiliki konstribusi bagi sejarah Jawa sejak zaman Majapahit. Berdirinya kerajaan-kerajaan di Madura (Bangkalan-Sumenep) tidak bisa lepas dengan Jawa, sebagaimana Islamisasi yang tidak bisa lepas pula dari para wali. Campurtangan Madura dalam sejarah Jawa semakin intensif setelah Madura dikalahkan oleh Sultan Agung pada 1624. Masuklah beberapa nama semisal Trunajaya dan Cakraningrat (I,III,IV) kedalam sejarah Jawa. Pandangan ini bisa dipahami karena memang, sebagaimana ditulis dalam kitab Nagarakertagama, tanah Madura awalnya menyatu dengan tanah Jawa, peristiwa gempa bumilah yang kemudian memisahkan keduanya. Karenanya, tidak keliru, ketika Geertz berdasarkan struktur ekologis memasukkan Madura ke dalam Indonesia Dalam, yakni Jawa dan Madura ditambah Jawa Barat Laut, Tengah, dan Timur, Bali Selatan dan Lombok, dan mengkontraskannya dengan Indonesia Luar, yaitu bagian luar Jawa ditambah Jawa Barat Daya. Pemisahan dua macam ekosistem ini, yakni Indonesia Dalam yang berpusat pada persawahan dan Indonesia Luar yang berpusat pada perladangan, dapat memengaruhi kepadatan penduduk, cara penggunaan tanah, dan produktifitas pertanian.
Pandangan yang agak berbeda datang dari Terra yang menyebutkan bahwa Madura Timur (Pamekasan dan Sumenep) mempunyai pola yang sedikit menyimpang dari pola Jawa, yakni sebuah pola pertanian yang memusatkan pada ekologi tegalan. Tetapi, sesungguhnya secara umum pulau Madura memiliki ekologi yang sangat berbeda dengan Jawa. Kuntowijoyo, misalnya, melukiskan kekhasan ekologi tegal di Madura dibandingkan ekologi sawah di Jawa dan ekologi ladang di luar Jawa.
Sebagai sebuah pulau, Madura juga didominasi oleh wilayah laut dan pantai yang mengelilingi pulau itu. Secara umum, terdapat dua pantai memanjang di Madura, yaitu pantai Utara yang hampir membentuk garis lurus yang membatasi wilayah Utara pulau Madura dan pantai Selatannya yang memiliki arti penting karena terdapat banyak pelabuhan, besar dan kecil, yang menghubungkan Madura dengan dunia luar. Karena keberadaan pantai inilah, Madura, selain, menjadi penghasil garam terbesar di Indonesia, juga memberikan pekerjaan penangkapan ikan kepada masyarakat Madura, terutama masyarakat yang mendiami wilayah sekitar pantai.
Penyimpangan struktur ekologis di Madura juga menentukan pola kehidupan penduduknya. Ekologi tegal, misalnya, melahirkan organisasi sosial yang bertumpu pada agama dan otoritas kyai. Kyai merupakan perekat solidaritas dan kegiatan ritual keagamaan, serta pembangun sentimen kolektif keagamaan. Penghormatan yang tinggi orang Madura terhadap ulama (kyai) dapat ditelusuri dari ungkapan, „buppa’-bhabhu, ghuru, rato“ yang menggambarkan hirarki penghormatan dikalangan masyarakat Madura. Bagi masyarakat Madura ungkapan tersebut bermakna bahwa penghormatan yang pertama dan utama harus diberikan kepada kedua orang tua –sekalipun dalam kenyataannya banyak anak Madura yang lebih hormat pada Kyai ketimbang kedua orang tuanya—sebagai orang yang melahirkan dan mendidik dan mengasuh hingga dewasa. Penghormatan kedua pada guru yang dalam hal ini terfokus pada Kyai. Karena kyailah yang mengajarkan ia tahu tentang ilmu agama dan ilmu tengka, disamping itu kyai dianggap orang yang paling faham dan dekat dengan agama, sehingga ia pantas untuk dihormati dan diteladani. Baru penghormatan berikutnya kepada rato (pemerintah), bahwa fungsi pemerintah sebagai regulator pembangunan kurang diberi kehormatan oleh nilai-nilai tradisi Madura.

Hubungan antara kyai dengan ummatnya di Madura, sangat dekat. Kyai memiliki peranan dominan dalam kehidupan umatnya. Patronase Orang Madura kepada Kyai sangat tinggi. Petuah Kyia bagi masyarakat Madura tempo dulu, tetap menjadi hukum tak tertulis yang harus dilaksanakan. Bahkan kesetiaan masyarakat pada kyai melebihi kesetiaan pada yang lain termasuk pada kedua orang tuanya, sekalipun pada tataran tertentu fatwa kyai tidak diaplikasikan dalam kehidupan nyata. Saking kuatnya kepercayaan masyarakat Madura kepada kyai hingga ada semacam perumpamaan dalam bentuk pengandaian “seandainya kyai itu bisa menjadi Nabi pasti orang Madura mempercayainya, bahkan jika ada orang lain menyanggahnya maka ia akan menjadi sasaran kemarahan“
Berbagai kajian tentang keberadaan kyai di Madura masih menunjukkan posisinya yang sangat kuat sebagai pemimpin lokal. Penelitian Mansurnoor, misalnya, menunjukkan kedudukan kyai yang polymorphic sebagai pemimpin lokal keagamaan-keislaman Sejauh setting lokal tidak terusik oleh intervensi atau pengaruh dari luar, para kyai di Madura tidak mengalami kesulitan dalam mempertahankan kedudukan dan kewibawaan mereka di hadapan masyarakat. Hampir semua kyai Di Madura sejak lama menjadi penjaga dan pendukung Islam tradisional.

School of Excellence

2011-10-08T23:11:00.000-07:00

State education reform agenda in Indonesia can not be separated from the government's efforts to redefine presence for education at all levels and types of education, that the reality of education in our country are degraded, that it does not feel the wave of reform that occurred in the late nineties have an impact on the joints life of society and state.

Starting from the governance changes that centralized changes to decentralized governance, the dynamics of governance change in the impact to the efforts to improve governance in education.
Co-education has been centralized from the central government policies, both existing educational institutions under the Ministry of National Education, or who take shelter under the Ministry of Religious Affairs of the Republic of Indonesia. The impact of these reforms provide opportunities to the world of education, partly due to the granting authority of the central government to district / city to make breakthroughs or improvements in the administration of educational services to the community.
Improvisation is the responsibility of providing education to improve the quality of education services to community expectations can be met the needs of superior education that can increase intelligence and independence of students' learning progress. Providing education in school excellence and quality education is an activity that is able to bear children have a creative learning students who excel as well. That the school was: "... manage education in schools ... mempertumbuhkan specific activity that is capable of learning situations in accordance with school goals and fit the needs, interests, students and citizens and the local community ..."
Based on the phenomenon of education or superior quality, the agency said excel in each school that include the word, the word superior is identified with the effective schools, schools that could exceed the target set for himself with a higher target. Peter Mortimore (1996) defines an effective school (superior), namely: "... a high-performing school, through its well-established system promotes the highest academis and other achievements for the maximum number of student regardelles of its socio economic background of the families' . Definition of superior schools also confirmed by Cheng (1996) states that: "... winning school is a school that has the ability glittering function optimally, both economic function, social function of humanitarian, political functions, as well as educational function".
Berdarakan sense noted above, that the school is said to have advantages if what has been planned and a decision can be reached even further or better than what I have set it. The success is due to surpass the achievements of schools are able to optimize all inputs, both from the aspect of students' backgrounds indiscriminately the lives of children, aspects of teachers as educators, and learning facilities and infrastructure owned or other educational personnel, as well as the optimal learning process for achievement of educational output is a superior student achievement marked by the possession of the child against all the competencies of skills required in learning.
Excel in school if the school management perspective mamu exploit resources held in these institutions can be empowered through a rational and systematic actions (including planning, organizing, mobilization measures, and control) to achieve school goals effectively and efficiently. The school is trying to get to the excellence of institutions and instruments to go beyond the minimum, or try as much as possible beyond that have been determined by government policies on education quality standards. Quality standards set by the superior education institutions want to equate themselves with the quality of education by institutions in global competition, especially at the international level.
Excel in school and learning perspectives of students, that there is meaningful learning culture, namely repons high psychological well in the child social, emotional, and intellectual protégé absorbed during the school environment, which in turn brings changes to the child in the form of patterns of values, attitudes and the winning habit or learned behavior.
Superior learning behavior dimili ki student is substantially as a core feature of schools run by the values of excellence, as is usually no other schools with the management system as it is living on minimum norms according to the instructions and regulations from the government. So also the interpretation of learning achievement of students, they seek to transcend the limits of minimum standards that have been determined to learn the interests of his success in school, but they seek to transcend beyond the school achievement at the national, and international levels.
Keberhasilna learning could exceed the national standards and aligned with students at the international level is a manifestation or indicator of the size of the success of creating the concept of school excellence, because excellence is the essence of education is the ability of educational institutions providing media services to creative learning students can excel.
2.Landasan Juridical School Building and Development Excellence
Government through the Ministry of National Education Republic of Indonesia and the Ministry of Religious Affairs of the Republic of Indonesia is responsible for carrying out the implementation of educational activities as mandated by the law, especially in the Preamble to the Constitution (Constitution) of the Republic of Indonesia Year 1945 stated that one purpose of the Unitary Republic of Indonesia (NKRI ) is the nation's intellectual life. In line with the opening of the Constitution is that education is a fundamental right of every Indonesian citizen and to do that every Indonesian citizen has the right to obtain a quality education in accordance with the interests and talents regardless of social status, economic status, race, ethnicity, religion, and gender, as mandated in Law No. 20 of 2003 on National Education System.
In the trunk of which the constitution is Article 20, Article 21, Article 28 C Paragraph (1), Article 31, and Pasalg 32, also mandates that the government establish and conduct a national education system to increase faith and devotion to God Almighty and noble character in the framework of the intellectual life of the nation governed by law. National education system should be able to ensure equal educational opportunities, improving quality and relevance and efficiency of education management to meet the challenge in accordance with the demands for changes in local, national, and global. To that end, education reform needs to be done in a planned, purposeful, and continuous.
Also explained in section 35 of the National Education Standards in paragraph 1 reads: "... the national education standards consist of content standards, processes, competence of graduates, educational personnel, facilities and infrastructure, management, financing, and educational assessment that must be improved in a planned and periodic . ... ".
The spirit of the law as described above into the spirit of every stakeholder and education providers are required to follow the implementation of minimum standards of education in each unit or the type and level of education. Motivation to improve education quality at every level and type of education could be more assertive government described in Rule No. 19 of 2005 stated in the description in the regulation reads:
"... National education standards that are intended to spur managers, organizers, and educational units in order to improve its performance in providing quality education services. In addition, national education standards are also intended as a tool to promote transparency and public accountability in the implementation of the national education system, ... load the minimum criteria of an educational component that allows all levels of education and pathways to develop in an optimal education in accordance with the characteristics and uniqueness of the program ... " .
Complementing the government regulations on national education standards and the government tried to describe the underlying implementation of quality education and berstandart with ministerial regulations that govern the more technical aspects of the education towards excellence. One satua between ministerial regulations which form the basis set quality improvement or educational excellence units is Ministerial Decree No. 63 of 2009 stated that: "... assurance of quality education is a systemic and integrated activities by unit or educational programs, organizers unit or program of education, local government, government, and communities to raise the intelligence level of national life through education.
The ministerial regulation concerning the implementation of education quality assurance system, that the cutting edge technically is a program manager of education is the school itself. The schools, especially principals and teachers and other education personnel have a very important role to maintain and improve the quality of education towards excellence.
One more device as the juridical basis for creating excellence-based education providers are Permendiknas No. 32 of 2005, about the Strategic Plan (Strategic Plan) Kemendiknas one sound among the dictum that underlies the importance of a superior education that is: "... RPPNJP has been translated into the four themes of development education, namely the theme of development I (2005 - 2009) with a focus on capacity building and modernization; theme development II (2010 - 2015) with a focus on strengthening services; theme development III (2015 - 2020) with a focus on strengthening the competitiveness regional, and theme development IV (2020 - 2025) with a focus on strengthening the international competitiveness. Furthermore, in Article 50, paragraph 5 which states "the government district / municipality to manage basic education and secondary education, and education unit based local excellence".
3.Ciri and Dynamics Superior School Management System
Schools that have the characteristics of excellence can be observed from the aspect of education kepengelolaan conducted by the principal, according to Purkey and Smith in (DeRoche: 1987), Scheerens and Bosker (1997) in Samijo that: "... features of effective school is a school-based management and decision democratic decision, leadership intruksional, masksimal time learning, collaborative planning, and the patterns of collegial relationships among teachers.
Schools 'flagship' is a school that has indicators: (1) academic achievement and non-academic in above-average school in their district (2) facilities and infrastructure seta a more complete service, (3) a better system of learning and study time longer, (4) through a fairly rigorous selection of applicants, (5) obtain amino greatly from society, as evidenced by the number of applicants compared bayaknya classroom capacity, and (6) school fees are higher than disekitarya school.
Describing the school excels in the context of the educational process is a creative learning culture of students, that school is a medium superior to the process of growth and development of student creativity. It seems once winning school characteristics were:
a.Schools have safe and orderly environment
b.School have a vision and specific targets to be achieved
c.School have strong leadership
d.A high expectations from school personnel (principals, teachers and other staff including students) to excel
e.The school staff development continued in accordance with the demands of science and technology
f.The continuous evaluation ofvarious aspects of academis and administrative and utilitazion of the results for the refinement and improvement
g.The curriculum and intensive support and parents / community
The emergence of creativity in student learning with the demands of the value of excellence, is influenced by all components in the school, that they try to always think about mmerlukan superior school of management (management of) the school or education towards integrated quality demands. Because the demands of integrated quality is not merely to meet the internal needs of students in school, but trying to meet the needs of the wider realization of the roles of education in order to fill the needs of industry or the business community and other social interests in society .
The amount of public demands for education, the educational institutions are required to push towards the integrated quality improvement in order to reach excellence, integrated quality as a goal in the organization of learning activities at each educational unit, the superior condition of the school environment have principles, namely:
a.Achieving quality is a process that knows no end
b.Improving quality is an ongoing process, not a one-way program.
c.Qualities equires leadership from the school board members and administrators
d.The Training, for example, is a prerequisite of quality
e.Any people at school get a training school.
Schools that establish yourself as an institutional quality or excellence as a goal, then schools need to formulate and define the vision and mission of education, therefore, every element that is in school prosecuted involved in the process of formulating and determining the vision and mission schools. So the vision of this mission will be the slogan for all of the civitas of education in these schools understand the values of excellence that exist, ranging from the uppermost level of the principal in charge and responsible in determining the policies of school quality, and the board of teachers on duty planning and implementation process of learning in the classroom, until the elements of technical implementation of the educational staff as actors at all times dealing with the duties and responsibilities to help the implementation of these educational activities.
Chaerdar Al Wasilah mention that the school is establishing itself as an excellent educational institution is able to articulate the seven verses schools excel in the everyday implementation of education, namely: a) establish a clear vision of the school's mission, b) sealu committed to excel in all aspects so that the energy for change from culture to culture superior to conventional, c) a capable leadership that principals 'leader of leaders, not leaders from the followers', d) kesemptan to always learn and setting clear time, e) environment that is not oppressive but conducive to learning and teaching, f) the occurrence of a good relationship between school and parents, g) perform periodic monitoring ".
Bibliography
Ade Rukmana and Siti Mulyati Yati, "Pengelolaam Education Unit" in Management Education, London: Department of Educational Administration University of Education Indonesia, 2005
O.Ayi, Theory of Education in Antroppologi M. Ali, Ibrahim, R., Sukmadinata, D., and Rasjidin, W (Editor). Application of Science and Education 1. New York: Pedagogiana Press.2007.
B. Suryoboroto, "Management Education in Schools", http / / www.guruidaman.blogpot.com.hlm.2 [09/08/2011/12.06].
Chaedar Al Wasliyah, "Seven Verses School Excellence", available http / / www.smantiara.sch.id/artikel/60. [09/08/2011].
H. Endang Komara, "The Role of School-Based Management (SBM) in Improving the Integrated Quality Management, http / / www.dahli-ahmad.blogspot.com, [09/09/2011/12.17].http://www.schoolparents.canberra.net.au/effective_school;
Jerome S. Arcaro, Principle-Based Education Quality and governance Prinsp Step Application, the Student Press, Yogyakarta, 2003.
Norman Longwort and W Keith Davies, Lifelong Learning (New vision, new implications, new roles for people, Organizations, nations and communities in the 21 st Century, London: Kogan Page, (1996).Nuraini, "Building the School of Printing Excellence Student Excellence", provided www.fedus.org, [09/08/2011/12.30].
Republic of Indonesia, "Minister of National Education Regulation No.. 32 of 2005 Strategic Plan (Planning) Ministry of National Education.
Republic of Indonesia, "Minister of National Education Regulation No.. 63 year 2009 on the Education Quality Assurance System
Republic of Indonesia, Government Regulation no. 19 Year 2005 on National Education Standards.Republic of Indonesia, the 1945 Constitution, Jakarta: Ministry of National Education, 2010
Republic of Indonesia, Law No.20 year 2003 on National Education Systems, Jakarta: Indonesian Ministry of Religious Affairs Repunlik., Jakarta, 2009.
Robert M. Smith, Learning How to Learn Applied Theory for Adult, Chicago Illinois: Follett Publishing Company, (1982).
Ronald Gross, Peak Learning A Master Course in Learning How to Learn, New York: Penguin Putnam, 1991.
Samijo, Principal Characteristics of an Effective Vocational High School, in the Journal of Education and Culture, [No.. 074, Year to 14 September 2008],
Suhartono and Ngadirun, "Implementation Program Competitive Classes in Primary Schools", Journal of Educational vol.6 No.2 September 2005,
Tn., "Effective School Management and Excellence" in. Http:/www. ilmucerdaspendidikan.com. [09/08/2011/12.28].

Culture of Smart Learning

2011-10-08T23:05:00.000-07:00

Culture or cultural phenomenon manifested not only in material things, but also something that is abstract in the mind of every human being, namely in the form of human knowledge system model used by the owner to interpret objects, and actions and emotions.

(Suparlan: 1980) in Olympic, affirming culture is the whole of human knowledge as a social being used to understand and menginteprtasikan experience, an environment that becomes the foundation for creating the framework and promote the establishment of behavior. Learning culture that exist within the individual or group of students, especially at the flagship school is the pattern of behavior that serves as a blueprint adopted and carried out dynamizing her students to achieve excellence in learning appropriate regulatory framework superior schools.
Cultural learning can be viewed as the ability to adapt to the environment, either physical or social environment, kemampuana this adaptation can mean a person or a student trying to learn to adapt the existing state of the social environment at school, or otherwise students could face a social environment to fit the willingness to learn himself.
If the state of the learning environment or school has a rigorous institutional characteristics, disciplined and challenging, then someone demanded to adapt to the demands of the agency, otherwise if an institution is less challenging social environment, not too tight and the lack of discipline in the organization of academic activities, then one which has a high learning culture must be able to face these challenges so that the process of adaptation in his environment that there can be a driver of change in the conduct of learning in accordance with the wishes of her (the student) to work better than peers who do not have a high adaptability to the environment where learning.
Behavior of individuals or students to always learn not just carry out obligations to the state itself as a protégé, but learning habitual behavior is a manifestation of learners who come from within the individual. It is based essentially that every individual has a high spirit of learning in the context of lifelong learning is learning from childhood to adulthood, not just the demands of school achievement, but it is a personal demands. The fact is in line with an understanding of the concept of lifelong learning in formal education.
The concept of lifelong learning means that: "... a continuously supportive process the which stimulates and empowers individuals to aquare all the knowledge, values, skills and understanding Will They require throughote Their lifetime and to Apply Them each confidence, crearivity and enjoyment in all roles, circumstances and environments.
Learning activities as the behavior of one's life and as a culture for themselves, then each individual has the characteristics of self in learning activities both within the school, outside school, or when they beradadi household environment.
Characteristic individual learning are called learning styles are: "... as" the individual's characteristic Airways of processing information, feeling, and behaving in Learning Situations ". Learning behaviors performed by each individual using each according to background characteristics and their own lives to acquire information or knowledge from school and the experience gained from outside the school environment, as well as in dealing with or responding to the learning situation in the surrounding.
Learning styles of students is conducted on how the individual style of learning activity for the better and more successful in participating in educational activities in schools, and the nature of learning itself is the occurrence of behavioral changes in self indivdu associated with increased knowledge, skills possessed functional as a result of learning and the formation of the values of life in individuals who practiced self in the face and respond to the realities of living in the community both while in or outside the school environment.
Knowledge, skills, values or attitudes that the individual is obtained as a result of learning is permanent or inherent within the individual student, and evolving in accordance with the will and motivation to learn which grows along with the environmental conditions that encourage the accumulation of these learning outcomes. These three aspects of learning outcomes that is the central point of learning objective itself, which occurred simultaneously in the students about the culture of the spirit of learning towards sustainable success in any situation, in any place, and any psychological condition of their (students) are able to use his time to melungkan power of thought and concentration to learn the maximum ..

Factors Affecting Student Learning Culture in Schools
Cultural learning is an outlook, attitude and tangible in the daily behavior of students to acquire knowledge, experience, and values are practiced in life. Learning is one among the functions of human organs especially the brain syraf which is also influenced by the functions of internal organs. Ronald Gross (1991) describes the function of brain neurons that: "... the brain is the part of the body, every brain it shares the body's chemical and emotional environment, Greenwich influence learning".
Sebaai human brain functions controlling the occurrence of learning activities in a person such as a process of transformation within the brain itself, problem solving, a person's internal processes that drive behavior change, the creation and exchange of something relevant and meaningful to the individual self. In some terori one of which states that: "... learning as neurological stimulus and response and the process of conditioning
Some exposure to the above shows that the study undertaken by each learner, at whatever level and type of education will be a culture and become self-image of children eager to learn and powerful in developing the learning is heavily influenced by various factors that promote the learning culture. The factor arises from the internal (psikhologis) child or school environmental factors (external) that drive the process of learning culture.
a.Internal students factor
Aspects of these internal factors mean that something that comes from within the individual or encouragement from within so that they have learned the power of maximal (prime) in acquiring knowledge and learning experiences, there are two things that affect the internal aspects of a boost student learning, namely:
1.Autosuggestions
What is meant by the term autosuggestions are the ideas of the original learning and growing and thriving in a person terinternaslisasi be about learning new behaviors. The meaning of autosuggestions is: "... as a kind of self-programming a way to practice the habit of self-confidence Increased Abilities aboute your learning ...". This auto-suggestion can be a positive statement about the ideas and concepts that can bring a person can focus and concentration in learning.
Positive statements about the ideas and concepts that can affect one's learning culture such as learning can deliver success; learning can open up a wider horizon of knowledge, a high learning spirit and strong will have an impact on the success of learning and able to compete with their own friends.
Positive ideas and concepts about learning self-confidence can also affect a person in designing learning programs during the learning activities on the levels and types of education, such as when studying as hard as possible without any interference in each phase of the evaluation study at the school will be able to pass well without There are scattered subjects and did not pass the exam.
Not easy to generate auto-suggestion in each student to have a culture of high learning and tough, because not all children have the same learning ability, just to get children to think logically and to provide concrete and beliefs (spiritual quession) deep is a factor that can increase your confidence and have a suggestion ourselves in understanding the importance of learning in schools, resulting in behavioral changes in learning from home style learning and do not pass up the class into learning styles to achieve brilliant achievements in accordance with desired by the student and the school developed in accordance with the target learning success.
2.Studying experience past
The learning experience of the past is also a source of inspiration for the change and the development of cultural learning in students, because experience is the best teacher is able to provide correction of errors and failures have ever done before.
The learning experience of the past about the possibility of a lack of success in learning many things that can be revealed so as to change the culture towards effective learning, and maskimal excel in learning activities such as: 1) choose a study time that really does not interfere with learning needs, 2) then repeat the learning experience in generating concepts of learning and emotional learning to be more focus and concentration, 3) recall the positive statements about learning such as learning is a travel, a lot to learn so much gain knowledge and experience, learn to maintain mental and personality, Be enthusiastic in learning, knowledge and memory are easy for everyone.
Positive statements about learning that can give encouragement to individuals who are just starting and will develop a learning culture in every field of science that mainstream. There are still many factors that affect the internal culture can affect student learning and development as a person's age affects the culture of learning, readiness (readiness) learning is something that absolutely can affect the success of learning.
b.External students factor
External factors are the elements that accompany the existence of the individual in performing the learning activities of students, Nuraini mention that the external elements that affect children's learning culture is: a) awareness, b) teachers who are intelligent, c) sufficient material, and d) the time and opportunity Adequate
Factor of concern in question here are the views and attitudes of all elements of civitas learning in the school environment have a superior paradigm of quality learning so this will always be visible by students while in class about how to teach that truly ready and member of attention to given subject, all the tasks given to children to respond and do not just finish the task but has the weight and breadth of the solution.
While the second element is a smart teacher, teacher attendance for students is an important element, because without guidance and direction of the teacher learning process can not happen, because the role and function of the teacher is as a designer and implementer of learning processes in the classroom, enrichment processes and activities independent student learning.
The presence of an intelligent teacher described in the legislation referred to by teachers and lecturers are professional teachers or educators, its meaning, as suggested by Surya (2005) quoted Kunandar: "... teachers' professional devotion is reflected in the implementation of the tasks that are marked with expertise both in the material or method, and shown through all his dedication in carrying out its responsibilities ... "
Affirmed in Law Number 14 Year 2005 on Teachers and Lecturers among several important elements, namely: "... a) have the talent, interest, call the soul, and idealism, b) is committed to improving the quality of education, faith, devotion, and noble character , c) has the academic qualifications and educational background in accordance with its assignment, ... "The attitude of professionalism is demonstrated in the duties and obligations of everyday with intelligence and skill in carrying out educational activities and instruction and guidance to the students.
Next is the influence of sufficient material, the intention is that schools that have adequate standards of learning content standards or curriculum in accordance with government regulations have been enacted. Government Regulation no. 19 of 2005 in particular Article 6 paragraph 1 in Rusman (2009) that the curriculum for general education, vocational, and specialized in elementary and secondary education consists of:
a. group of subjects of religion and noble character
b. country of citizenship subject groups and personalities
c. group of subjects in science and technology
d. aesthetic subject groups
e. physical subject groups, sports and health.
All components of these subjects is a minimum standard for any educational institution which is ruled by the Ministry of National Education and Religious Affairs Ministry of Republic of Indonesia, and educational institutions seeking to possess the advantage will develop curriculum components will meet the needs of schools and local government district / city each .
Then the last factor that affects the culture of learning is time and opportunity enough to learn for students, when schools provide adequate time to learn the child such as adding classes, outside of school hours will effectively provide ample opportunity for children to develop creative learning of subjects of interest.
When students have sufficient time outside of school and learning opportunities, linked to the ability of students to organize and choose the right time to assess and develop an understanding of the subject matter and the school determined that interest the students themselves.
Time and learning opportunities outside school hours are very flexible depending on the awareness and commitment of students, for students who do not have the commitment and awareness pentingnyamenambah hours of learning it will be difficult to complete understanding of the lesson. Set the time and opportunity to learn outside of school hours, can be used for guidance of learning (courses) to teachers who held either at school or tutoring providers to agencies close to the domicile of students.

Student Study Habits
Learning activities are demanding the seriousness and awareness of each individual in the learning process so that it will obtain good learning results. Akifitas study consisted of physical activity that involves endurance, eye health, and health hearing to determine the subject matter needs to be studied, as it also psikhis activities associated with the job of the brain to process the responses obtained from physical activity into understanding and new knowledge as a result of learning.
Both aspects of both physical activity and psikhis to perform the learning activities requiring concentration and seriousness of the resulting primed and effective learning activities in studying each load of subjects that have been determined.
Concentration and seriousness of learning does not necessarily grow up and become a culture in the child, but should the effort to cultivate and develop the learning culture. Because as well as readiness to learn that occur in each individual, will happen when it starts to increase in the developmental age and the number of learning exercises that accompany pekermbangan tasks. Culture of learning that occurs in children is closely linked to willingness to learn as individuals and the developmental tasks of attention surrounding environment to give effect to the child developing a learning culture.
Individuals of students who have good study habits, if the individual has learned the proper technique as a series of planning processes of learning, learning activity itself and the last is after learning. Learning activities are divided into three component activities of Ronald Gross mentions, among others:
a.Before Learning:
1.Proactive reading a technique to get exactly what you want from book and article
2.The Vee Heuristic Techniqu, to preview in your mind the key questions you want to aswer in any learning Situations
b.While Learning:
1.Mind-mapping a technique that encourages the use of your natural mental associations to organize incoming information.
2.Probes the Kinds of questions you can formulate to Become actively involved creatively with your information by anticipating where it is leading
c.After Learning
1.Memory impowerment, techniques to store your memory is factual data more easily
2.Instan replay, a technique for deep recall and reviuw of any experience to increase of wath you learn from it.

Bibliography

Ade Rukmana and Siti Mulyati Yati, "Pengelolaam Education Unit" in Management Education, London: Department of Educational Administration University of Education Indonesia, 2005

O.Ayi, Theory of Education in Antroppologi M. Ali, Ibrahim, R., Sukmadinata, D., and Rasjidin, W (Editor). Application of Science and Education 1. New York: Pedagogiana Press.2007.

B. Suryoboroto, "Management Education in Schools", http / / http://www.guruidaman.blogpot.com.hlm.2/ [09/08/2011/12.06].

Chaedar Al Wasliyah, "Seven Verses School Excellence", available http / / www.smantiara.sch.id/artikel/60. [09/08/2011].

H. Endang Komara, "The Role of School-Based Management (SBM) in Improving the Integrated Quality Management, http / / http://www.dahli-ahmad.blogspot.com/, [09/09/2011/12.17].
http://www.schoolparents.canberra.net.au/effective_school;

Jerome S. Arcaro, Principle-Based Education Quality and governance Prinsp Step Application, the Student Press, Yogyakarta, 2003.

Norman Longwort and W Keith Davies, Lifelong Learning (New vision, new implications, new roles for people, Organizations, nations and communities in the 21 st Century, London: Kogan Page, (1996).
Nuraini, "Building the School of Printing Excellence Student Excellence", provided http://www.fedus.org/, [09/08/2011/12.30].

Republic of Indonesia, "Minister of National Education Regulation No.. 32 of 2005 Strategic Plan (Planning) Ministry of National Education.

Republic of Indonesia, "Minister of National Education Regulation No.. 63 year 2009 on the Education Quality Assurance System

Republic of Indonesia, Government Regulation no. 19 Year 2005 on National Education Standards.
Republic of Indonesia, the 1945 Constitution, Jakarta: Ministry of National Education, 2010

Republic of Indonesia, Law No.20 year 2003 on National Education Systems, Jakarta: Indonesian Ministry of Religious Affairs Repunlik., Jakarta, 2009.

Robert M. Smith, Learning How to Learn Applied Theory for Adult, Chicago Illinois: Follett Publishing Company, (1982).

Ronald Gross, Peak Learning A Master Course in Learning How to Learn, New York: Penguin Putnam, 1991.

Samijo, Principal Characteristics of an Effective Vocational High School, in the Journal of Education and Culture, [No.. 074, Year to 14 September 2008],

Suhartono and Ngadirun, "Implementation Program Competitive Classes in Primary Schools", Journal of Educational vol.6 No.2 September 2005,

Tn., "Effective School Management and Excellence" in. Http:/www. ilmucerdaspendidikan.com. [09/08/2011/12.28].

Acording to aview of the above, that the study contains three main stages to achieve success in understanding the text of the books subjects and direct experience that can be encountered. Stage activities include: a) the stages of prior learning, b) the stages when learning and c) the stage after doing the learning activities.
Activities before learning begins by collecting books that will be studied according to their talents and interests of students towards learning of subjects and majors at each school, so the material can be available to be studied well and will gain a broader understanding and ease and not boring (enjoiment) in learning. Preparing for reading books to learn and read as much as possible before making pembelajaraan activity is a way to be active, and can steer themselves, as well as creative in dealing with problems of learning materials in schools.
Results readings from books that have been prepared in advance and everyday experience of the knowledge acquired by each individual, performed subsequent deepening of using the technique of "V" heuristic, that any new knowledge is always questionable and will be studied using the framework of understanding began; "thinking - action - a new experience ". That he needed to do a person in learning activities is not enough just to read but do interviews / interviews, field research, preparation of preliminary, do questions and answers, and read back from these books similar discussion.
Next is the core of learning activities, a person or students who conduct activities to learn and become his study habits, they always pay attention to three main aspects as patterns of learning, namely: read, listen and discuss. Patterns of learning that needs to be done every individual in understanding the subject matter is to do mind mapping or concept mapping learning materials were read and discussed so finding a more convenient and precise in understanding such as formulas, postulates, or apply them in practical work in laboratory. The next study is the core activity of the probes to investigate the subject matter being studied, students usually learn in class when the teacher who was teaching using teaching methods Inquiry is to take the children to learn to assess and find solutions themselves the problems found in teaching activities.
Learning activities that last one is the core activity of post-process learning that the efforts made by each learner to maintain the learning outcomes in order not to forget for the knowledge and experience gained during learning activities. Some strategies to strengthen memory, among others; a) selecting the main purpose to learn, this is related to the expected learning objectives of each learner or student when given the task in each subject, b) enthusiasm and comitmen, meaning that individual feelings of enthusiasm and commitment committed to the success of learning is an emotional impulse which can amplify gains on any subject matter, c) implementing effective learning patterns, the choice of effective learning patterns will influence the power to recall and preserve the knowledge already acquired in the learning activities that have been conducted, patterns of learning Effective as: 1) make a brief note of each material being studied. 2) make a record of the difficult words in each lesson theme.

EDUCATIONS FAMILY BASE PALENAN ENTREPRENEUR MIGRANT PEOPLE FROM EAST KADUARA PRAGAAN DISTRIC OF SUMENEP

2011-10-08T22:32:00.000-07:00

Family as a least social unit in social system that is in society has the role important in making social changes especially in household, because family has the function of education. It means doing activities of education and learning in household and the function of economy for survive in family life, the two functions above are manifested by head of family through the daily activities.
As done those migrant people, palenan businessman from East Kaduara Pragaan Sumenep that informally has happen learning process to educate pupil to have entrepreneurship and mastering Palenan entrepreneur skill in migrant place.
This research clarify in Qualitative Research, with Grounded approach for expressing and finding theory that is focused to family education based Palenan entrepreneur and entrepreneur learning process at Migrant people, east Kaduara Pragaan Sumenep. The focus of this research is done at East Kaduara as the first setting and continued in several cities that is goal places and the main informants is family that done activities palenan entrepreneur migrant.
The result from this research that we get is. a) the long history of palenan entrepreneur migrant has begun since 1929, this was nor difference from Koentowijoyo research found that in 30s years is a characteristic or called “ disa bini” and head of family does a trade at Migrant place becomes people culture of East Kaduara. b) the process of Business learning was aimed to make pupil entrepreneur through informal learning process, this activities was done in intimate situation, like the daily activities to fulfil family‘s need that is changed by mother to encourage pupil to comprehend the meaning of symbol that are in our environment, like from traditions pattern life “mon tậ atani tậ atanậ changes to mon tậ adaghang tậ adeghing c) The learning of Palenan entrepreneur in migrant place is directed to realize palenan entrepreneur skill. 1) realize in loving to activity of palenan Business, 2) Understanding work ethics in work team and togetherness 3) know the area and realize buyer characteristic palenan things, 4) Skill in doing business, 5) Applying administration practice in doing business. And d) the people of palenan entreprenur migrant can increase prosperous life in getting income from palenan business that is done in migrant area.
Keyword: Family Educations, entrepreneur, Palenan, Migrant, East Kaduara

SUMMARY PROGRAM DEDICATED COMMUNITY STRENGTHENING MICROFINANCE SYARI'AH INSTITUTIONS AT SOCIETYKAMPONG FISHERMAN BRANTA TINGGI

2011-03-17T21:29:00.000-07:00

A. Issues and Focus Services
Undang-Undang No.32 Tahun 2004 on Regional Government which in essence form of implementation of the decentralized system of government as the antithesis of a centralized system of governance. Change the local government authority is given a great opportunity to plan / formulate, and implement development policies and programs in accordance with the aspirations of the community.

Dimention aspirations contain high locality aspect especially for coastal communities, who had been marginalized due to development policies are less aspirational, the program-program Development only can be enjoyed by a small coastal communities are able to access informal development, while on fishing communities who generally lack the ability to access the building only as a spectator and object of development that is always neglected interests.

Neglected the interests of coastal fishing communities makes them always subordinated and marginalized, they are far from decent life and less prosperous, the life of fishing communities depend by owners of capital and the loan sharks who lend money every day to fishing communities under the pretext of helping the needs of society but essentially make profits much as possible from the suffering of poor coastal communities in the fishing village.

The condition of cultural life on a coastal fishing communities, which created the community happy to do loan money to people who just want to get profit without thinking to create the life of coastal fishing communities are more empowered coastal fishing communities are not concerned with personal interests and family that is less an attempt to change a better life for the love of saving, setting aside a portion of the work to improve life for family welfare and future of their children, as the practice or application of the economic system that contains the values that contain Syari’ah justice for the local community.

Addressing issues raised in the community as well as with the phenomenon of moneylenders who provide money lending services to the community which, according to the rules or Principles of sharia principles deviate much from the teachings of Islam, it is necessary to enable innovations that can change people's lives like borrowing money toward people who like to save or set aside some capital as a deviation for the sake of the future. Rafidah Illiyanti Research on Economics and Economic System of Islam in Indonesia: A study of the principles of Islamic economics in KHES and implementation of the national economy, may be applied starting from the most narrow community environment that is in the village, the hamlet, and village residential community. Model development and application of Islamic economics in society can be established microfinance institutions that can accommodate syari’ah community needs both in store and borrow money to avoid the culture and behavior of sharks are being offered at first.

Pro Social Behavior

2011-03-17T21:10:00.000-07:00

Ethical and religious foundation is part of the phenomena inherent in sustainable development approach. Both these aspects according to the opinion of the writer that underlie the formation of life and social behavior or prosocial behavior that practice in everyday life is to build individual and community behavior in order to have an awareness of environment and natural surroundings.

Fellix Dods in the book describes the Earth Summit a declaration of independence and the principles of sustainable development set out in "The Earth Charter", one of principle, especially number 2, namely the principle of Ecological Integrity contained several commitments in the explanation, namely:
a. Protect and restore the integrity of the earth's ecological systems, with special attention to biological diversity and natural processes in a sustainable life.
b. Preventing crime as the best method of environmental protection and when the limited knowledge, to perform preventive approach.
c. Adopt exemplary patterns of production, consumption, and reproduction that protects existing regeneration capacity of the earth, human rights, welfare and public health.
d. Helping to understand or investigate the ecological resilience and promote the open exchange of knowledge and applications gain wider.

Integrity environment or environmental awareness is part of the international campaign to every individual, community groups, institutions even local governments, regional, and national levels are required to support efforts to maintain and rebuild the environment.

Shape the behavior of individuals or groups of people to have a practical environmental awareness can be done by:
a. Starting from yourself for environmentally friendly
Environmentally conscious behavior starts with doing things and the small steps that are around us or called eco friendly eco living or are living with attention to their surroundings, or the term in general is environmentally friendly. Daily life of every individual has a different habit from that one individual with another individual, if carefully considered the behavior of individuals can be forced to always pay attention to small things and easy to do.

Environmentally friendly behavior is the simplest can be done every one example is: use water wisely, unplugged when not in use do not get used to let the electrical energy in a state of stand-by, reducing products Disposable instant is not too good for health in addition will increase the waste , planting a single tree trunk is all around us, save fuel, and the most difficult to care for the environment is the waste issue and therefore each individual needs to pay attention and - garbage - it's very well namely the 3R approach (Reduce, Reuse, and Recycle) . That with this pattern contains elements; reduce product waste, reuse of existing sampah2 and recycle rubbish that has been used.

The practice of everyday life for environmentally friendly is not only limited in the household environment, but can be done in the working environment such as: do not wasteful use of paper, use of electrical energy economically or if there is AC quicken certain times only, with the development of information technology can be utilized for each result of the work if we want to send enough via email without having to printout. There are many patterns of life Simple and easy to do that support behavioral change to maintain, save, and preserve the environment for better quality of life.
b. Through environmental education activities

In the agenda of environmental education in the 21st century is mentioned that education is a solution that needs to be prioritized: "... Environmental education has the task of transforming the attitudes and behavior toward the whole community if there is a new venture of the conservation in plants and animals as well as that done by the people or society in order to become a reality

Environmental education activities, whether conducted through formal or non-formal education is an institutional activity covers all aspects that must be executed, the main curriculum for all levels in order to assist the development of a sense of responsibility towards the environment and teaches students about how to keep, and maintain protect the existence of the environment.

Environmental education is focused on changing individual attitudes and behaviors in practice, the emphasis not only on widespread educational needs but also for the sake of changing the content of education itself. Children and adults are required to obtain the knowledge and values that will make them to live sustainably. This requires environmental education related to social education, which seeks to understand the natural world and live in harmony in it. life harmonious in the natural environment is the understanding of individuals on the object that is being occupied, meaning that one's social attitudes and behavior toward the environment in the form of feelings of responsibility will preserve, protect, and preserve the environment from extinction.

Education can give to the community about the ethics and environmental awareness, values, attitudes and behaviors to develop a more sustainable life. This also reinforces the notion that education is not only focused on the environmental aspects of physical, and biological environment but the socio-economic environment and human resource development. Government responsibilities are: To support the sustainable development of the state Education needs to find:
1. Create an environment and development education for all ages and situations that developed.
2. Work environment and development concepts, including those that population, in all education programs, with analyze the cases that cause major issues, so that it becomes a special stage for the decision maker is emphasized on education and training.
3. Involving school children in the study or learning about a healthy environment both at local or regional environment, including drinking water rescue, medical care, food, and economic impacts of resource use and environmental resources.

Thus the propaganda agenda of environmental education in the 21st century will work well if it's really responded to by every institution education providers either type or level of education in all over the country both in local, regional and national levels.
Number of educational institutions with different visions and missions that embrace education, adding a curriculum about the environment in the learning process is an obligation that must be done if you do not want our environment is polluted and extinct. Because through educational activities is a strategy that is more likely to do in campaigning for environmental education, both through its own curriculum in a subject or be integrated into subjects relevant to the content of environmental education itself.
c. Through a campaign or movement organizations and mass media
Shape the behavior of people's lives can be performed with a variety of activities that can be touched directly to the needs of individuals, groups, and society at large. These activities can be performed by various civil society organizations in the environmental community itself as the participation of the movement or campaign about important issues of concern to be known by the public, and in turn the community experience good changes knowledge, attitudes, behaviors and skill and value life in it.

The role of civil society organizations or even the mass media is very big in helping campaign for reform ideas for the public to follow and participate because of changes in program behavior due to the campaign. Experience in various countries as well as in Romania that: "... civil society organizations or NGOs or often called NGS has an important role in assisting the government program as well as environmental actions such as promoting eco-conscious social movement, the promotion of new technologies to preserve the environment.

Likewise, mass media such as television, radio, newspapers and magazines as well as an important instrument which has a maximum role to help achieve a rapid development objectives of society, especially changes in behavior and personality in order to have social and occupant awareness of environmental. The role that can be done by the mass media is publishing a variety of environmental activities undertaken by the community.
Mass media channels are all tools that can convey messages, involving the various mass media such as radio, television, and newspapers are allowed to submit news sources to individuals or society, mass media have the advantage, among others can:
1. Reaching a broad audience or reader and a big fast
2. Create knowledge and disseminate information
3. Encouraging change in attitude and behavior is expected.

Both organizations or NGOs / NGS and the mass media have an important role which is expected to menyamapaikan the patterns of development and saving the environment with a variety of news and activities made by the organization, in other words programs conducted by the NGO / NGS and broadcast through mass media will be easily accessible by the public news, news tgerus and over again it will affect the response, feelings, attitudes, and behavior of individuals or society.

Next is how to package programs and campaigns on environmental maintenance are presented in the news interesting and creative so as to influence the behavior of individuals and communities in order to have awareness of environment further.yang harmony can live in it.

Changes in behavior itself hangs self individuals, groups and institutions. Changes in the most narrow is the individual or individuals, continued widespread in the group or community, and the most fundamental is the change and the formation of behavior in an institution.

Changes in behavior in the aspect of this institution is the culmination, because that aspect is a target or object the establishment of behavior related to environmental awareness that emerges; policies, rules, and sanctions that bind the whole structure of social life of society and its environment.

Prosocial behavior not only between individuals associated with other individual human beings, but also may be associated with the environment and natural surroundings as a foothold for someone to perform social functions.

Among the social functions this one can form conscious behavior on the environment, namely the willingness of each individual to establish, maintain, rebuild the environment and natural surroundings in case of damage, which may cause the disaster and the damage is greater.

Gain, maintain and develop the environment and natural surroundings, not only have an effect on environmental improvements physic and biological environment only, but will be broader impact on the development of economic and social environment and human resources for the betterment of human welfare.