INTRODUCTION
1.1 Background
Advancement of science and technology, especially information technology has become faster and the flow of communication without borders. This has a direct impact on the field of life and economic norms, such as the exclusion of less-educated workers and less skilled, the erosion of local culture due to the rapid flow of information and global culture, and the decrease of the norms of our society that is pluralistic so vulnerable to the emergence of social upheaval and disintegration. The existence of a free market, competitive ability, mastery of knowledge and technology, become increasingly important for the progress of a nation. Size of the welfare of a nation has shifted from physical capital or natural resources to intellectual capital, knowledge, social, and trust.It requires that provide life skills education (Life Skill), which is providing the skills, expertise, and skills with high competence in the learners so that is always able to survive in an atmosphere that is always changing, uncertain and competitive in his life. These skills have actually gained students early start formal education at school and that is informal, which would make it a knowledgeable society that lifelong learning (Life Long Learning).
1.2. Destination
In this subject is discussed on the basis and principles of education and its application in practice so established any work done in training, guiding and give learning to learners who are our primary obligation as a professional educator.
A. DEFINITIONS
Education Center Tri term is a term used by the Indonesian education leaders, namely Ki Hajar Dewantara describing educational institutions around the human environment that affects the behavior of learners. In this activity consists of three subjects, namely (A) the family of Education, (B) Education in schools, (C) Education in the community. After studying this material students are expected to:
Education Center Tri term is a term used by the Indonesian education leaders, namely Ki Hajar Dewantara describing educational institutions around the human environment that affects the behavior of learners. In this activity consists of three subjects, namely (A) the family of Education, (B) Education in schools, (C) Education in the community. After studying this material students are expected to:
1. Explain the importance of education as the foundation stone of family
education,
2. Explain the importance of education in schools as a companion in the
family,
3. Explain the importance of public education as a complement to the
education of children in families and schools.
Education can be classified in different types. The classification depends on from where we see it. Seen from the venue for education, then Ki Hajar Dewantara, differentiate into three as Tri Education Center (Ahmadi, 1991) namely: Education in the family (informal education), education in schools (formal education), and education in the community (non education formal). While the views of the way the course is divided into functional education education and education intentional. Functional education is education that takes place intuitively, without a plan and purpose but take for granted. While education is the opposite of intentional functional education.
When viewed from a personal aspect is touched, then there is a kind of educational Orchestra (Sport Health), Social education, English Education, Arts Education, Moral Education, Sex Education, and so on. Meanwhile, judging from the types and levels, the Constitution of the Republic of Indonesia Number 20 Year 2003 on National Education System states that the education unit is a group of educational services that provide education in formal, non-formal, and informal at all levels and types of education. Qualification is the stage of education set by the level of development of learners, the objectives to be achieved, and abilities developed while education is a type of group that is based on the specificity of an educational purpose education unit.
Formal education is a structured educational pathways and tiered consisting of elementary education, secondary education, and higher education. Non-formal education is the path of education outside the formal education that can be implemented in a structured and tiered. Informal education is a family of educational pathway. Early childhood education is an effort aimed at the development of children from birth to the age of six years are done through the provision of educational stimulation to assist the growth and development of mind and body so that children have a readiness to enter further education. Distance education is the education of the students apart from teaching and learning using a variety of learning resources through communication technology, information, and mediaother. Education is a community-based organization of education pen based religious distinctiveness, social, culture, aspirations, and potential educational community as the embodiment of, by, and for the community.
Education can be classified in different types. The classification depends on from where we see it. Seen from the venue for education, then Ki Hajar Dewantara, differentiate into three as Tri Education Center (Ahmadi, 1991) namely: Education in the family (informal education), education in schools (formal education), and education in the community (non education formal). While the views of the way the course is divided into functional education education and education intentional. Functional education is education that takes place intuitively, without a plan and purpose but take for granted. While education is the opposite of intentional functional education.
When viewed from a personal aspect is touched, then there is a kind of educational Orchestra (Sport Health), Social education, English Education, Arts Education, Moral Education, Sex Education, and so on. Meanwhile, judging from the types and levels, the Constitution of the Republic of Indonesia Number 20 Year 2003 on National Education System states that the education unit is a group of educational services that provide education in formal, non-formal, and informal at all levels and types of education. Qualification is the stage of education set by the level of development of learners, the objectives to be achieved, and abilities developed while education is a type of group that is based on the specificity of an educational purpose education unit.
Formal education is a structured educational pathways and tiered consisting of elementary education, secondary education, and higher education. Non-formal education is the path of education outside the formal education that can be implemented in a structured and tiered. Informal education is a family of educational pathway. Early childhood education is an effort aimed at the development of children from birth to the age of six years are done through the provision of educational stimulation to assist the growth and development of mind and body so that children have a readiness to enter further education. Distance education is the education of the students apart from teaching and learning using a variety of learning resources through communication technology, information, and mediaother. Education is a community-based organization of education pen based religious distinctiveness, social, culture, aspirations, and potential educational community as the embodiment of, by, and for the community.
B.URAIAN
1. FAMILY EDUCATION
Family education or informal education is a family of educational pathway. Informal education is a process of learning that occurs in everyday life in the immediate family. As a parent or other close person in the family that introduced the name of the objects and the correct pronunciation, the correct way of eating and drinking, how to respect people, how to write, how to draw and how to worship and so on for the child's basic world to enter formal (school and community) later. In principle, in the family education is to help children how to learn.Education in the family further highlight how we teach ourselves, where we tend to talk and join in activities with other people around the child, and it takes place unconsciously in time for interaction with children, ranging from children up to going to sleep listening to story and song that contains the value of education as a preparation to enter the world of formal child.
Informal education is an ongoing social experience, where families put themselves in accordance with the "bonding" ongoing feelings with the child, where the situation is a family looking for the right position for the child's well received.Langeveld express each association between adults (parents) with children is a field or a place where the educational work in progress. That education is a phenomenon that occurs in the interaction among adults with minors. By way of daily interaction, the child feels himself brought to maturity by an adult and as such it is gejalagejala education, both within the family, school and society and a sort of association that is called socially paedagogis. Terms socially paedagogis by Langeveld is: 1) Association between children and adults, 2) In no influence in the association, 3) There is a conscious purpose to child toward maturity.
Family environment is the first educational environment, because in this family pertamatama children get education and guidance. Also said to be a major environmental, as most of the life of the child is in the family, so education is the most widely received by the child is in the family.Hasbullah (2003) asserts that the primary duty of the family to children's education is a foundation stone for moral education and religious worldview. The nature and character of most of the children were taken from their parents and from other family members.
In the first chapter of Marriage Act No. I of 1974, stated that marriage is a physical and spiritual bond between one man and one woman as husband and wife in order to establish a happy and prosperous family, based on God. Children born of this marriage is a legitimate child and the rights and responsibilities of both parents nemelihara and educate, as well as possible. The second obligation of parents to educate children continued until he mated or can stand alone, even right under article 45, paragraph 2 of Law this marriage, kewajibai and responsibilities of parents will return if the marriage between the two broke up for some reason, this child back to mak parental responsibility.
Family education or informal education is a family of educational pathway. Informal education is a process of learning that occurs in everyday life in the immediate family. As a parent or other close person in the family that introduced the name of the objects and the correct pronunciation, the correct way of eating and drinking, how to respect people, how to write, how to draw and how to worship and so on for the child's basic world to enter formal (school and community) later. In principle, in the family education is to help children how to learn.Education in the family further highlight how we teach ourselves, where we tend to talk and join in activities with other people around the child, and it takes place unconsciously in time for interaction with children, ranging from children up to going to sleep listening to story and song that contains the value of education as a preparation to enter the world of formal child.
Informal education is an ongoing social experience, where families put themselves in accordance with the "bonding" ongoing feelings with the child, where the situation is a family looking for the right position for the child's well received.Langeveld express each association between adults (parents) with children is a field or a place where the educational work in progress. That education is a phenomenon that occurs in the interaction among adults with minors. By way of daily interaction, the child feels himself brought to maturity by an adult and as such it is gejalagejala education, both within the family, school and society and a sort of association that is called socially paedagogis. Terms socially paedagogis by Langeveld is: 1) Association between children and adults, 2) In no influence in the association, 3) There is a conscious purpose to child toward maturity.
Family environment is the first educational environment, because in this family pertamatama children get education and guidance. Also said to be a major environmental, as most of the life of the child is in the family, so education is the most widely received by the child is in the family.Hasbullah (2003) asserts that the primary duty of the family to children's education is a foundation stone for moral education and religious worldview. The nature and character of most of the children were taken from their parents and from other family members.
In the first chapter of Marriage Act No. I of 1974, stated that marriage is a physical and spiritual bond between one man and one woman as husband and wife in order to establish a happy and prosperous family, based on God. Children born of this marriage is a legitimate child and the rights and responsibilities of both parents nemelihara and educate, as well as possible. The second obligation of parents to educate children continued until he mated or can stand alone, even right under article 45, paragraph 2 of Law this marriage, kewajibai and responsibilities of parents will return if the marriage between the two broke up for some reason, this child back to mak parental responsibility.
1) Monotheism (abundance
Belief)
In Islam received first child is aware ness. Abdul Wahab (2007) describes the dangers of monotheism is the handle basic and crucial for human life, because monotheism became the foundation for every charity is done.Tawheed is not just to know and understand that the creator of this universe is God, not just knowing the rational proofs of the truth of being (existence) of his, and wahdaniyah (oneness) of his, and it's not just recognize Asma 'and His nature. Tawheed is the purification of worship to God. The point is: devote themselves only to God is pure and consistent by obeying all his commandments and stay away from all his prohibitions, with a sense of low self-esteem, love, hope and fear Him.
2). Emotional Life Emotions,
In Islam received first child is aware ness. Abdul Wahab (2007) describes the dangers of monotheism is the handle basic and crucial for human life, because monotheism became the foundation for every charity is done.Tawheed is not just to know and understand that the creator of this universe is God, not just knowing the rational proofs of the truth of being (existence) of his, and wahdaniyah (oneness) of his, and it's not just recognize Asma 'and His nature. Tawheed is the purification of worship to God. The point is: devote themselves only to God is pure and consistent by obeying all his commandments and stay away from all his prohibitions, with a sense of low self-esteem, love, hope and fear Him.
2). Emotional Life Emotions,
derived from the English word, emotion, stemming from the word "Emotus"
or "Emovere" or lampoon (To still up) which means something pushing
against something. For example, the emotions excited push for a laugh. The term
commonly used in psychology and to refer to the complex reaction of an organism
to the object or event that is significant, with subjective, behavioral,
physiological elements. The earliest roots of emotional intelligence can be
traced to Darwin's work is through emotional expression for survival and
adaptation. The term "Emotional Intelligence, emotional intelligence"
hereinafter referred to as emotional intelligence was firstposed in 1990 by
psychologist Peter Salovey of Harvard University and John Mayer of the
University of New Hampshire. This intelligence is related to certain
psychological qualities which by Salovey grouped into five characterscapabilities:
(1) Recognizing one's emotions; This region is the basis of emotional
intelligence. Mastery of this person will have a sense of her decision-making
issues personal.
(2) Managing emotions; person's emotional intelligence on the part
indicated by the ability to entertain yourself, let go of anxiety, moodiness,
or the offense so that he can bounce back with a much more rapid than the
decline and fall in life.
(3) Motivate yourself; intelligence is related to someone in kamampuan
evokes passion, self-control, restraint on satisfaction and anxiety. Success in
these areas will make a person tends to be much more productive and effective
in whatever they do.
(4) Recognizing emotions in others. Closely related to empathy, one that is
emotional intelligence "skills" basis. People who are empathetic are
better able to capture the social signals that hinted at hidden anything
required or desired others.
(5) Fostering relationships. The art of relationships, requiring intelligence
and skill to manage the emotions of others. Is needed to support the
popularity, leadership, and interpersonal success.
3). Moral Life of
Children
In everyday life, in addition to moral terms, there are also ethical terms.
Morale is knowledge concerning human civilized manners. Moral teaching also
means good and bad deeds and behavior (morals). Darkata moral mores derived
from Latin Wursanto, 1987), which could have translated into "rules of
decency". In everyday language is a kesusilaaan nor mores but the clues to
life courtesy, and not obscene. So the moral is moral rules, which meluputi all
norms for behavior, actions for good behavior. Besides the well-known moral
terms derived from Sanskrit, meaning better su, sila means means the basics and
the principles or rules of life. So the moral means regulations in a better
life.Stages of moral development is a measure of the level of moral reasoning a
person based on their moral development as described by Lawrence Kohlberg. Created
while studying psychology at the University of Chicago, the theory was inspired
by the work of Jean Piaget and a fascination with children reactions to moral
dilemmas. He wrote his doctoral dissertation in 1958 which became the beginning
of what is now called the moral development of Kohlbreg stages
This theory holds that moral reasoning, which is the basis of ethical behavior, has six identifiable developmental stages. He followed the development of moral judgment with increasing age which was originally studiedPiaget, stating that logic and morality develop through constructive stages. Kohlberg extend this basic view, by determining that the process of moral development was principally concerned with justice and development continued during life, although there is a dialogue of philosophical implications of his research.
Langeveld (in Aqib, 2007) says that education shall be directed to the effort to help learners to arrive at moral self-determination in the moral order. Education is the formation of conscience hatu, attempts to guide, lead and bring the level of maturity of learners which is closely related to the sense / meaning of life, purpose of life, the introduction of values and norms, and moral responsibility.
This theory holds that moral reasoning, which is the basis of ethical behavior, has six identifiable developmental stages. He followed the development of moral judgment with increasing age which was originally studiedPiaget, stating that logic and morality develop through constructive stages. Kohlberg extend this basic view, by determining that the process of moral development was principally concerned with justice and development continued during life, although there is a dialogue of philosophical implications of his research.
Langeveld (in Aqib, 2007) says that education shall be directed to the effort to help learners to arrive at moral self-determination in the moral order. Education is the formation of conscience hatu, attempts to guide, lead and bring the level of maturity of learners which is closely related to the sense / meaning of life, purpose of life, the introduction of values and norms, and moral responsibility.
2. EDUCATION IN SCHOOLS
Formal education is a structured educational pathways and tiered consisting
of elementary education, secondary education, and educational institutions
tinggi.Sekolah is designed to teach students (or "pupils") under the
supervision of teachers. Schools comes from the Greek: σχολή, schole), in
English school, a building or an institution for learning and teaching as well
as a place to receive and give pelajaran.Sekolah headed by a Principal. The
headmaster is assisted by the vice principal. Number of vice principal at each
school is different, depending on the needs. Prepared school buildings to take
advantage of rising land available and can be filled with other facilities.Most
countries have systems of formal education, which is commonly compulsory. In
these systems, students progress through a series of schools. The names for
these schools vary by country but generally include primary school for childrenchildren
and secondary school for teenagers who have completed primary education.
In addition to these core schools, students in a particular country may also have access to and attend schools both before and after primary and secondary education. Kindergarten or pre-school provide some schooling for children, very young children (generally age 35) university, vocational school, college or seminary may be available after secondary school. A school may also be dedicated to one particular field, such as economics or a school dance school. Alternative schools may provide nontraditional curriculum and methods.
There are also non-government schools, called private schools. Probably a private school for children with special needs when the government does not provide for them; religion like Islam Christian schools, and other Buddhist and others, or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions corporate training and military education and training. Homeschooling and online schools, teaching and learning take place outside of a traditional school building.
In the United Kingdom, the term school refers primarily to pre-university institution, and it may, most, will be divided into preschool or nursery schools, primary schools (sometimes further divided into infant school and junior high school), and secondary schools. There are different types of secondary schools which include grammar schools, comprehensives, secondary and modern city academies. School performance in Scotland is monitored by Her Majesty's Inspectorate of Education. Ofsted report performance in England and Wales.
The size and type of school varies depending on the resources and goals of education providers. A school may be a very simple place where a site met a teacher and a learner, or perhaps, a large building complexes with hundreds of rooms with tens of thousands of educational staff and learners. Here is a common infrastructure facilities in existing institutions in Indonesia, based on their use:
According to the status of divided schools: public schools, which are organized by the government schools, ranging from elementary school, junior high school, high school, and college. Private schools, the school organized by non-government / private entity such as a foundation organizers education to date legal education providers still a draft government regulation. According to the study divided the seven types of education: (1) public education, (2) education, (3) academic, (4) the profession, (5) vocational, (6) religious, and (7) special.
Basic education in Indonesia is an underlying levels of secondary education, in the form of elementary school (SD) and madrasah (MI) or other forms of the same level and junior high school (SMP) and madrasah tsanawiyah (MTs), or other forms of equals . Secondary education is a continuation of basic education. Basic Education Basic education is an education that underlies secondary education. Every citizen aged seven to fifteen years of compulsory basic education. Government and Local Government guarantee the implementation of compulsory education for every citizen over the age of 6 (six) years in the basic education without charging a fee.
Secondary education, advanced education is a foundation which consists of (1) general secondary education, and (2) secondary vocational education. Secondary education in the form: (1) High School (SMA), (2) Madrasah Aliyah (MA), (3) SchoolVocational High School (SMK), and (4) Madrasah Aliyah Vocational (MAK), or other forms of equals.
Higher Education, an education after secondary education includes diplomas, bachelor's, master's, specialist, and doctoral degrees are held by the college, may take the form: (1) academic, (2) the polytechnic, (3) high school, (4 ) institute, or (5) the university. Obliged college education, research, and community service and academic programs can be organized, professional, and / or vocational.
In addition to these core schools, students in a particular country may also have access to and attend schools both before and after primary and secondary education. Kindergarten or pre-school provide some schooling for children, very young children (generally age 35) university, vocational school, college or seminary may be available after secondary school. A school may also be dedicated to one particular field, such as economics or a school dance school. Alternative schools may provide nontraditional curriculum and methods.
There are also non-government schools, called private schools. Probably a private school for children with special needs when the government does not provide for them; religion like Islam Christian schools, and other Buddhist and others, or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions corporate training and military education and training. Homeschooling and online schools, teaching and learning take place outside of a traditional school building.
In the United Kingdom, the term school refers primarily to pre-university institution, and it may, most, will be divided into preschool or nursery schools, primary schools (sometimes further divided into infant school and junior high school), and secondary schools. There are different types of secondary schools which include grammar schools, comprehensives, secondary and modern city academies. School performance in Scotland is monitored by Her Majesty's Inspectorate of Education. Ofsted report performance in England and Wales.
The size and type of school varies depending on the resources and goals of education providers. A school may be a very simple place where a site met a teacher and a learner, or perhaps, a large building complexes with hundreds of rooms with tens of thousands of educational staff and learners. Here is a common infrastructure facilities in existing institutions in Indonesia, based on their use:
According to the status of divided schools: public schools, which are organized by the government schools, ranging from elementary school, junior high school, high school, and college. Private schools, the school organized by non-government / private entity such as a foundation organizers education to date legal education providers still a draft government regulation. According to the study divided the seven types of education: (1) public education, (2) education, (3) academic, (4) the profession, (5) vocational, (6) religious, and (7) special.
Basic education in Indonesia is an underlying levels of secondary education, in the form of elementary school (SD) and madrasah (MI) or other forms of the same level and junior high school (SMP) and madrasah tsanawiyah (MTs), or other forms of equals . Secondary education is a continuation of basic education. Basic Education Basic education is an education that underlies secondary education. Every citizen aged seven to fifteen years of compulsory basic education. Government and Local Government guarantee the implementation of compulsory education for every citizen over the age of 6 (six) years in the basic education without charging a fee.
Secondary education, advanced education is a foundation which consists of (1) general secondary education, and (2) secondary vocational education. Secondary education in the form: (1) High School (SMA), (2) Madrasah Aliyah (MA), (3) SchoolVocational High School (SMK), and (4) Madrasah Aliyah Vocational (MAK), or other forms of equals.
Higher Education, an education after secondary education includes diplomas, bachelor's, master's, specialist, and doctoral degrees are held by the college, may take the form: (1) academic, (2) the polytechnic, (3) high school, (4 ) institute, or (5) the university. Obliged college education, research, and community service and academic programs can be organized, professional, and / or vocational.
3. EDUCATION IN THE COMMUNITY
Education is non-formal educational institutions are not excluded from the
family and school education, because according to Ahmadi (1991) was the second
institution should not be separated from the social order and the emerging
culture berjenisjenis in the family and the community in which the school is
located.
Therefore non-formal education to be part of the international discourse on education policy in the late 1960s and early 1970s. It can be seen as related to the concept of recurrent and lifelong learning. Tight(1996) showed that while the latter concepts have to do with the extension of education and lifelong learning, non-formal education is about "recognizing the importance of education, learning and training that goes beyond institutions recognized education '. Fordham (1993) showed that in the 1970s, came four characteristics associated with non-formal education: 1) Relevance to the needs of disadvantaged groups, 2) Concern with certain categories of people, 3) Focus on clear goals, 4) Flexibility in organization and methods .Ideas related non-formal education, in 1967 at an international conference in Williamsburg USA, the ideas that go into what is being widely read analysis of the 'world educational crisis' by Coombs. There are concerns about the curriculum does not fit, a growing awareness that education and economic growth are not always in step, and work that does not appear directly as a result of educational inputs. Many countries are difficult (political or economic) to pay for the expansion of formal education.
The conclusion is that the formal education system has been too slow with socioeconomic changes around them and that they held not only by their own conservatism, but also by the people themselves inertia. If we also accept that the education policy-making tends to follow rather than lead other social trends, the following changes will come not only from the formal school, but from the wider community and other sectors in it. It was from this starting point that planners and economists at the World Bank began to make a distinction between formal, non-formal and formal education.Existing institutions in society such as social institutions / organizations religious (eg propaganda agency), customary institutions, legal institutions, the Institute languages, professional bodies, charities and associations on the basis of tribe and region and type can not be ignored role in supplementary education for children.
Many of the similar institutions that work directly in education such as the setting up of private schools, both public and religious-minded school, she begins the most low level of education: kiddy park to the college, their activities even more comprehensive education and family school. As with any health care by establishing hospital, set up cooperatives for private development private entrepreneurial capabilities, and hone life skills for children who are stunted in formal education, including establishing parenting welfare shelters for physical, mental and social, and including for adults to educate nursing home.Non-formal education is also developing a political education, physical education and a variety of other personal development included in a positive hobby, like reading fan group, rock-climbing, search and rescue, Red Cross, doctors and so small that hardly found in the family and school in full.
Nonformal education in Indonesia include: (1) life skills education, (2) early childhood education, (3) youth education, (4) educational empowerment of women, (5) literacy, (6) education and job training skills, ( 7) educational equality, and (8) other education aimed to develop the ability of learners.
Nonformal education unit consists of (1) institute courses, (2) training institutions, (3) study group, (4) learning centers, and (5) taklim assemblies, as well assimilar educational unit. And organized training courses for people who need a stock of knowledge, skills, life skills, and attitudes for self-development, professional development, work, independent business, and / or continue their education to a higher level.
The results of non-formal education can be rewarded equivalent to formal education after the program outcomes through the assessment process equivalency by agencies appointed by the Government or Local Government with reference to national education standards.
Therefore non-formal education to be part of the international discourse on education policy in the late 1960s and early 1970s. It can be seen as related to the concept of recurrent and lifelong learning. Tight(1996) showed that while the latter concepts have to do with the extension of education and lifelong learning, non-formal education is about "recognizing the importance of education, learning and training that goes beyond institutions recognized education '. Fordham (1993) showed that in the 1970s, came four characteristics associated with non-formal education: 1) Relevance to the needs of disadvantaged groups, 2) Concern with certain categories of people, 3) Focus on clear goals, 4) Flexibility in organization and methods .Ideas related non-formal education, in 1967 at an international conference in Williamsburg USA, the ideas that go into what is being widely read analysis of the 'world educational crisis' by Coombs. There are concerns about the curriculum does not fit, a growing awareness that education and economic growth are not always in step, and work that does not appear directly as a result of educational inputs. Many countries are difficult (political or economic) to pay for the expansion of formal education.
The conclusion is that the formal education system has been too slow with socioeconomic changes around them and that they held not only by their own conservatism, but also by the people themselves inertia. If we also accept that the education policy-making tends to follow rather than lead other social trends, the following changes will come not only from the formal school, but from the wider community and other sectors in it. It was from this starting point that planners and economists at the World Bank began to make a distinction between formal, non-formal and formal education.Existing institutions in society such as social institutions / organizations religious (eg propaganda agency), customary institutions, legal institutions, the Institute languages, professional bodies, charities and associations on the basis of tribe and region and type can not be ignored role in supplementary education for children.
Many of the similar institutions that work directly in education such as the setting up of private schools, both public and religious-minded school, she begins the most low level of education: kiddy park to the college, their activities even more comprehensive education and family school. As with any health care by establishing hospital, set up cooperatives for private development private entrepreneurial capabilities, and hone life skills for children who are stunted in formal education, including establishing parenting welfare shelters for physical, mental and social, and including for adults to educate nursing home.Non-formal education is also developing a political education, physical education and a variety of other personal development included in a positive hobby, like reading fan group, rock-climbing, search and rescue, Red Cross, doctors and so small that hardly found in the family and school in full.
Nonformal education in Indonesia include: (1) life skills education, (2) early childhood education, (3) youth education, (4) educational empowerment of women, (5) literacy, (6) education and job training skills, ( 7) educational equality, and (8) other education aimed to develop the ability of learners.
Nonformal education unit consists of (1) institute courses, (2) training institutions, (3) study group, (4) learning centers, and (5) taklim assemblies, as well assimilar educational unit. And organized training courses for people who need a stock of knowledge, skills, life skills, and attitudes for self-development, professional development, work, independent business, and / or continue their education to a higher level.
The results of non-formal education can be rewarded equivalent to formal education after the program outcomes through the assessment process equivalency by agencies appointed by the Government or Local Government with reference to national education standards.
C. SUMMARY
1. Tri Center Education: education in my family members (informal
education), education in schools (formal education), and education in the
community (non-formal education).
2. While the views of the way the course is divided into functional
education education and education intentional.
3.Pendidikan functional is ongoing education instinctively, without a plan
and purpose but take for granted. While education is the opposite of
intentional functional education.
4. When viewed from a personal aspect is touched, then there is a kind of
educational Orchestra (Sport Health), Social education, English Education, Arts
Education, Moral Education, Sex Education, and so on.
5. Of Law No. 20 Year 2003 on National Education System states that the
education unit is a group of educational services that provide education in
formal, non-formal, and informal at all levels and types of education.
6. Formal education is a structured educational pathways and tiered
consisting of elementary education, secondary education, and higher education.
7. Non-formal education is the path of education outside the formal
education that can be implemented in a structured and tiered.
8. Informal education is a family of educational pathway.
9. Early childhood education is an effort aimed at the development of
children from birth to the age of six years are done through the provision of
educational stimulation to assist the growth and development of mind and body
so that children have a readiness to enter further education.
10. Distance education is the education of the students apart from teaching
and learning using a variety of learning resources through communication
technology, information, and other media.
11.Pendidikan pen-based society is organizing education based on the
uniqueness of religious, social, cultural, aspirations, and potential educational
community as the embodiment of, by, and for the community.
12. Family education or informal education is a family of educational
pathway. a process of learning that occurs in everyday life in the immediate
family.
13. Education in the family further highlight how we teach ourselves, where
we tend to talk and join in activities with other people around the child, and
it takes place unconsciously in time for interaction with children, ranging
from children up to going to sleep listening to story and song that contains
the value of education as a preparation to enter the world of formal child.
14. Langeveld states, each interaction between adults (parents) with
children is a field or a place where the educational work in progress.
15. The main task of the family for the children's education is a
foundation stone for moral education and religious worldview. The nature and
character of most of the children were taken from their parents and from other
family members.
16.Education instill family especially monotheism; emotional life, and
morals or ethics.
17. Education in school or formal education is a structured educational
pathways and tiered consisting of elementary education, secondary education,
and higher education.
18. School is an institution designed for the teaching of students (or
"pupils") under the supervision of teachers.
19. Most countries have systems of formal education, which is commonly
compulsory. In these systems, students progress through a series of schools. Names
to different schools in each state but generally include primary school for
children and secondary school for teenagers who have completed primary
education.
20. There are also non-government schools, called private schools.
21. Probably a private school for children with special needs when the
government does not provide for them; religion like Islam Christian schools,
Buddhists and and others, or schools that have a higher standard of education
or seek to foster other personal achievements.
22. Schools for adults include institutions corporate training and military
education and training. Homeschooling and online schools, teaching and learning
take place outside of a traditional school building.
23. According to the status of divided schools: public schools, which are
organized by the government schools, ranging from elementary school, junior
high school, high school, and college. Private schools, the schools organized
by nongovernmental / private providers of education bodies, which form the
foundation to date legal education providers still a draft government
regulation.
24. Basic education in Indonesia is an underlying levels of secondary
education, in the form of elementary school (SD) and madrasah (MI) or other
forms of the same level and junior high school (SMP) and madrasah tsanawiyah
(MTs), or other forms of equals .
25. Secondary education is a continuation of basic education, which
consists of general secondary education and vocational education. Shaped
secondary education upper secondary school (high school), Madrasah Aliyah (MA),
vocational high school (SMK), and vocational religious high school (MAK), or
other forms of equals
.26. Education in the public or non-formal pendididikan are educational
institutions can not be excluded from the family and school education, because
the two can not be separated before the institution of the order of social life
and culture of various species growing in the family and the community in which
the school is located.
27. Non-formal education to be part of the international discourse on
education policy in the late 1960s and early 1970s.28. There are four
characteristics come associated with non-formal education: 1) Relevance to the
needs of disadvantaged groups, 2) Concern with certain categories of people, 3)
Focus on clear goals, 4) Flexibility in organization and methods.
29. Formal education system has been too slow to adapt to changing
socioeconomic around them and that they held not only by their own
conservatism, but also by the people themselves inertia.
30. Existing institutions in society such as social institutions /
organizations religious.
31. Many of the similar institutions that work directly in the world of
education by establishing schools as private schools, both public and
religious-minded school, she begins the most low level of education:
kindergarten through college, their activities even more comprehensive family
education and schools.
32. Non-formal education is also developing a political education, physical
education and a variety of other personal development included in a positive
hobby, like reading fan group, rock-climbing, search and rescue, Red Cross,
doctors and so small that hardly found in the family and school in full.
REFERENCES
Ahmad, Abu and Nur Uhbiyati. (1991). Science Education. Semarang: Renika Reserved.Hasbullah. (1999). Sciense Basics Education. Jakarta: PT. King GRapindo Persada.Goleman, D. (1998). Emotional Intelligence: Emotional Intelligence, Why EI is more important than IQ. (Tr.). Jakarta: PT Gramedia Pustaka Utama.Wursanto. (1987). Office of Communication Ethics. Jakarta: Canisius. welfare shelters
Ahmad, Abu and Nur Uhbiyati. (1991). Science Education. Semarang: Renika Reserved.Hasbullah. (1999). Sciense Basics Education. Jakarta: PT. King GRapindo Persada.Goleman, D. (1998). Emotional Intelligence: Emotional Intelligence, Why EI is more important than IQ. (Tr.). Jakarta: PT Gramedia Pustaka Utama.Wursanto. (1987). Office of Communication Ethics. Jakarta: Canisius. welfare shelters
